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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Price, Larry R."). Showing records 1 – 17 of 17 total matches.

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Texas State University – San Marcos

1. Day, Beverly Woodson. The Persistence of Black Males in the STEM Fields at Texas State University.

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

 For the past five years, enrollment in the College of Science and Engineering by first-time undergraduate students has steadily increased. However, retaining the students through… (more)

Subjects/Keywords: Black males; Black students; STEM fields; STEM majors; Persistence; College Preparation; College Performance; African American men – Education (Higher); Academic achievement; Technology – Study and teaching (Higher); Engineering – Study and teaching (Higher); Mathematics – Study and teaching (Higher)

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APA (6th Edition):

Day, B. W. (2015). The Persistence of Black Males in the STEM Fields at Texas State University. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5775

Chicago Manual of Style (16th Edition):

Day, Beverly Woodson. “The Persistence of Black Males in the STEM Fields at Texas State University.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/5775.

MLA Handbook (7th Edition):

Day, Beverly Woodson. “The Persistence of Black Males in the STEM Fields at Texas State University.” 2015. Web. 15 Oct 2019.

Vancouver:

Day BW. The Persistence of Black Males in the STEM Fields at Texas State University. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/5775.

Council of Science Editors:

Day BW. The Persistence of Black Males in the STEM Fields at Texas State University. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5775


Texas State University – San Marcos

2. Lee, Brett. Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs.

Degree: PhD, School Improvement, 2018, Texas State University – San Marcos

 This study explored the practice of crowdfunding by certified teachers in public schools and the methods they employed to finance learning materials and resources on… (more)

Subjects/Keywords: Crowdfunding; K-12; Classrooms; Public schools; DonorsChoose; Primary; Elementary; Fundraising; School finance; Crowdsourced; Crowdsourcing; GoFundMe; KickStarter; Facebook; Social media; Social justice; Social capital; Social entrepreneurship; Social entrepreneurs; Teacherpreneurs; Civic crowdfunding; Community school partnerships; Title I; SEL; Finance, Public; Education – Finance; Crowd funding

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APA (6th Edition):

Lee, B. (2018). Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7776

Chicago Manual of Style (16th Edition):

Lee, Brett. “Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/7776.

MLA Handbook (7th Edition):

Lee, Brett. “Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs.” 2018. Web. 15 Oct 2019.

Vancouver:

Lee B. Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/7776.

Council of Science Editors:

Lee B. Financing Public Education via Crowdfunding: K-12 Teachers as Social Entrepreneurs. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7776


Texas State University – San Marcos

3. Belasco, Elizabeth Ann Mathison. The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education.

Degree: PhD, Education, 2010, Texas State University – San Marcos

 Bayesian statistical inference within structural equation modeling was used to examine the influence of hypothetical constructs on the successful persistence of college freshmen to degree… (more)

Subjects/Keywords: Academic; Cultural; Social capital; Latina/o degree completion; Education

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APA (6th Edition):

Belasco, E. A. M. (2010). The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4574

Chicago Manual of Style (16th Edition):

Belasco, Elizabeth Ann Mathison. “The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education.” 2010. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4574.

MLA Handbook (7th Edition):

Belasco, Elizabeth Ann Mathison. “The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education.” 2010. Web. 15 Oct 2019.

Vancouver:

Belasco EAM. The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2010. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4574.

Council of Science Editors:

Belasco EAM. The Influences of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2010. Available from: https://digital.library.txstate.edu/handle/10877/4574


Texas State University – San Marcos

4. 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 October 15, 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. 15 Oct 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 Oct 15]. 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

5. Cochran, Jill Ashdown. Secondary Mathematics Teachers' Curriculum Philosophies and Experience.

Degree: PhD, Mathematics Education, 2010, Texas State University – San Marcos

 Teachers beliefs about education greatly influence what they teach students. In light of current reform movements in mathematics education and the critical shortage of qualified… (more)

Subjects/Keywords: Secondary; Mathematics; Education; Philosophies; Experience; Beliefs; Composition; Statistics; Mathematics

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APA (6th Edition):

Cochran, J. A. (2010). Secondary Mathematics Teachers' Curriculum Philosophies and Experience. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4576

Chicago Manual of Style (16th Edition):

Cochran, Jill Ashdown. “Secondary Mathematics Teachers' Curriculum Philosophies and Experience.” 2010. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4576.

MLA Handbook (7th Edition):

Cochran, Jill Ashdown. “Secondary Mathematics Teachers' Curriculum Philosophies and Experience.” 2010. Web. 15 Oct 2019.

Vancouver:

Cochran JA. Secondary Mathematics Teachers' Curriculum Philosophies and Experience. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2010. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4576.

Council of Science Editors:

Cochran JA. Secondary Mathematics Teachers' Curriculum Philosophies and Experience. [Doctoral Dissertation]. Texas State University – San Marcos; 2010. Available from: https://digital.library.txstate.edu/handle/10877/4576


Texas State University – San Marcos

6. Jones, Karen D. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.

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

 This dissertation examines the use of benchmark tests in Texas public schools through a quantitative study of 100 school districts using path analysis. The study… (more)

Subjects/Keywords: Benchmark test; No Child Left Behind (NCLB); Accountability; Standardized tests; Isomorphism; United States – No Child Left Behind Act of 2001; Examinations – Interpretation; Tests of Achievement and Proficiency; Education – Texas; Schools – Texas; Educational evaluation – Texas; Academic achievement – Texas – Evaluation

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APA (6th Edition):

Jones, K. D. (2013). The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4856

Chicago Manual of Style (16th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4856.

MLA Handbook (7th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Web. 15 Oct 2019.

Vancouver:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4856.

Council of Science Editors:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4856


Texas State University – San Marcos

7. Quinn, Floyd Francis. The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas.

Degree: PhD, Adult, Professional, and Community Education, 2011, Texas State University – San Marcos

 Structural equation modeling was used to examine the influence of hypothetical constructs on employee intention to stay with employers of four-year, public institutions of higher… (more)

Subjects/Keywords: Employee development; Supervisor effectiveness; Team effectiveness; Job satisfaction; DIF; Intention to stay; Turnover intention; Employees – Texas – Attitudes; Labor turnover – Texas; State universities and colleges – Texas; Employee retention

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APA (6th Edition):

Quinn, F. F. (2011). The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2506

Chicago Manual of Style (16th Edition):

Quinn, Floyd Francis. “The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/2506.

MLA Handbook (7th Edition):

Quinn, Floyd Francis. “The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas.” 2011. Web. 15 Oct 2019.

Vancouver:

Quinn FF. The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/2506.

Council of Science Editors:

Quinn FF. The Effects of Employment Development and Other Factors on Intention to Stay Among Employees of Four-Year, Public Institutions of Higher Education in Texas. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/2506


Texas State University – San Marcos

8. Traverse, Maria A. Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores.

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

 Research on post-graduate performance, pertaining to law school graduates, indicates that success in the legal profession is attributable to more than the theoretical content or… (more)

Subjects/Keywords: Law School; Situated Learning; Communities of Practice; Adult learning; Law – United States – Examinations, questions, etc.; Law – Study and teaching – United States

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APA (6th Edition):

Traverse, M. A. (2012). Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4420

Chicago Manual of Style (16th Edition):

Traverse, Maria A. “Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4420.

MLA Handbook (7th Edition):

Traverse, Maria A. “Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores.” 2012. Web. 15 Oct 2019.

Vancouver:

Traverse MA. Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4420.

Council of Science Editors:

Traverse MA. Post-Graduate Performance, An Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4420


Texas State University – San Marcos

9. Marquez, Jocabed. A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood.

Degree: PhD, School Improvement, 2018, Texas State University – San Marcos

 The United States faces high demand for science, technology, engineering, or mathematics (STEM) professionals and a scarce supply of individuals who pursue STEM careers, especially… (more)

Subjects/Keywords: STEM Education; Longitudinal growth curve modeling; Parallel process longitudinal growth curve modeling; Executive Function; Spanish of the home; STEM achievement; Mathematics achievement; Science achievement; Early Childhood Education; Mathematics – Study and teaching (Primary) – Foreign speakers; Science – Study and teaching (Primary) – Foreign speakers

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APA (6th Edition):

Marquez, J. (2018). A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7365

Chicago Manual of Style (16th Edition):

Marquez, Jocabed. “A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/7365.

MLA Handbook (7th Edition):

Marquez, Jocabed. “A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood.” 2018. Web. 15 Oct 2019.

Vancouver:

Marquez J. A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/7365.

Council of Science Editors:

Marquez J. A Longitudinal Investigation of Language and Executive Function on Mathematics and Science Achievement in Early Childhood. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7365


Texas State University – San Marcos

10. Wubbena, Zane C. Education in the News Media.

Degree: PhD, School Improvement, 2017, Texas State University – San Marcos

 The dissertation examined the relationship between education and the news media. In particular, I examined educational policy and pedagogy in the news media. In this… (more)

Subjects/Keywords: Education in the news media; Educational policy; Educational reform; News media; Framing theory; Visual framing; Market-oriented education; School choice; Neoliberalism; Chile; Pedagogy for space; Pedagogy; Critical geography; Student movements

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APA (6th Edition):

Wubbena, Z. C. (2017). Education in the News Media. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8511

Chicago Manual of Style (16th Edition):

Wubbena, Zane C. “Education in the News Media.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/8511.

MLA Handbook (7th Edition):

Wubbena, Zane C. “Education in the News Media.” 2017. Web. 15 Oct 2019.

Vancouver:

Wubbena ZC. Education in the News Media. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/8511.

Council of Science Editors:

Wubbena ZC. Education in the News Media. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/8511


Texas State University – San Marcos

11. Villa, Denise M. The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics.

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

 The purpose of this research was to investigate the relationship of small learning communities with a ninth grade academy (SLCNGA) and student achievement of at-risk… (more)

Subjects/Keywords: Mathematics; Science; Smaller Learning Communities; Ninth Grade Academy; Educational evaluation – Texas; Educational innovations – Texas; Youth with social disabilities – Education – Texas

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APA (6th Edition):

Villa, D. M. (2013). The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4858

Chicago Manual of Style (16th Edition):

Villa, Denise M. “The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4858.

MLA Handbook (7th Edition):

Villa, Denise M. “The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics.” 2013. Web. 15 Oct 2019.

Vancouver:

Villa DM. The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4858.

Council of Science Editors:

Villa DM. The Effects of Ninth Grade Small Learning Communities on At-Risk Students in Science and Mathematics. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4858


Texas State University – San Marcos

12. Oktavia, Rini. Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students.

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

 Since the early 80s, reform movements have recommended increasing the content and rigor of statistics in school mathematics curriculum. Two important curriculum documents, the Guidelines… (more)

Subjects/Keywords: Learning trajectory; Statistical literacy; Statistical reasoning; Statistical thinking; Common Core State Standards in Mathematics (CCSS-M); Pre-K-12 GAISE Framework

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APA (6th Edition):

Oktavia, R. (2013). Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6269

Chicago Manual of Style (16th Edition):

Oktavia, Rini. “Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/6269.

MLA Handbook (7th Edition):

Oktavia, Rini. “Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students.” 2013. Web. 15 Oct 2019.

Vancouver:

Oktavia R. Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/6269.

Council of Science Editors:

Oktavia R. Identifying Developmental Levels and Learning Trajectories in Statistics for Grade 6-12 Students. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/6269


Texas State University – San Marcos

13. Perry, Daniel S. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.

Degree: PhD, Adult, Professional, and Community Education, 2019, Texas State University – San Marcos

 The present study examined the impact of pre-transfer characteristics with a focus on course selection decisions at the community college, demographic variables including age, ethnicity… (more)

Subjects/Keywords: Transfer; Community College; Course Selection Pathways; Transfer Planning Guide; Logistic Regression; Transfer Student Persistence; Transfer Student Retention; Non-Traditional; Transfer Shock; Associate Degree; Core Curriculum

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APA (6th Edition):

Perry, D. S. (2019). Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7988

Chicago Manual of Style (16th Edition):

Perry, Daniel S. “Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/7988.

MLA Handbook (7th Edition):

Perry, Daniel S. “Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.” 2019. Web. 15 Oct 2019.

Vancouver:

Perry DS. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/7988.

Council of Science Editors:

Perry DS. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/7988

14. Allen, David. Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science.

Degree: PhD, Education, 2011, Texas State University – San Marcos

 Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused… (more)

Subjects/Keywords: Motivation; Academic Achievement; Middle-Level Education; Magnet Schools; Science and Technology Education; Curriculum and Instruction; Magnet schools; Middle school education; Academic achievement; Motivation in education

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APA (6th Edition):

Allen, D. (2011). Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/3419

Chicago Manual of Style (16th Edition):

Allen, David. “Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/3419.

MLA Handbook (7th Edition):

Allen, David. “Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science.” 2011. Web. 15 Oct 2019.

Vancouver:

Allen D. Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/3419.

Council of Science Editors:

Allen D. Influence of Science and Technology Magnet Middle Schools On Students' Motivation and Achievement In Science. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/3419

15. Regalado, Ester Calderón. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.

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

 The allocation of local resources is one indicator of a communities’ educational responsibility and reflective of communities’ attitude—although challenged by overarching statewide accountability priorities. Using… (more)

Subjects/Keywords: English Language Learner; Accountability; Resource Allocation; Educational Outcomes; Public School Finance; Public Education Language Policy; Texas AEIS; Mediation Analysis; English language – Study and teaching – Texas; Education, Bilingual – Texas; Educational tests and measurements – Texas – Evaluation; Linguistic minorities – Texas – Examinations

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

APA (6th Edition):

Regalado, E. C. (2014). English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5355

Chicago Manual of Style (16th Edition):

Regalado, Ester Calderón. “English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/5355.

MLA Handbook (7th Edition):

Regalado, Ester Calderón. “English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes.” 2014. Web. 15 Oct 2019.

Vancouver:

Regalado EC. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/5355.

Council of Science Editors:

Regalado EC. English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5355


Texas State University – San Marcos

16. Rutledge, Lee. Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center.

Degree: PhD, Education, 2009, Texas State University – San Marcos

 The purpose of this multiple case study was to examine the perceptions and unique experiences of teachers and principals as they share leadership roles while… (more)

Subjects/Keywords: Teacher leadership; Leadership; School improvement; Professional development; Shared leadership; Education

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

APA (6th Edition):

Rutledge, L. (2009). Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4345

Chicago Manual of Style (16th Edition):

Rutledge, Lee. “Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center.” 2009. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4345.

MLA Handbook (7th Edition):

Rutledge, Lee. “Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center.” 2009. Web. 15 Oct 2019.

Vancouver:

Rutledge L. Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2009. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4345.

Council of Science Editors:

Rutledge L. Teacher Leadership and School Improvement: A Case Study of Teachers Participating in the Teacher Leadership Network with a Regional Education Service Center. [Doctoral Dissertation]. Texas State University – San Marcos; 2009. Available from: https://digital.library.txstate.edu/handle/10877/4345


Texas State University – San Marcos

17. Morgan, Byron Lynn. The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes.

Degree: PhD, Counseling, Leadership, Adult Education and School Psychology, 2008, Texas State University – San Marcos

 The problem of consumer credit card debt has permeated college campuses. Nellie Mae (2005) reported that 76 percent of undergraduates have at least one credit… (more)

Subjects/Keywords: Credit cards; College students; Personal credit literacy; Mediated-moderated regression; Credit card debt; Education; Finance and Financial Management

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

APA (6th Edition):

Morgan, B. L. (2008). The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4117

Chicago Manual of Style (16th Edition):

Morgan, Byron Lynn. “The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes.” 2008. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 15, 2019. https://digital.library.txstate.edu/handle/10877/4117.

MLA Handbook (7th Edition):

Morgan, Byron Lynn. “The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes.” 2008. Web. 15 Oct 2019.

Vancouver:

Morgan BL. The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2008. [cited 2019 Oct 15]. Available from: https://digital.library.txstate.edu/handle/10877/4117.

Council of Science Editors:

Morgan BL. The Interactive Effects of Personal Credit Literacy in Predicting the Credit Card Debt of College Students and Subsequent Outcomes. [Doctoral Dissertation]. Texas State University – San Marcos; 2008. Available from: https://digital.library.txstate.edu/handle/10877/4117

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