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You searched for +publisher:"University of Colorado" +contributor:("Michele Moses"). Showing records 1 – 13 of 13 total matches.

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University of Colorado

1. Gaertner, Matthew Newman. Assessing a New Approach to Class-Based Affirmative Action.

Degree: PhD, Education, 2011, University of Colorado

  In November, 2008, Colorado and Nebraska voted on amendments that sought to end race-based affirmative action at public universities in those states. In anticipation… (more)

Subjects/Keywords: Affirmative Action; Causal Inference; Coarsened Exact Matching; College Access; Experimental Design; Social Class; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Gaertner, M. N. (2011). Assessing a New Approach to Class-Based Affirmative Action. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/11

Chicago Manual of Style (16th Edition):

Gaertner, Matthew Newman. “Assessing a New Approach to Class-Based Affirmative Action.” 2011. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/11.

MLA Handbook (7th Edition):

Gaertner, Matthew Newman. “Assessing a New Approach to Class-Based Affirmative Action.” 2011. Web. 22 Mar 2019.

Vancouver:

Gaertner MN. Assessing a New Approach to Class-Based Affirmative Action. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/11.

Council of Science Editors:

Gaertner MN. Assessing a New Approach to Class-Based Affirmative Action. [Doctoral Dissertation]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/11


University of Colorado

2. Pallios, Regina Marie. Investigating the Role of Formative Assessments in an Online Learning Environment.

Degree: MA, Education, 2011, University of Colorado

  Formative assessments are often used in face-to-face classroom settings to help foster learning. These dynamic assessments embody Vygotsky's view of learning in the zone… (more)

Subjects/Keywords: formative assessments; mediational tools; online courses; Educational Psychology

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APA (6th Edition):

Pallios, R. M. (2011). Investigating the Role of Formative Assessments in an Online Learning Environment. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/14

Chicago Manual of Style (16th Edition):

Pallios, Regina Marie. “Investigating the Role of Formative Assessments in an Online Learning Environment.” 2011. Masters Thesis, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/14.

MLA Handbook (7th Edition):

Pallios, Regina Marie. “Investigating the Role of Formative Assessments in an Online Learning Environment.” 2011. Web. 22 Mar 2019.

Vancouver:

Pallios RM. Investigating the Role of Formative Assessments in an Online Learning Environment. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/14.

Council of Science Editors:

Pallios RM. Investigating the Role of Formative Assessments in an Online Learning Environment. [Masters Thesis]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/14


University of Colorado

3. Skrla, Eric Samuel. Student Affect toward Feedback Provided in High School Classrooms.

Degree: MA, Education, 2011, University of Colorado

  Feedback is a vital part of any learning program. Feedback is defined as information provided to a learner that is informative about the results… (more)

Subjects/Keywords: learning; student assessment; student opinions; student motivation; Educational Assessment, Evaluation, and Research; Educational Psychology; Secondary Education

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APA (6th Edition):

Skrla, E. S. (2011). Student Affect toward Feedback Provided in High School Classrooms. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/48

Chicago Manual of Style (16th Edition):

Skrla, Eric Samuel. “Student Affect toward Feedback Provided in High School Classrooms.” 2011. Masters Thesis, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/48.

MLA Handbook (7th Edition):

Skrla, Eric Samuel. “Student Affect toward Feedback Provided in High School Classrooms.” 2011. Web. 22 Mar 2019.

Vancouver:

Skrla ES. Student Affect toward Feedback Provided in High School Classrooms. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/48.

Council of Science Editors:

Skrla ES. Student Affect toward Feedback Provided in High School Classrooms. [Masters Thesis]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/48


University of Colorado

4. Hanson, Jarrod S. In Defense of a Deliberative Democratic Civics Education.

Degree: PhD, Education, 2013, University of Colorado

  Political divides in our democracy are ever-widening. Deliberative democratic civics education provides a new way for civics education to prepare students for a democracy… (more)

Subjects/Keywords: Civics Education; Deliberative Democracy; Philosophy of Education; Civic and Community Engagement; Education; Social and Philosophical Foundations of Education; Social Influence and Political Communication

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APA (6th Edition):

Hanson, J. S. (2013). In Defense of a Deliberative Democratic Civics Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/28

Chicago Manual of Style (16th Edition):

Hanson, Jarrod S. “In Defense of a Deliberative Democratic Civics Education.” 2013. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/28.

MLA Handbook (7th Edition):

Hanson, Jarrod S. “In Defense of a Deliberative Democratic Civics Education.” 2013. Web. 22 Mar 2019.

Vancouver:

Hanson JS. In Defense of a Deliberative Democratic Civics Education. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/28.

Council of Science Editors:

Hanson JS. In Defense of a Deliberative Democratic Civics Education. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/28


University of Colorado

5. Kantor, Julia Churchill. Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom.

Degree: PhD, Education, 2013, University of Colorado

  The following project uses both narrative and feminist poststructural lenses to consider how narratives operated in one undergraduate social foundations of education class purposefully… (more)

Subjects/Keywords: Feminist poststructural theory; Narrative; Positioning analysis; Social justice education; Teacher education; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

Kantor, J. C. (2013). Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/31

Chicago Manual of Style (16th Edition):

Kantor, Julia Churchill. “Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom.” 2013. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/31.

MLA Handbook (7th Edition):

Kantor, Julia Churchill. “Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom.” 2013. Web. 22 Mar 2019.

Vancouver:

Kantor JC. Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/31.

Council of Science Editors:

Kantor JC. Storying Our Claims, Claiming Our Stories: Becoming Through Narrative in the Social-Justice Focused Classroom. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/31


University of Colorado

6. Leonardi, Bethy. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.

Degree: PhD, Education, 2014, University of Colorado

  In this three-article dissertation, I attempt to contribute to an understanding of what it might look like to heal the harms caused by heteronormativity… (more)

Subjects/Keywords: Lesbian; Gay; Bisexual; Trans*; Professional Development; Queer; Safety; School Climate; Teacher Education; Education; Education Policy; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6th Edition):

Leonardi, B. (2014). Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/39

Chicago Manual of Style (16th Edition):

Leonardi, Bethy. “Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.” 2014. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/39.

MLA Handbook (7th Edition):

Leonardi, Bethy. “Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice.” 2014. Web. 22 Mar 2019.

Vancouver:

Leonardi B. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/39.

Council of Science Editors:

Leonardi B. Tilling the Soil for LGBTQ Inclusive Policies: A Case Study of One School's Attempt to Bring Policy into Practice. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/educ_gradetds/39


University of Colorado

7. Farley, Amy Nichole. Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity.

Degree: PhD, Education, 2014, University of Colorado

  This dissertation explores the increasingly common use of citizen-initiated ballot initiatives as an education policy-making tool. The initiative process has grown in frequency and… (more)

Subjects/Keywords: Deliberative Democracy; Direct Democracy; United States; Minority students; Tyranny of the majority; American Studies; Civic and Community Engagement; Educational Sociology; Education Policy; Politics and Social Change

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APA (6th Edition):

Farley, A. N. (2014). Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/42

Chicago Manual of Style (16th Edition):

Farley, Amy Nichole. “Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity.” 2014. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/42.

MLA Handbook (7th Edition):

Farley, Amy Nichole. “Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity.” 2014. Web. 22 Mar 2019.

Vancouver:

Farley AN. Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/42.

Council of Science Editors:

Farley AN. Democracy In Dispute? Ballot Initiatives, Education Policy, and Equal Educational Opportunity. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/educ_gradetds/42


University of Colorado

8. Wexler Love, Emily. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.

Degree: PhD, Education, 2010, University of Colorado

  This dissertation study, Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community, relies on youth voices to examine the structural forces that… (more)

Subjects/Keywords: Family separation; undocumented; high-school students; perspectives; policy; Bilingual, Multilingual, and Multicultural Education; Education Policy; Family, Life Course, and Society; Latina/o Studies

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APA (6th Edition):

Wexler Love, E. (2010). Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/49

Chicago Manual of Style (16th Edition):

Wexler Love, Emily. “Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.” 2010. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/49.

MLA Handbook (7th Edition):

Wexler Love, Emily. “Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community.” 2010. Web. 22 Mar 2019.

Vancouver:

Wexler Love E. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. [Internet] [Doctoral dissertation]. University of Colorado; 2010. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/49.

Council of Science Editors:

Wexler Love E. Aspirations, Involvement, and Survival: Immigrant Latino Youth Navigating School and Community. [Doctoral Dissertation]. University of Colorado; 2010. Available from: http://scholar.colorado.edu/educ_gradetds/49


University of Colorado

9. Graves, Julie Eads. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.

Degree: PhD, Education, 2013, University of Colorado

  Despite the societal and legal progress of the gay rights movement in the last two decades, the negative impacts of society's marginalization of gay… (more)

Subjects/Keywords: dialogue; discourse; homosexuality; narrative; prejudice; transformational; Adult and Continuing Education; Adult and Continuing Education and Teaching; Educational Psychology

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APA (6th Edition):

Graves, J. E. (2013). Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/51

Chicago Manual of Style (16th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/51.

MLA Handbook (7th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Web. 22 Mar 2019.

Vancouver:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/51.

Council of Science Editors:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/educ_gradetds/51


University of Colorado

10. Nash, Chad Jereme. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation examined high school concurrent enrollment participation in relation to the college transition, choice, readiness, and success of underrepresented student groups within the… (more)

Subjects/Keywords: College Access; College Preparation; College Success; Educational Opportunity; Social Justice; Secondary Education

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APA (6th Edition):

Nash, C. J. (2015). Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/64

Chicago Manual of Style (16th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/64.

MLA Handbook (7th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Web. 22 Mar 2019.

Vancouver:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/64.

Council of Science Editors:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/64


University of Colorado

11. Leibrandt, Sarah Ohle. College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students.

Degree: PhD, Education, 2016, University of Colorado

  This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study… (more)

Subjects/Keywords: College Access; College Readiness; Education Policy; Low Income; Social Capital; Social Network; Educational Sociology; Education Policy; Higher Education

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APA (6th Edition):

Leibrandt, S. O. (2016). College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/76

Chicago Manual of Style (16th Edition):

Leibrandt, Sarah Ohle. “College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students.” 2016. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/educ_gradetds/76.

MLA Handbook (7th Edition):

Leibrandt, Sarah Ohle. “College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students.” 2016. Web. 22 Mar 2019.

Vancouver:

Leibrandt SO. College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/educ_gradetds/76.

Council of Science Editors:

Leibrandt SO. College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/educ_gradetds/76


University of Colorado

12. Dutilly, Erik Keith. Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships.

Degree: PhD, 2018, University of Colorado

 The U.S. government, including the National Science Foundation (NSF), makes significant investments in the upcoming generation of scientists and researchers through undergraduate research programs (UR)… (more)

Subjects/Keywords: broadening participation; higher education; recruitment; selection; stem; undergraduate research; Education; Higher Education Administration; Science and Mathematics Education

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APA (6th Edition):

Dutilly, E. K. (2018). Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/118

Chicago Manual of Style (16th Edition):

Dutilly, Erik Keith. “Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. https://scholar.colorado.edu/educ_gradetds/118.

MLA Handbook (7th Edition):

Dutilly, Erik Keith. “Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships.” 2018. Web. 22 Mar 2019.

Vancouver:

Dutilly EK. Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Mar 22]. Available from: https://scholar.colorado.edu/educ_gradetds/118.

Council of Science Editors:

Dutilly EK. Three Studies on Student Recruitment and Selection into Science, Technology, Engineering, and Mathematics Undergraduate Research Programs and Internships. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/educ_gradetds/118


University of Colorado

13. Ruiz-Mesa, Kristina. Discourses of Difference: Communicating Diversity in U.S. Higher Education.

Degree: PhD, Communication, 2016, University of Colorado

 This research focused on institutional framings of diversity in mission statements and communicative practices of chief diversity officers (CDOs) in U.S. institutions of higher education.… (more)

Subjects/Keywords: applied communication; chief diversity officers; communicative practices; diversity; higher education; inclusion; Communication; Higher Education; Higher Education Administration

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APA (6th Edition):

Ruiz-Mesa, K. (2016). Discourses of Difference: Communicating Diversity in U.S. Higher Education. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/comm_gradetds/68

Chicago Manual of Style (16th Edition):

Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Doctoral Dissertation, University of Colorado. Accessed March 22, 2019. http://scholar.colorado.edu/comm_gradetds/68.

MLA Handbook (7th Edition):

Ruiz-Mesa, Kristina. “Discourses of Difference: Communicating Diversity in U.S. Higher Education.” 2016. Web. 22 Mar 2019.

Vancouver:

Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Mar 22]. Available from: http://scholar.colorado.edu/comm_gradetds/68.

Council of Science Editors:

Ruiz-Mesa K. Discourses of Difference: Communicating Diversity in U.S. Higher Education. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/comm_gradetds/68

.