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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Ross-Gordon, Jovita M."). Showing records 1 – 30 of 43 total matches.

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Texas State University – San Marcos

1. Townsel, Evelyn Melinda. An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas.

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

 This study revealed that rural older Blacks have personal learning and related information needs. The study involved the process of researching the learning initiatives of… (more)

Subjects/Keywords: Adult learning; Aged; Aging; Barriers to learning; African Americans; Age 65 and over; Blacks; Information needs; Learning needs; Learning networks; Older adults 65+; Race; Rural; Rural African Americans; Rural older adults; Social convoys; Social networks; Texas; Rural African Americans – Texas; Rural elderly – Texas – Knowledge and learning; African Americans – Texas – Knowledge and learning

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APA (6th Edition):

Townsel, E. M. (2013). An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4713

Chicago Manual of Style (16th Edition):

Townsel, Evelyn Melinda. “An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4713.

MLA Handbook (7th Edition):

Townsel, Evelyn Melinda. “An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas.” 2013. Web. 22 Apr 2019.

Vancouver:

Townsel EM. An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4713.

Council of Science Editors:

Townsel EM. An Ethnographic Study of the Learning Needs, Strategies, and Networks of African American Adults Age 65 and Over in Rural Texas. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4713


Texas State University – San Marcos

2. Carey, Sharlotte Forest. The Meaning of Reflective Teaching to National Board Certified Teachers.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 This qualitative study examined how National Board certified teachers (NBCTs) perceive the meaning of reflective teaching and how their perceptions compare to the literature on… (more)

Subjects/Keywords: Reflective teaching; Reflective teaching; Teachers – Certification – United States

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APA (6th Edition):

Carey, S. F. (2017). The Meaning of Reflective Teaching to National Board Certified Teachers. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6748

Chicago Manual of Style (16th Edition):

Carey, Sharlotte Forest. “The Meaning of Reflective Teaching to National Board Certified Teachers.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6748.

MLA Handbook (7th Edition):

Carey, Sharlotte Forest. “The Meaning of Reflective Teaching to National Board Certified Teachers.” 2017. Web. 22 Apr 2019.

Vancouver:

Carey SF. The Meaning of Reflective Teaching to National Board Certified Teachers. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6748.

Council of Science Editors:

Carey SF. The Meaning of Reflective Teaching to National Board Certified Teachers. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6748


Texas State University – San Marcos

3. 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 April 22, 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. 22 Apr 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 Apr 22]. 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

4. Breslow, Ken. Narratives of directors of disability services: Forms of social capital in practice.

Degree: PhD, Adult, Professional, and Community Education, 2016, Texas State University – San Marcos

 This qualitative case study examines the journeys of four directors of disability services. The voices of disability service providers in higher education remain relatively silent… (more)

Subjects/Keywords: Disability; Social Capital; Office of Disability Services; Human Capital; Resistant Capital; Cultural Capital; College students with disabilities – Services for; Social capital (Sociology)

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APA (6th Edition):

Breslow, K. (2016). Narratives of directors of disability services: Forms of social capital in practice. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6029

Chicago Manual of Style (16th Edition):

Breslow, Ken. “Narratives of directors of disability services: Forms of social capital in practice.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6029.

MLA Handbook (7th Edition):

Breslow, Ken. “Narratives of directors of disability services: Forms of social capital in practice.” 2016. Web. 22 Apr 2019.

Vancouver:

Breslow K. Narratives of directors of disability services: Forms of social capital in practice. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6029.

Council of Science Editors:

Breslow K. Narratives of directors of disability services: Forms of social capital in practice. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6029


Texas State University – San Marcos

5. Gadsden-Ross, Helen. Knowledge Deficits in Manufacturing and Their Effects on New Employees.

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

 The purpose of this study was to explore the learning experiences of new employees and the influence that knowledge deficits have on their performance and… (more)

Subjects/Keywords: Knowledge deficits; Influence; Learning experience; Performance; Safety; Downsizing; Attrition; Turnover; Knowledge; Profitability; People; Communication in organizations; Psychology, Industrial; Knowledge management; Organizational learning; Organizational behavior

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APA (6th Edition):

Gadsden-Ross, H. (2014). Knowledge Deficits in Manufacturing and Their Effects on New Employees. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4971

Chicago Manual of Style (16th Edition):

Gadsden-Ross, Helen. “Knowledge Deficits in Manufacturing and Their Effects on New Employees.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4971.

MLA Handbook (7th Edition):

Gadsden-Ross, Helen. “Knowledge Deficits in Manufacturing and Their Effects on New Employees.” 2014. Web. 22 Apr 2019.

Vancouver:

Gadsden-Ross H. Knowledge Deficits in Manufacturing and Their Effects on New Employees. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4971.

Council of Science Editors:

Gadsden-Ross H. Knowledge Deficits in Manufacturing and Their Effects on New Employees. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4971


Texas State University – San Marcos

6. Serrano, Arlene F. Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo.

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

 Drawing on a social constructionist-critical approach, the study explored the instructors’ pedagogical strategies or praxis delivering financial literacy instruction while working in community-based programs. The… (more)

Subjects/Keywords: Financial Literacy; Financial Education; Money Management; Praxis; Critical Pedagogy; Financial literacy – Study and teaching; Adult learning; Adult education; Phenomenology

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APA (6th Edition):

Serrano, A. F. (2014). Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5246

Chicago Manual of Style (16th Edition):

Serrano, Arlene F. “Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/5246.

MLA Handbook (7th Edition):

Serrano, Arlene F. “Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo.” 2014. Web. 22 Apr 2019.

Vancouver:

Serrano AF. Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/5246.

Council of Science Editors:

Serrano AF. Financial Literacy Instructors Working in Community-Based Programs: Their Narratives and Efforts Interrupting the Status Quo. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5246


Texas State University – San Marcos

7. Nolan, David S. Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice.

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

 Research on photojournalists has focused primarily on ethics in digital photography and computer manipulation, digital photography skills as a condition for a position as a… (more)

Subjects/Keywords: Associated Press; San Antonio Express News; Dallas Morning News; United Press International; Time Magazine; Magnum; Adult learning; Education; Learning; Photography; Calling; Life history; News photography; Free-agent learning; Media; Self-directed learning; Photojournalist; Photojournalism

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APA (6th Edition):

Nolan, D. S. (2012). Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5492

Chicago Manual of Style (16th Edition):

Nolan, David S. “Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/5492.

MLA Handbook (7th Edition):

Nolan, David S. “Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice.” 2012. Web. 22 Apr 2019.

Vancouver:

Nolan DS. Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/5492.

Council of Science Editors:

Nolan DS. Decisive Moments and Decisive Change: Veteran Photojournalist Perspective on Changes in Learning and Practice. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/5492


Texas State University – San Marcos

8. Moreno, Jose Luis. Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates.

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

 Using the anatomy of the story as a framework (Guajardo & Guajardo, 2010), this qualitative study reports the narratives of nine Mortuary Science learners and… (more)

Subjects/Keywords: Mortuary Science; Mortuary Science students; Funeral Practitioners; Anatomy of the Story; Narrative Analysis; Storytelling; Harvesting the story; Funeral service education; Funeral service program; Mortuary schools; Mortuary science degree; Death care; Undertakers and undertaking – Study and teaching; Embalming – Study and teaching

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APA (6th Edition):

Moreno, J. L. (2015). Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5874

Chicago Manual of Style (16th Edition):

Moreno, Jose Luis. “Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/5874.

MLA Handbook (7th Edition):

Moreno, Jose Luis. “Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates.” 2015. Web. 22 Apr 2019.

Vancouver:

Moreno JL. Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/5874.

Council of Science Editors:

Moreno JL. Anatomy of the Story: Narratives of Mortuary Science Learners and Graduates. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5874


Texas State University – San Marcos

9. Murray-Johnson, Kayon K. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.

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

 Graduate faculty often engage in the work of facilitating students on issues of race and racism in their diversity related courses. Yet, this task remains… (more)

Subjects/Keywords: Difficult discourses on race; Graduate faculty; Emotions; Identity; Multicultural education – Education (Higher) – United States

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APA (6th Edition):

Murray-Johnson, K. K. (2015). Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5885

Chicago Manual of Style (16th Edition):

Murray-Johnson, Kayon K. “Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/5885.

MLA Handbook (7th Edition):

Murray-Johnson, Kayon K. “Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.” 2015. Web. 22 Apr 2019.

Vancouver:

Murray-Johnson KK. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/5885.

Council of Science Editors:

Murray-Johnson KK. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5885


Texas State University – San Marcos

10. 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 (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 April 22, 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. 22 Apr 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 Apr 22]. 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


Texas State University – San Marcos

11. Tull, Candace M. An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students.

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

 Challenges and rapid changes in the nursing profession and healthcare in general necessitate that nurses graduate with the ability to reason creatively, a key component… (more)

Subjects/Keywords: Creativity; Nursing; Nursing – Study and teaching – Evaluation; Nursing students; Creative ability; Critical thinking; Nursing – Practice

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APA (6th Edition):

Tull, C. M. (2014). An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4938

Chicago Manual of Style (16th Edition):

Tull, Candace M. “An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4938.

MLA Handbook (7th Edition):

Tull, Candace M. “An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students.” 2014. Web. 22 Apr 2019.

Vancouver:

Tull CM. An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4938.

Council of Science Editors:

Tull CM. An Experiment in Facilitating Creative Thinking in Second Degree Accelerated Nursing Students. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/4938


Texas State University – San Marcos

12. Newman, Beverly Cumberland. A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice.

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

 The overall purpose of this study was to investigate physical therapists attitudes and knowledge toward research and evidence-based practice (EBP).The research design was based on… (more)

Subjects/Keywords: Physical therapy; Evidence-based practice; Attitudes; Knowledge; Barriers; Physical therapy; Evidence-based medicine

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APA (6th Edition):

Newman, B. C. (2013). A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4679

Chicago Manual of Style (16th Edition):

Newman, Beverly Cumberland. “A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4679.

MLA Handbook (7th Edition):

Newman, Beverly Cumberland. “A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice.” 2013. Web. 22 Apr 2019.

Vancouver:

Newman BC. A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4679.

Council of Science Editors:

Newman BC. A Critical Quest: Confirming Physical Therapists' Attitudes and Knowledge Toward Evidence-Based Practice. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4679


Texas State University – San Marcos

13. Adversario, Jan A. Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match… (more)

Subjects/Keywords: Adult immigrants; Possible selves; Occupational downgrading; Workplace identity; Adult education; Career trajectory; Adult transition processes; Immigration; Immigration policy; Immigration timeline; Immigration journeys, immigration narratives; Emigration and immigration; Immigrants – United States; Phenomenology

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APA (6th Edition):

Adversario, J. A. (2017). Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6775

Chicago Manual of Style (16th Edition):

Adversario, Jan A. “Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6775.

MLA Handbook (7th Edition):

Adversario, Jan A. “Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory.” 2017. Web. 22 Apr 2019.

Vancouver:

Adversario JA. Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6775.

Council of Science Editors:

Adversario JA. Immigrant Experiences of Occupational Downgrading: Their Stories in Light of Possible Selves Theory. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6775


Texas State University – San Marcos

14. 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 April 22, 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. 22 Apr 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 Apr 22]. 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

15. 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 April 22, 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. 22 Apr 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 Apr 22]. 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


Texas State University – San Marcos

16. Page, TaNeisha R. Career Preparation: A Comparison of University Athletes and Non-Athletes.

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

 Athletes, who are used to being rewarded for their athletic ability, must find a way to develop career maturity following the conclusion of their involvement… (more)

Subjects/Keywords: Student Athletes; Career Maturity; College Students

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APA (6th Edition):

Page, T. R. (2015). Career Preparation: A Comparison of University Athletes and Non-Athletes. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6369

Chicago Manual of Style (16th Edition):

Page, TaNeisha R. “Career Preparation: A Comparison of University Athletes and Non-Athletes.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6369.

MLA Handbook (7th Edition):

Page, TaNeisha R. “Career Preparation: A Comparison of University Athletes and Non-Athletes.” 2015. Web. 22 Apr 2019.

Vancouver:

Page TR. Career Preparation: A Comparison of University Athletes and Non-Athletes. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6369.

Council of Science Editors:

Page TR. Career Preparation: A Comparison of University Athletes and Non-Athletes. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6369


Texas State University – San Marcos

17. Gibbs, Karen A. An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill.

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

 The purpose of this study was to determine the self-efficacy of new physical therapist graduates regarding entry-level integumentary knowledge and skill. Based on a realist… (more)

Subjects/Keywords: Integumentary education; Physical therapy; Entry-level curriculum

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APA (6th Edition):

Gibbs, K. A. (2011). An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4307

Chicago Manual of Style (16th Edition):

Gibbs, Karen A. “An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4307.

MLA Handbook (7th Edition):

Gibbs, Karen A. “An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill.” 2011. Web. 22 Apr 2019.

Vancouver:

Gibbs KA. An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4307.

Council of Science Editors:

Gibbs KA. An Examination of New Physical Therapist Graduates' Self-Efficacy Regarding Entry-Level Integumentary Knowlege and Skill. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/4307


Texas State University – San Marcos

18. Andrews, James P. University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices.

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

 This qualitative research study focuses on crisis events affecting university international populations. It explores how seven directors of university international offices at seven different geographical… (more)

Subjects/Keywords: Crisis management; International populations; Higher education; International office; Risk; International education; Students, Foreign – Counseling of; Students, Foreign – Cultural assimilation; Teachers, Foreign – Counseling of; Teachers, Foreign – Cultural assimilation; Crisis management

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APA (6th Edition):

Andrews, J. P. (2012). University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4140

Chicago Manual of Style (16th Edition):

Andrews, James P. “University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4140.

MLA Handbook (7th Edition):

Andrews, James P. “University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices.” 2012. Web. 22 Apr 2019.

Vancouver:

Andrews JP. University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4140.

Council of Science Editors:

Andrews JP. University Response to Crisis Events Involving International Populations: The Case of Seven Directors of International Offices. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4140


Texas State University – San Marcos

19. Valverde-Poenie, Tereza Cristina. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.

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

 Internationalization of higher education (HE) has become more of a requirement than an option for universities and colleges worldwide. Institutions of HE are tasked to… (more)

Subjects/Keywords: Internationalization of Higher Education; International Students; STEM; Phenomenography; Science Without Borders; Ciencia Sem Fronteiras; Brazil; Study Abroad; Mobility Programs

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APA (6th Edition):

Valverde-Poenie, T. C. (2015). How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6829

Chicago Manual of Style (16th Edition):

Valverde-Poenie, Tereza Cristina. “How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6829.

MLA Handbook (7th Edition):

Valverde-Poenie, Tereza Cristina. “How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study.” 2015. Web. 22 Apr 2019.

Vancouver:

Valverde-Poenie TC. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6829.

Council of Science Editors:

Valverde-Poenie TC. How Science Without Borders Students Perceive Internationalization Strategies in Practice at an U.S. University: A Phenomenographic Study. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6829


Texas State University – San Marcos

20. Hernandez, Regina. Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences.

Degree: PhD, Adult, Professional, and Community Education, 2016, Texas State University – San Marcos

 This qualitative case study documented the experiences of two adult educators and four older learners’ teaching and learning technology and new media in a community-based… (more)

Subjects/Keywords: Technology; New Media; Older Adults; Technology and older people; Computers and older people; Information technology – Social aspects; Internet and older people

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APA (6th Edition):

Hernandez, R. (2016). Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6439

Chicago Manual of Style (16th Edition):

Hernandez, Regina. “Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6439.

MLA Handbook (7th Edition):

Hernandez, Regina. “Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences.” 2016. Web. 22 Apr 2019.

Vancouver:

Hernandez R. Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6439.

Council of Science Editors:

Hernandez R. Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners’ Experiences. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6439


Texas State University – San Marcos

21. Moon, Michael David. Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses.

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

 Little is known regarding the role that professional associations play in the socialization of new registered nurses (RNs). The purpose of this exploratory qualitative study… (more)

Subjects/Keywords: Socialization; Professionalization; Professionalism; Engagement; Emergency Nursing; Emergency Nurses Association; Registered Nurse; Nursing; Emergency nursing; Professional socialization

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APA (6th Edition):

Moon, M. D. (2013). Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4848

Chicago Manual of Style (16th Edition):

Moon, Michael David. “Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4848.

MLA Handbook (7th Edition):

Moon, Michael David. “Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses.” 2013. Web. 22 Apr 2019.

Vancouver:

Moon MD. Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4848.

Council of Science Editors:

Moon MD. Influences of the Emergency Nursing Professional Association on the Socialization of Emerging Emergency Nurses. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4848


Texas State University – San Marcos

22. Johnson, Joslyn S. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 The purpose of this constructivist grounded theory study was to explore the lifewide learning experiences of high potential individuals that were able to reach career… (more)

Subjects/Keywords: Lifewide; High Potential; Purpose; Connected Learning; Relational Learning; Identity Capital; Gifted persons; Learning, Psychology of; Cognitive learning

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APA (6th Edition):

Johnson, J. S. (2017). When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6920

Chicago Manual of Style (16th Edition):

Johnson, Joslyn S. “When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6920.

MLA Handbook (7th Edition):

Johnson, Joslyn S. “When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.” 2017. Web. 22 Apr 2019.

Vancouver:

Johnson JS. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6920.

Council of Science Editors:

Johnson JS. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6920


Texas State University – San Marcos

23. Russian, Christopher J. A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession.

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

 The purpose of this study was to determine the limitations and strengths of neonatal and pediatric critical care clinical education rotations to adequately prepare respiratory… (more)

Subjects/Keywords: Clinical education; Neonatal; Pediatric; Respiratory therapy for newborn infants – Study and teaching; Children – Diseases – Treatment – Study and teaching; Respiratory intensive care – Study and teaching; Phenomenology

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APA (6th Edition):

Russian, C. J. (2014). A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5252

Chicago Manual of Style (16th Edition):

Russian, Christopher J. “A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/5252.

MLA Handbook (7th Edition):

Russian, Christopher J. “A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession.” 2014. Web. 22 Apr 2019.

Vancouver:

Russian CJ. A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/5252.

Council of Science Editors:

Russian CJ. A Qualitative Study To Determine Perceptions Of Neonatal And Pediatric Clinical Education In An Allied Health Profession. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5252


Texas State University – San Marcos

24. Jones, Philip Ray. Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom.

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

 The purpose of this study was to gain a better understanding of nontraditional African American students’ perceptions of their writing challenges and successes in the… (more)

Subjects/Keywords: Community College; Nontraditional; African American Students; Freshman English; Composition; Classroom; Journey; College Level; Writing; African Americans – Education – Evaluation; Nontraditional college students; Multicultural education – United States; Minorities – Education (Higher); African Americans – Language

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APA (6th Edition):

Jones, P. R. (2013). Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4846

Chicago Manual of Style (16th Edition):

Jones, Philip Ray. “Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/4846.

MLA Handbook (7th Edition):

Jones, Philip Ray. “Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom.” 2013. Web. 22 Apr 2019.

Vancouver:

Jones PR. Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/4846.

Council of Science Editors:

Jones PR. Community College Nontraditional African American Students and their Journey to College Level Writing: Voices from the First Semester Freshman English Composition Classroom. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4846


Texas State University – San Marcos

25. Anumudu, Chinedu. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 Embodied learning, while beginning to gain attention in Adult education literature, is still the least discussed method of learning (Lawrence, 2012). There is still no… (more)

Subjects/Keywords: Embodied learning; Meaning-making; Adult Education; Forum Theatre; Medical training; Professional development; Adult; Drama in education; Holistic education; Mind and body

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APA (6th Edition):

Anumudu, C. (2017). Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6917

Chicago Manual of Style (16th Edition):

Anumudu, Chinedu. “Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/6917.

MLA Handbook (7th Edition):

Anumudu, Chinedu. “Embodied Learning as a tool for Meaning-Making: A Forum Theatre training.” 2017. Web. 22 Apr 2019.

Vancouver:

Anumudu C. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/6917.

Council of Science Editors:

Anumudu C. Embodied Learning as a tool for Meaning-Making: A Forum Theatre training. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6917


Texas State University – San Marcos

26. Ingwersen, Peter. Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 This dissertation contributes to the body of knowledge about the utilization of synergistic supervision in practice and about the adult learning experiences reported by participants… (more)

Subjects/Keywords: Synergistic; Supervision; Student affairs; Student affairs administrators; Student affairs services; College personnel management; Synergetics

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APA (6th Edition):

Ingwersen, P. (2018). Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7291

Chicago Manual of Style (16th Edition):

Ingwersen, Peter. “Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/7291.

MLA Handbook (7th Edition):

Ingwersen, Peter. “Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs.” 2018. Web. 22 Apr 2019.

Vancouver:

Ingwersen P. Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7291.

Council of Science Editors:

Ingwersen P. Synergistic Supervision Strategies of Mid-Level Professionals in Student Affairs. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7291


Texas State University – San Marcos

27. Walkes, Skyller D. Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 This research explores how Afro-Latinx individuals in Cuba understand and attempt to reconcile the intersections of their identities to combat experiences of racism. Further-more, this… (more)

Subjects/Keywords: Art; Activism; Afro-Latinx; Intersectionality; Racism; Cuba; Coalition-building; Cuba – Race relations; Blacks – Race identity – Cuba; Latin Americans – Race identity – Cuba; Performance art – Political aspects; Art and social action

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APA (6th Edition):

Walkes, S. D. (2018). Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7475

Chicago Manual of Style (16th Edition):

Walkes, Skyller D. “Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/7475.

MLA Handbook (7th Edition):

Walkes, Skyller D. “Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection.” 2018. Web. 22 Apr 2019.

Vancouver:

Walkes SD. Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7475.

Council of Science Editors:

Walkes SD. Activism Through Art in an Afro-Cuban Community: Centering Voices at the Intersection. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7475


Texas State University – San Marcos

28. Hendrix, Natalie. Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 This qualitative study examined the identities of fluffy women of color through a lens of intersectionality. The term fluffy is an emergent term used to… (more)

Subjects/Keywords: Adult education; Women of color; Women of size; Fluffy women; Intersectionality; Women – Identity; Self-perception; Prejudices – Social aspects; Sexism in higher education; Discrimination in education; Discrimination against overweight persons

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APA (6th Edition):

Hendrix, N. (2018). Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7441

Chicago Manual of Style (16th Edition):

Hendrix, Natalie. “Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/7441.

MLA Handbook (7th Edition):

Hendrix, Natalie. “Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality.” 2018. Web. 22 Apr 2019.

Vancouver:

Hendrix N. Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7441.

Council of Science Editors:

Hendrix N. Fluffy Women of Color: Examining the Identities of Plus Size Latina and African American Women Through a Lens of Intersectionality. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7441


Texas State University – San Marcos

29. Terrell, Vanessa L. Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 The topic of dialogue, especially as it pertains to interpersonal communication and conflict resolution, is an important issue as we continue to see increasing human… (more)

Subjects/Keywords: Dialogue; Difficult Dialogue; Facilitating Dialogue; Transformational Learning; Conflict; Interpersonal communication; Adult education – Social aspects; Dialogue; Conflict management

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

APA (6th Edition):

Terrell, V. L. (2018). Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7450

Chicago Manual of Style (16th Edition):

Terrell, Vanessa L. “Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/7450.

MLA Handbook (7th Edition):

Terrell, Vanessa L. “Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment.” 2018. Web. 22 Apr 2019.

Vancouver:

Terrell VL. Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7450.

Council of Science Editors:

Terrell VL. Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7450


Texas State University – San Marcos

30. Boakye, Owusu Ansah. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 The low involvement of girls and women in STEM fields can be noticed at all levels of education, with an inclination for female participation to… (more)

Subjects/Keywords: STEM Education; Ghanaian Female STEM Faculty in STEM Fields; STEM Doctoral Journey; Race and Gender in STEM PhD Journey; Minority college teachers; Women college teachers; Women in higher education; Phenomenology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boakye, O. A. (2018). Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7292

Chicago Manual of Style (16th Edition):

Boakye, Owusu Ansah. “Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 22, 2019. https://digital.library.txstate.edu/handle/10877/7292.

MLA Handbook (7th Edition):

Boakye, Owusu Ansah. “Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.” 2018. Web. 22 Apr 2019.

Vancouver:

Boakye OA. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7292.

Council of Science Editors:

Boakye OA. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7292

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