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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Oliver, John"). Showing records 1 – 19 of 19 total matches.

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Texas State University – San Marcos

1. Rocha, Patricia A. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.

Degree: PhD, School Improvement, 2016, Texas State University – San Marcos

 This qualitative study explored the storied lives of three Latina/o elementary Principals. The research partners included two individuals and the author of this dissertation. The… (more)

Subjects/Keywords: Latina/o elementary principals; Narrative inquiry; School leadership; Storied lives; Stories of school; Chicana Ways of Knowing; Politic of pasión; Chicana feminism; Authentic dissertation; Poetic transcription; Hispanic American school principals; Elementary school principals; Educational leadership

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APA (6th Edition):

Rocha, P. A. (2016). Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6031

Chicago Manual of Style (16th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/6031.

MLA Handbook (7th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Web. 10 Dec 2019.

Vancouver:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/6031.

Council of Science Editors:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6031


Texas State University – San Marcos

2. Lunkin, Karen L. Maxfield. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.

Degree: PhD, School Improvement, 2015, Texas State University – San Marcos

 This study explores the unexpected moments of tension experienced by educational leaders who consider themselves to be spiritual leaders. Our research questions that guide our… (more)

Subjects/Keywords: Autoethnography; Critical Self-Reflection; Educational Leadership; Micro-Ethnography; Spirituality; Plática; Praxis; Third Space; Multicultural education; Educational leadership – Moral and ethical aspects; Ethnology – Authorship

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APA (6th Edition):

Lunkin, K. L. M. (2015). Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5898

Chicago Manual of Style (16th Edition):

Lunkin, Karen L Maxfield. “Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5898.

MLA Handbook (7th Edition):

Lunkin, Karen L Maxfield. “Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.” 2015. Web. 10 Dec 2019.

Vancouver:

Lunkin KLM. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5898.

Council of Science Editors:

Lunkin KLM. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5898


Texas State University – San Marcos

3. Morton, Vincent E. Black Males in Higher Education: Communities of Color.

Degree: PhD, Adult, Professional, and Community Education, 2015, Texas State University – San Marcos

 This qualitative research study will explore six forms of cultural capital that Students of Color bring with them to the classroom from their homes and… (more)

Subjects/Keywords: Black males; Higher education; African American men – Education (Higher); African American male college students

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APA (6th Edition):

Morton, V. E. (2015). Black Males in Higher Education: Communities of Color. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5702

Chicago Manual of Style (16th Edition):

Morton, Vincent E. “Black Males in Higher Education: Communities of Color.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5702.

MLA Handbook (7th Edition):

Morton, Vincent E. “Black Males in Higher Education: Communities of Color.” 2015. Web. 10 Dec 2019.

Vancouver:

Morton VE. Black Males in Higher Education: Communities of Color. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5702.

Council of Science Editors:

Morton VE. Black Males in Higher Education: Communities of Color. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5702

4. Redwine, Gerald DeWayne. Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs.

Degree: PhD, Adult, Professional, and Community Education, 2015, Texas State University – San Marcos

 The purpose of this study was to develop a theory grounded in data of how diabetic COGIC members combine their Afro-Theistic faith with their knowledge… (more)

Subjects/Keywords: Type 2 Diabetes Mellitus; African-American; Subculture; Grounded Theory; Afro-Theistic; Faith; Knowledge; Social Constructs; COGIC; Church of God in Christ; Diabetes; African Americans – Diseases

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APA (6th Edition):

Redwine, G. D. (2015). Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5538

Chicago Manual of Style (16th Edition):

Redwine, Gerald DeWayne. “Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5538.

MLA Handbook (7th Edition):

Redwine, Gerald DeWayne. “Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs.” 2015. Web. 10 Dec 2019.

Vancouver:

Redwine GD. Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5538.

Council of Science Editors:

Redwine GD. Type 2 Diabetes Mellitus (DM) in an African-American Subculture: Grounded Theory of Afro-Theistic Faith, Knowledge, and Afro-Theistic Social Constructs. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5538

5. Francis IV, Lee. Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home.

Degree: PhD, School Improvement, 2014, Texas State University – San Marcos

 The focus of this inquiry was to gain an understanding of the process by which Indigenous people in the United States come to know their… (more)

Subjects/Keywords: Indigenous education; Indigenous knowledge; Native American; Pueblo; Indigeneity; Decolonization; Sovereignty; Decolonization; Indians of North America – Education

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APA (6th Edition):

Francis IV, L. (2014). Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5365

Chicago Manual of Style (16th Edition):

Francis IV, Lee. “Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5365.

MLA Handbook (7th Edition):

Francis IV, Lee. “Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home.” 2014. Web. 10 Dec 2019.

Vancouver:

Francis IV L. Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5365.

Council of Science Editors:

Francis IV L. Educating For Sovereignty: The Development Of Indigenous Knowledge And The Journey Home. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5365

6. Garcia, Jennifer Nichole. Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement.

Degree: EdD, School Improvement, 2014, Texas State University – San Marcos

 Purpose: The purpose of this study was to determine the association between teachers’ and parents’ beliefs and expectations of parental involvement and the achievement of… (more)

Subjects/Keywords: Elementary Education; Parent Involvement; Academic Achievement; Parents – Attitudes; Education, Elementary; Academic achievement

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APA (6th Edition):

Garcia, J. N. (2014). Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5356

Chicago Manual of Style (16th Edition):

Garcia, Jennifer Nichole. “Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5356.

MLA Handbook (7th Edition):

Garcia, Jennifer Nichole. “Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement.” 2014. Web. 10 Dec 2019.

Vancouver:

Garcia JN. Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5356.

Council of Science Editors:

Garcia JN. Teacher and Parent Beliefs and Expectations of Parental Involvement and How it Relates to Student Academic Achievement. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5356


Texas State University – San Marcos

7. Pharr, Sharrah. Life as pedagogy: A story of ontology and self-awareness.

Degree: PhD, School Improvement, 2014, Texas State University – San Marcos

 Formal, systematic education provides for sequential reasoning of new learning. This qualitative study, is a departure of that normed practice by creating a space to… (more)

Subjects/Keywords: Life as Pedagogy; Ontology; Self-Awareness, Learning Journey; Story as Research; Story as Methodology; Social Constructivism; Understanding; Meaning Making; Unfinishedness; Reflection; Story; Creating Space; Leadership Development; Ontology; Self-consciousness (Awareness); Internalization; Social perception

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APA (6th Edition):

Pharr, S. (2014). Life as pedagogy: A story of ontology and self-awareness. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5178

Chicago Manual of Style (16th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5178.

MLA Handbook (7th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Web. 10 Dec 2019.

Vancouver:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5178.

Council of Science Editors:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5178


Texas State University – San Marcos

8. Vasquez, Daniel S. The Historical Evolution of Texas State University Through The Eyes of Three Latino Males.

Degree: PhD, Adult, Professional, and Community Education, 2014, Texas State University – San Marcos

 The purpose of this study is to capture the culture and climate within Student Affairs at Texas State University during the last thirty years through… (more)

Subjects/Keywords: Hispanic Serving Institution; Social Cartography; Minorities – Education (Higher) – Texas; Hispanic American college students – Services for; Texas State University; School environment

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APA (6th Edition):

Vasquez, D. S. (2014). The Historical Evolution of Texas State University Through The Eyes of Three Latino Males. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4992

Chicago Manual of Style (16th Edition):

Vasquez, Daniel S. “The Historical Evolution of Texas State University Through The Eyes of Three Latino Males.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4992.

MLA Handbook (7th Edition):

Vasquez, Daniel S. “The Historical Evolution of Texas State University Through The Eyes of Three Latino Males.” 2014. Web. 10 Dec 2019.

Vancouver:

Vasquez DS. The Historical Evolution of Texas State University Through The Eyes of Three Latino Males. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4992.

Council of Science Editors:

Vasquez DS. The Historical Evolution of Texas State University Through The Eyes of Three Latino Males. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4992


Texas State University – San Marcos

9. Maston, Alexis C. Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities.

Degree: PhD, Adult, Professional, and Community Education, 2014, Texas State University – San Marcos

 This qualitative study explored how four Black educational leaders from Hip Hop communities used their spiritual narratives to inform their individual and community empowerment practices… (more)

Subjects/Keywords: Adult Hip Hop culture; Hip Hop; Educational Leadership; Adult Education; Spiritual Narratives; Spirituality; Hip Hop communities; Individual and Community Empowerment; Poetry; Poetic Narrative Analysis; Arts Based Collaborative Inquiry; Hip Hop Methodology; Education, Urban – United States – Sociological aspects; Hip-hop – United States – Influence; Music – Social aspects – United States; Sociolinguistics – United States

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APA (6th Edition):

Maston, A. C. (2014). Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4976

Chicago Manual of Style (16th Edition):

Maston, Alexis C. “Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4976.

MLA Handbook (7th Edition):

Maston, Alexis C. “Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities.” 2014. Web. 10 Dec 2019.

Vancouver:

Maston AC. Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4976.

Council of Science Editors:

Maston AC. Spiritualizing Hip Hop with I.C.E: The Poetic Spiritual Narratives of Four Black Educational Leaders from Hip Hop Communities. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4976


Texas State University – San Marcos

10. Alston, Geleana Drew. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.

Degree: PhD, Adult, Professional, and Community Education, 2014, Texas State University – San Marcos

 The purpose of this feminist grounded theory study was to explore the nature of the cross-cultural mentoring relationship between Black female faculty mentors and their… (more)

Subjects/Keywords: Mentoring; Cross-cultural mentoring; Faculty-student interaction; Doctoral education; Feminist grounded theory; Feminist theory; Grounded theory; Mentoring in education; Intercultural communication; Cross-cultural counseling

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APA (6th Edition):

Alston, G. D. (2014). Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4953

Chicago Manual of Style (16th Edition):

Alston, Geleana Drew. “Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4953.

MLA Handbook (7th Edition):

Alston, Geleana Drew. “Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study.” 2014. Web. 10 Dec 2019.

Vancouver:

Alston GD. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4953.

Council of Science Editors:

Alston GD. Cross-Cultural Mentoring Relationships in Higher Education: A Feminist Grounded Theory Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4953


Texas State University – San Marcos

11. Aceves, Debra Ann. Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 Women, and people who identify with marginalized groups, are familiar with the term glass ceiling—that invisible and seemingly impenetrable barrier that blocks them from succeeding… (more)

Subjects/Keywords: Latinas; Superintendent; School superintendents – Texas; Women school superintendents – Texas; Hispanic American educators; Educational leadership – Texas; Glass ceiling (Employment discrimination); Phenomenology

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APA (6th Edition):

Aceves, D. A. (2013). Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4860

Chicago Manual of Style (16th Edition):

Aceves, Debra Ann. “Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4860.

MLA Handbook (7th Edition):

Aceves, Debra Ann. “Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas.” 2013. Web. 10 Dec 2019.

Vancouver:

Aceves DA. Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4860.

Council of Science Editors:

Aceves DA. Breaking the Glass Ceiling in the Superintendency: La Lucha of Latina Superintendents in Texas. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4860


Texas State University – San Marcos

12. Upshaw, Susan M. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 Political advocacy was combined with disabilities studies to describe the policies in place for transition services, and what is actually happening in regards to bridging… (more)

Subjects/Keywords: Special Education; Transition; Medicaid; IDEA; ADA; Political Advocacy; Disability Studies; Special education – United States; Children with disabilities – Education – United States; Special education – Social aspects – United States; People with disabilities – Vocational guidance; Students with disabilities – Vocational guidance

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APA (6th Edition):

Upshaw, S. M. (2013). Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4842

Chicago Manual of Style (16th Edition):

Upshaw, Susan M. “Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4842.

MLA Handbook (7th Edition):

Upshaw, Susan M. “Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change.” 2013. Web. 10 Dec 2019.

Vancouver:

Upshaw SM. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4842.

Council of Science Editors:

Upshaw SM. Intellectual Disabilities and Meaningful Lives: A Study of Policy and Change. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4842


Texas State University – San Marcos

13. White, Anthony L. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.

Degree: PhD, Adult, Professional, and Community Education, 2013, Texas State University – San Marcos

 The present qualitative case study documents the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access… (more)

Subjects/Keywords: Mentoring; Undergraduate Black Males; Experiential learning; Forms of capital; African American male college students; African American men – Education (Higher); African American college students – Social conditions; Mentoring in education – United States

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APA (6th Edition):

White, A. L. (2013). Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4701

Chicago Manual of Style (16th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4701.

MLA Handbook (7th Edition):

White, Anthony L. “Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation.” 2013. Web. 10 Dec 2019.

Vancouver:

White AL. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4701.

Council of Science Editors:

White AL. Mentoring Experiences of Undergraduate Black males: A Case Study of Their Journeys, Access, and participation. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4701


Texas State University – San Marcos

14. Alemán, Jason. Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens.

Degree: PhD, Education, 2013, Texas State University – San Marcos

 The purpose of this study was the better understand the hybrid identity of the Tejano father and his role within the educational journey of his… (more)

Subjects/Keywords: Postcolonial Theory; Identity Formation; Latino Studies; Parent Involvement; Education – Parent participation; Father and child; Hispanic Americans – Ethnic identity; Mexican Americans – Education – Texas

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APA (6th Edition):

Alemán, J. (2013). Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4694

Chicago Manual of Style (16th Edition):

Alemán, Jason. “Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4694.

MLA Handbook (7th Edition):

Alemán, Jason. “Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens.” 2013. Web. 10 Dec 2019.

Vancouver:

Alemán J. Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4694.

Council of Science Editors:

Alemán J. Papi: Understanding the Tejano Father Hybrid Identity Within the Mexican American Family, Community, and School Experience Through a Postcolonial Lens. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4694


Texas State University – San Marcos

15. Cunningham, Keith A. The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 This critical policy ethnography analyzes the McKinney-Vento Act and the impact it has on the lives of homeless youth. Data comes from conversations with research… (more)

Subjects/Keywords: Education of homeless youth; Critical policy analysis; Critical ethnography; Educational policy; Activist research; Homeless children – Education – United States; United States – McKinney-Vento Homeless Assistance Act; Homeless students – Services for – -United States; Homeless youth – Education – -United States

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APA (6th Edition):

Cunningham, K. A. (2013). The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4711

Chicago Manual of Style (16th Edition):

Cunningham, Keith A. “The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4711.

MLA Handbook (7th Edition):

Cunningham, Keith A. “The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography.” 2013. Web. 10 Dec 2019.

Vancouver:

Cunningham KA. The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4711.

Council of Science Editors:

Cunningham KA. The Role of Public Policy in the Educational Lives of our Most Vulnerable Youth: The McKinney-Vento Act and Homeless Children a Critical Policy Ethnography. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4711


Texas State University – San Marcos

16. Oliphant, Rosalind M. Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 This study documents the narratives of four Black teachers and their journey in becoming teacher leaders using a framework rooted in Siddle Walker and Snarey’s… (more)

Subjects/Keywords: Black Teacher Leaders; Narratives; Ethic of Care and Justice; African Americans – Education; Moral education – United States; Ethics – United States; African Americans – Social conditions

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APA (6th Edition):

Oliphant, R. M. (2013). Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4689

Chicago Manual of Style (16th Edition):

Oliphant, Rosalind M. “Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4689.

MLA Handbook (7th Edition):

Oliphant, Rosalind M. “Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice.” 2013. Web. 10 Dec 2019.

Vancouver:

Oliphant RM. Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4689.

Council of Science Editors:

Oliphant RM. Black Teacher Leader Narratives: Creating Legacy Through and Ethic of Care and Justice. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4689

17. Henry, Brenda Genise. Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 This study explored how spirituality informs the experience and progress of African American women in a doctoral study program. Two graduate students and myself, included… (more)

Subjects/Keywords: Spirituality; Spiritual; African American; Women; Higher Education; Participatory Research; Ethnography; Ethnodrama; Qualitative; Social Cartography; Life Maps; Doctoral Study; African Americans – Education (Higher) – Texas – Case studies; African American women – Education (Higher) – Texas – Case studies

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APA (6th Edition):

Henry, B. G. (2013). Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4595

Chicago Manual of Style (16th Edition):

Henry, Brenda Genise. “Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4595.

MLA Handbook (7th Edition):

Henry, Brenda Genise. “Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study.” 2013. Web. 10 Dec 2019.

Vancouver:

Henry BG. Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4595.

Council of Science Editors:

Henry BG. Resurgence of the Spirit: A Qualitative Study of African American Women's Experiences in Doctoral Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4595

18. Valadez, Monica. Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning.

Degree: PhD, School Improvement, 2012, Texas State University – San Marcos

 The primary focus of our qualitative study was to understand the phenomenon of the development of critical consciousness in educational and community leaders, and how… (more)

Subjects/Keywords: Critical consciousness; Social cartography; Dialogical process; Educational ontology; Identity formation; Multiple ways of knowing, educational environments; Critical pedagogy; Educational sociology; Identity (Psychology); Self-perception; Life change events; Ontology

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APA (6th Edition):

Valadez, M. (2012). Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4239

Chicago Manual of Style (16th Edition):

Valadez, Monica. “Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4239.

MLA Handbook (7th Edition):

Valadez, Monica. “Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning.” 2012. Web. 10 Dec 2019.

Vancouver:

Valadez M. Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4239.

Council of Science Editors:

Valadez M. Surveying and Living Critical Consciousness: From Critical Awareness of Self to Our Action Within Spaces of Learning. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4239


Texas State University – San Marcos

19. Horn, Herman. The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype.

Degree: PhD, Adult, Professional, and Community Education, 2012, Texas State University – San Marcos

 Building upon the tenets of critical race theory (CRT) this qualitative study examines the life histories of eight Black males in their journey to obtain… (more)

Subjects/Keywords: Ethnographic interviews; Higher education; Narrative analysis; Racism; Black males; Critical race theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horn, H. (2012). The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5290

Chicago Manual of Style (16th Edition):

Horn, Herman. “The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5290.

MLA Handbook (7th Edition):

Horn, Herman. “The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype.” 2012. Web. 10 Dec 2019.

Vancouver:

Horn H. The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5290.

Council of Science Editors:

Horn H. The Stories of Eight Black Males Pursuing Doctoral Degrees Examined Through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/5290

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