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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Paulson, Eric"). Showing records 1 – 12 of 12 total matches.

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Texas State University – San Marcos

1. Osman, David. College and Career Readiness of First Time in College Social Studies Students.

Degree: MA, Secondary Education, 2012, Texas State University – San Marcos

 The purpose of this qualitative study was to investigate the disconnect that exists between secondary social studies instruction and post-secondary instruction by exploring the understandings… (more)

Subjects/Keywords: State-mandated standards; US history; First time in college students; Foucault; Divergent expectations; Social sciences; College freshmen; History teachers; Social sciences – Studying and teaching (Secondary) – Texas – Interviews; Community college teachers – Texas – Interviews; College teachers – Texas – Interviews

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APA (6th Edition):

Osman, D. (2012). College and Career Readiness of First Time in College Social Studies Students. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4204

Chicago Manual of Style (16th Edition):

Osman, David. “College and Career Readiness of First Time in College Social Studies Students.” 2012. Masters Thesis, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/4204.

MLA Handbook (7th Edition):

Osman, David. “College and Career Readiness of First Time in College Social Studies Students.” 2012. Web. 23 Sep 2019.

Vancouver:

Osman D. College and Career Readiness of First Time in College Social Studies Students. [Internet] [Masters thesis]. Texas State University – San Marcos; 2012. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/4204.

Council of Science Editors:

Osman D. College and Career Readiness of First Time in College Social Studies Students. [Masters Thesis]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4204


Texas State University – San Marcos

2. Diaz, Cristella Rivera. Effects on Students' Self-Efficacy in a Mathematics Bridge Program.

Degree: EdD, Developmental Education, 2019, Texas State University – San Marcos

 Many beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students’ self-efficacy for accomplishing mathematics tasks was increased… (more)

Subjects/Keywords: Developmental mathematics; Self-efficacy; First-generation college students; Summer bridge programs; Mathematics refresher courses

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APA (6th Edition):

Diaz, C. R. (2019). Effects on Students' Self-Efficacy in a Mathematics Bridge Program. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8177

Chicago Manual of Style (16th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/8177.

MLA Handbook (7th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Web. 23 Sep 2019.

Vancouver:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/8177.

Council of Science Editors:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8177


Texas State University – San Marcos

3. Furness, Rachelle K. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

 Clarifying the concept of digital college readiness (DCR) can direct pedagogical and policy shifts toward the integration of digital literacies instruction as an essential component… (more)

Subjects/Keywords: Digital college readiness; Digital literacies development; Early College High School; Digital learning; 21st century skills; Technology in higher education; Digital media; Information literacy; Media literacy; Computer literacy; College preparation programs

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APA (6th Edition):

Furness, R. K. (2017). Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6799

Chicago Manual of Style (16th Edition):

Furness, Rachelle K. “Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6799.

MLA Handbook (7th Edition):

Furness, Rachelle K. “Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.” 2017. Web. 23 Sep 2019.

Vancouver:

Furness RK. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6799.

Council of Science Editors:

Furness RK. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6799


Texas State University – San Marcos

4. VanderLind, Ren. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Increasing numbers of college students are reporting mental health concerns (American Collegiate Health Association, 2014; Novotney, 2014), and research demonstrates insufficient supports are available on… (more)

Subjects/Keywords: Mental Health; Mental Illness; College Students; Identity Development; Stigma; Resillience; Autoethnography; Duoethnography; Metaphor Analysis; College students – Mental health; Mental illness

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APA (6th Edition):

VanderLind, R. (2018). Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7369

Chicago Manual of Style (16th Edition):

VanderLind, Ren. “Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/7369.

MLA Handbook (7th Edition):

VanderLind, Ren. “Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.” 2018. Web. 23 Sep 2019.

Vancouver:

VanderLind R. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/7369.

Council of Science Editors:

VanderLind R. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7369


Texas State University – San Marcos

5. Threadgill, Elizabeth. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.

Degree: PhD, Developmental Education, 2016, Texas State University – San Marcos

 Systematic media literacy education at the college level is largely nonexistent in the U.S. Because assessment is necessary for the development of curriculum and standards,… (more)

Subjects/Keywords: Media Literacy; College; Basic Writing; Composition; Scale Development; EFA; CFA; IRT; Media literacy – United States; Information literacy – Study and teaching (Higher); English language – Rhetoric – Study and teaching – United States

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APA (6th Edition):

Threadgill, E. (2016). Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6116

Chicago Manual of Style (16th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6116.

MLA Handbook (7th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Web. 23 Sep 2019.

Vancouver:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6116.

Council of Science Editors:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6116


Texas State University – San Marcos

6. Vargas, Erika Koren Nielson. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

 Success in developmental education contexts requires support not just in cognitive skills, but also in affective areas. One approach showing promise in supporting students in… (more)

Subjects/Keywords: Developmental education; Developmental literacy; Mindfulness; MBI; Mindfulness-based intervention; Self-compassion; Affect; Non-cognitive; Effort; Case study; Mindfulness-based cognitive therapy; Developmental reading; Reading (Higher education)

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APA (6th Edition):

Vargas, E. K. N. (2017). A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6914

Chicago Manual of Style (16th Edition):

Vargas, Erika Koren Nielson. “A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6914.

MLA Handbook (7th Edition):

Vargas, Erika Koren Nielson. “A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.” 2017. Web. 23 Sep 2019.

Vancouver:

Vargas EKN. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6914.

Council of Science Editors:

Vargas EKN. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6914


Texas State University – San Marcos

7. Granger, Sydney. Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions.

Degree: PhD, Developmental Education, 2015, Texas State University – San Marcos

 This dissertation is a multisite case study exploring the preparatory experiences of graduate teaching assistants (TAs) and graduate writing center tutors who teach or tutor… (more)

Subjects/Keywords: Developmental education; TA training; Tutor training; Graduate students; Professional development; College teaching; Remedial teaching; Education, Higher

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APA (6th Edition):

Granger, S. (2015). Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5549

Chicago Manual of Style (16th Edition):

Granger, Sydney. “Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/5549.

MLA Handbook (7th Edition):

Granger, Sydney. “Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions.” 2015. Web. 23 Sep 2019.

Vancouver:

Granger S. Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/5549.

Council of Science Editors:

Granger S. Developing Professionals: Graduate Teaching Assistant and Tutor Preparation at Hispanic Serving Institutions. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5549


Texas State University – San Marcos

8. Lampi, Jodi P. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.

Degree: PhD, Developmental Education, 2014, Texas State University – San Marcos

 This dissertation presents a study designed to uncover instructors’ understandings of disciplinary writing in order to understand how their conceptualizations may hinder or support students’… (more)

Subjects/Keywords: Disciplinary writing; Disciplinary literacy; Postsecondary literacy; Conceptualizations; Metaphor analysis; Writing – Study and teaching (Higher)

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APA (6th Edition):

Lampi, J. P. (2014). Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5261

Chicago Manual of Style (16th Edition):

Lampi, Jodi P. “Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/5261.

MLA Handbook (7th Edition):

Lampi, Jodi P. “Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas.” 2014. Web. 23 Sep 2019.

Vancouver:

Lampi JP. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/5261.

Council of Science Editors:

Lampi JP. Understanding Writing: Community College Faculty Conceptualizations of Disciplinary Writing across Texas. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5261


Texas State University – San Marcos

9. Amlani, Salma Abdulsultan. Educating the Masses: A multisite case study of academic services & policies in community colleges in India.

Degree: PhD, Developmental Education, 2016, Texas State University – San Marcos

 The concept of Community Colleges (CCs) in India is adopted from America, but the model is tailored according to the country’s socio-economic needs. The purpose… (more)

Subjects/Keywords: Community colleges; India; Students’ experiences; Multisite case study; Cross-analysis; Academic; Retention; Services; Policies; Cultural and social capital; Community colleges – India

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APA (6th Edition):

Amlani, S. A. (2016). Educating the Masses: A multisite case study of academic services & policies in community colleges in India. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6093

Chicago Manual of Style (16th Edition):

Amlani, Salma Abdulsultan. “Educating the Masses: A multisite case study of academic services & policies in community colleges in India.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6093.

MLA Handbook (7th Edition):

Amlani, Salma Abdulsultan. “Educating the Masses: A multisite case study of academic services & policies in community colleges in India.” 2016. Web. 23 Sep 2019.

Vancouver:

Amlani SA. Educating the Masses: A multisite case study of academic services & policies in community colleges in India. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6093.

Council of Science Editors:

Amlani SA. Educating the Masses: A multisite case study of academic services & policies in community colleges in India. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6093


Texas State University – San Marcos

10. Hoang, Theresa V. Growth Mindset and Task Value Interventions in College Algebra.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Growth mindset interventions and task value interventions have been effective in raising student academic performance, particularly for students who have low prior achievement. These interventions,… (more)

Subjects/Keywords: College Algebra; Math; Growth Mindset; Incremental Theory of Intelligence; Task Value; Utility Value; Expectancy Value; Psychological Intervention; Motivation; Algebra – Study and teaching

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APA (6th Edition):

Hoang, T. V. (2018). Growth Mindset and Task Value Interventions in College Algebra. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7423

Chicago Manual of Style (16th Edition):

Hoang, Theresa V. “Growth Mindset and Task Value Interventions in College Algebra.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/7423.

MLA Handbook (7th Edition):

Hoang, Theresa V. “Growth Mindset and Task Value Interventions in College Algebra.” 2018. Web. 23 Sep 2019.

Vancouver:

Hoang TV. Growth Mindset and Task Value Interventions in College Algebra. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/7423.

Council of Science Editors:

Hoang TV. Growth Mindset and Task Value Interventions in College Algebra. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7423


Texas State University – San Marcos

11. Sarker, Amber L. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.

Degree: PhD, Developmental Education, 2019, Texas State University – San Marcos

 This instrumental case study is an attempt to better understand how students and faculty in a learning community perceived and experienced inclusive and representative curriculum… (more)

Subjects/Keywords: Developmental education; Developmental literacy; Culturally sustaining pedagogy; Community college; HSI; Hispanic; Texas; Validation; Postsecondary; First-year college students; Instrumental case study; Focus groups; Interviews; Qualitative research; College literacy; Postsecondary literacy

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APA (6th Edition):

Sarker, A. L. (2019). “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8169

Chicago Manual of Style (16th Edition):

Sarker, Amber L. ““Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/8169.

MLA Handbook (7th Edition):

Sarker, Amber L. ““Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College.” 2019. Web. 23 Sep 2019.

Vancouver:

Sarker AL. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/8169.

Council of Science Editors:

Sarker AL. “Part of the Family”: Understanding the Perceptions and Experiences of Students and Faculty in a Culturally Inclusive Learning Community Located in a Texas Community College. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8169


Texas State University – San Marcos

12. Ross, Julia Elizabeth. Educational Life History of an Early College High School Valedictorian.

Degree: MA, Developmental Education, 2016, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Aragon, Steven (advisor), Paulson, Eric (advisor), Pimentel, Charise (committee member).

Subjects/Keywords: Early College High School; College readiness; Humanizing research; Ethic of care; Language ideology; Narrative analysis; Critical race theory; Hispanic American high school students – Texas; Hispanic American college students – Texas; Educational acceleration – Texas; Racism in education; Discrimination in education

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APA (6th Edition):

Ross, J. E. (2016). Educational Life History of an Early College High School Valedictorian. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6419

Chicago Manual of Style (16th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/6419.

MLA Handbook (7th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Web. 23 Sep 2019.

Vancouver:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/6419.

Council of Science Editors:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6419

.