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You searched for +publisher:"University of Houston" +contributor:("Horn , Catherine"). Showing records 1 – 30 of 62 total matches.

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University of Houston

1. Dehghanpour, Mahsa 1974-. An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 An aging population in the U. S. has resulted in an increase in the number of patients treated for cancer and in the incidence of… (more)

Subjects/Keywords: Program Evaluation; Medical Dosimetry Education; Healthcare Education; Radiation dosimetry – Study and teaching – Texas – Houston

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APA (6th Edition):

Dehghanpour, M. 1. (2011). An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/585

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dehghanpour, Mahsa 1974-. “An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/585.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dehghanpour, Mahsa 1974-. “An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions.” 2011. Web. 17 Feb 2019.

Vancouver:

Dehghanpour M1. An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/585.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dehghanpour M1. An Evaluation of the Medical Dosimetry Program at the University of Texas MD Anderson Cancer Center School of Health Professions. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/585

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

2. Messa, Emily 1973-. UNDERSTANDING AND MEASURING CARING.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 This study sought to understand whether prolonged involvement in activities that potentially elicit generative behaviors had an impact on the overall generativity of university staff.… (more)

Subjects/Keywords: generativity; caring; higher education; Leadership

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APA (6th Edition):

Messa, E. 1. (2012). UNDERSTANDING AND MEASURING CARING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Messa, Emily 1973-. “UNDERSTANDING AND MEASURING CARING.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Messa, Emily 1973-. “UNDERSTANDING AND MEASURING CARING.” 2012. Web. 17 Feb 2019.

Vancouver:

Messa E1. UNDERSTANDING AND MEASURING CARING. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Messa E1. UNDERSTANDING AND MEASURING CARING. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

3. Butler, Ebony 1982-. Examining the Impact of Sexual Stereotyping in Black Women.

Degree: Educational Psychology, Department of, 2012, University of Houston

 Among all women in the U.S., African American women are the most likely to experience denigration and sexualization (Eckert & McConnell-Ginet, 1999) due to being… (more)

Subjects/Keywords: sexual stereotyping; Hip Hop; Black Women; risky sexual behavior; sex; media; media influence; Counseling psychology

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APA (6th Edition):

Butler, E. 1. (2012). Examining the Impact of Sexual Stereotyping in Black Women. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Butler, Ebony 1982-. “Examining the Impact of Sexual Stereotyping in Black Women.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Butler, Ebony 1982-. “Examining the Impact of Sexual Stereotyping in Black Women.” 2012. Web. 17 Feb 2019.

Vancouver:

Butler E1. Examining the Impact of Sexual Stereotyping in Black Women. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler E1. Examining the Impact of Sexual Stereotyping in Black Women. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

4. Wang, Qianqian. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.

Degree: Psychological, Health, and Learning Sciences, Department of, 2014, University of Houston

 Motivation has been widely recognized as one of the key factors in second language (L2) learning and teaching. Yet very few motivational studies have examined… (more)

Subjects/Keywords: Chinese Language Education; Motivation

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APA (6th Edition):

Wang, Q. (2014). CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Qianqian. “CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.” 2014. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Qianqian. “CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY.” 2014. Web. 17 Feb 2019.

Vancouver:

Wang Q. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang Q. CHINESE LANGUAGE LEARNER'S MOTIVATION, INTENDED EFFORT, AND CONTINUATION OF STUDY. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

5. -3465-9896. A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center.

Degree: Educational Psychology, Department of, 2015, University of Houston

 The purpose of the study was to better understand predictive factors related to students’ likelihood to seek help at the university counseling center. While demographic… (more)

Subjects/Keywords: Help-seeking; psychological factors; individual difference factors; sense of belonging; mental health services in higher education; student affairs

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APA (6th Edition):

-3465-9896. (2015). A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1804

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-3465-9896. “A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center.” 2015. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1804.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-3465-9896. “A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center.” 2015. Web. 17 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3465-9896. A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1804.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-3465-9896. A Two-cite Case Study of Predictive Factors of Individual Help-seeking and How Institutional Factors Influence Undergraduate Help-seeking from the Campus Counseling Center. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1804

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

6. Jones, Martinque. Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach.

Degree: Psychological, Health, and Learning Sciences, Department of, 2016, University of Houston

 Gendered racial identity (GRI) has emerged as a construct used to describe Black women’s distinct intersected identity as Black and woman (Thomas, Hacker, & Hoxha,… (more)

Subjects/Keywords: Black women; identity; intersectionality

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APA (6th Edition):

Jones, M. (2016). Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Martinque. “Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach.” 2016. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/3542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Martinque. “Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach.” 2016. Web. 17 Feb 2019.

Vancouver:

Jones M. Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/3542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones M. Understanding Gendered Racial Identity Among Black Women Using an Intersectional Approach. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

7. -7440-2940. Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels.

Degree: Psychological, Health, and Learning Sciences, Department of, 2016, University of Houston

 The current study sought to investigate how emotional and behavioral disorder (EBD) diagnostic labels affect parent and teacher perceptions of disorder severity, treatment need, and… (more)

Subjects/Keywords: Perception; Parents; Teachers; Emotional Disorders; Behavioral Disorders; Mood Disorders; Childhood, Mental Illness

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APA (6th Edition):

-7440-2940. (2016). Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3557

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-7440-2940. “Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels.” 2016. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/3557.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-7440-2940. “Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels.” 2016. Web. 17 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7440-2940. Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/3557.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7440-2940. Parent and Teacher Perceptions of Severity and Impairment Based on Childhood Mental Health Disorder Labels. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3557

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

8. Spillman, Sharon. A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 A convincing body of research supports the significant nature of high quality child care. Yet, the quality of child care programs across the United States… (more)

Subjects/Keywords: child care; early childhood; education; professional development; Preschool teachers – Training of; Child care workers – Rating of

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APA (6th Edition):

Spillman, S. (2011). A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Spillman, Sharon. “A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Spillman, Sharon. “A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices.” 2011. Web. 17 Feb 2019.

Vancouver:

Spillman S. A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spillman S. A Comparative Study of Two Professional Development Models' Impact on Preschool Teachers' Classroom Practices. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

9. Garcia, Andres. High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000.

Degree: Educational Psychology, Department of, 2012, University of Houston

 The adoption of high school exit exams as a prerequisite for graduation has become an increasingly popular high-stakes testing policy for states. This study examined… (more)

Subjects/Keywords: Exit Exams; High School Exit Exams; High School Graduation Rates; High School Completion; Professional leadership

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APA (6th Edition):

Garcia, A. (2012). High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/627

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garcia, Andres. “High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/627.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garcia, Andres. “High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000.” 2012. Web. 17 Feb 2019.

Vancouver:

Garcia A. High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/627.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garcia A. High School Exit Exams and High-Stakes Testing: A National Comparison of High School Completion in 2000. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/627

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

10. Barrio, Juan. TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Teachers have historically been paid using a single salary schedule. However, since the publication of A Nation at Risk (1983), calls for implementing reforms have… (more)

Subjects/Keywords: teachers; teachers’ perceptions; compensation; alternative compensation; teaching practice; collaboration; motivation; impact of compensation on teaching practice; perception; Curriculum and instruction

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APA (6th Edition):

Barrio, J. (2012). TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barrio, Juan. “TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barrio, Juan. “TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE.” 2012. Web. 17 Feb 2019.

Vancouver:

Barrio J. TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/805.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barrio J. TEACHERS’ PERCEPTIONS ABOUT HOW AN ALTERNATIVE METHOD OF COMPENSATION AFFECTED THEIR TEACHING PRACTICE. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/805

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

11. Stasney, Rebecca. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 Within the large population of non-traditional college students is a small subset of students who are considered to be “high-risk” non-traditional students. These students face… (more)

Subjects/Keywords: non-traditional students; vocational training; technical training; developmental education; adult learners; Reading and language arts

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APA (6th Edition):

Stasney, R. (2013). The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/985

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stasney, Rebecca. “The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.” 2013. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/985.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stasney, Rebecca. “The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training.” 2013. Web. 17 Feb 2019.

Vancouver:

Stasney R. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/985.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stasney R. The Effects of a College Preparatory Program for High-Risk, Non-Traditional Students with a Focus on Vocational and Technical Training. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/985

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

12. Jones, Raven. The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students.

Degree: Educational Psychology, Department of, 2013, University of Houston

 Education has increasingly become the territory of women, and this shift is pronounced in the African American community where women earned well over the majority… (more)

Subjects/Keywords: African American students; intersectionality; freshman transition; retention; gender identity; racial identity; Administration and supervision

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APA (6th Edition):

Jones, R. (2013). The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Raven. “The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students.” 2013. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Raven. “The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students.” 2013. Web. 17 Feb 2019.

Vancouver:

Jones R. The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones R. The Vulnerable Ones: The Intersections of Race and Gender on Academic Adjustment of First Time In College (FTIC) African American Students. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

13. Conston, Toya. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.

Degree: Educational Psychology, Department of, 2014, University of Houston

 Student mobility is a complex phenomenon that has been defined in various ways in research: transfer, swirling, double-dipping, and zig-zag (Adelman, 2006; McCormick, 2003; Townley,… (more)

Subjects/Keywords: Transfer students; persistence; minority students; minority serving institution

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APA (6th Edition):

Conston, T. (2014). An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Conston, Toya. “An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.” 2014. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Conston, Toya. “An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution.” 2014. Web. 17 Feb 2019.

Vancouver:

Conston T. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conston T. An Examination of the Contributions to African American, Latino/a, and Asian American Vertical and Lateral Transfer Students' First Year Grade Point Average and Persistence at a Minority Serving Institution. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

14. Shefman, Pamelyn Klepal. Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes.

Degree: Educational Psychology, Department of, 2014, University of Houston

 This study documented the measurement development processes and alignment of learning outcomes for a student affairs division at a large, urban research institution. A significant… (more)

Subjects/Keywords: Student Affairs; Assessment; Student Learning Outcomes; Intraclass Correlation Coefficient; Case Study; Higher Education: Post-secondary Education; Culture of Assessment; Culture of Evidence

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

APA (6th Edition):

Shefman, P. K. (2014). Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shefman, Pamelyn Klepal. “Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes.” 2014. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shefman, Pamelyn Klepal. “Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes.” 2014. Web. 17 Feb 2019.

Vancouver:

Shefman PK. Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shefman PK. Measuring What Matters: A Case Study of Aligning Assessment Practices in Student Affairs with Institutionally Identified Student Learning Outcomes. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

15. Wade, Jerrel Alen. OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE.

Degree: Educational Psychology, Department of, 2014, University of Houston

 Despite increased numbers of African American male students pursuing higher education, their academic levels of achievement continue to lag behind other ethnic and gender groups… (more)

Subjects/Keywords: African American; Male; Males; Student; Success; Community; College

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APA (6th Edition):

Wade, J. A. (2014). OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wade, Jerrel Alen. “OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE.” 2014. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wade, Jerrel Alen. “OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE.” 2014. Web. 17 Feb 2019.

Vancouver:

Wade JA. OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wade JA. OVERCOMING ADVERSITY: A CASE STUDY OF EDUCATIONAL EXPERIENCES AND SUCCESS AMONG AFRICAN AMERICAN MALES AT A TEXAS COMMUNITY COLLEGE. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Betts, Randi Weintraub. Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors.

Degree: Educational Leadership and Cultural Studies, Department of, 2016, University of Houston

 With more than half of college students falling short of government guidelines for exercise and nutrition (ACHA, 2009), effective interventions targeting young adults during this… (more)

Subjects/Keywords: College students; Physical activity; Nutrition; Online Course; College obesity

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APA (6th Edition):

Betts, R. W. (2016). Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Betts, Randi Weintraub. “Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors.” 2016. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Betts, Randi Weintraub. “Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors.” 2016. Web. 17 Feb 2019.

Vancouver:

Betts RW. Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Betts RW. Effectiveness of an undergraduate core curricula physical activity and obesity course on students’ health behaviors. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

17. Ross, Jasmine 1982-. SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.

Degree: Educational Psychology, Department of, 2012, University of Houston

 Sexuality reflects not only biological processes but also the social, cultural, and political ideals of the context in which it develops. The purpose of this… (more)

Subjects/Keywords: Sexual Scripts; African American women; Stephens and Phillips (2003); Hip-Hop; African American women – Sexual behavior; African American women – Social aspects; Sex role – United States; Hip-hop – United States

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APA (6th Edition):

Ross, J. 1. (2012). SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ross, Jasmine 1982-. “SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ross, Jasmine 1982-. “SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN.” 2012. Web. 17 Feb 2019.

Vancouver:

Ross J1. SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/442.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ross J1. SEXUAL SCRIPTS AND AFRICAN AMERICAN WOMEN: EMPIRICAL VALIDATION OF STEPHENS AND PHILLIPS’ (2003) HIP-HOP SEXUAL SCRIPTING MODEL WITH AFRICAN AMERICAN COLLEGE WOMEN. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/442

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

18. Chapman, Stephanie 1976-. Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.

Degree: Educational Psychology, Department of, 2011, University of Houston

 Racial microaggressions are the brief, commonplace racial slights and insults that are expressed by Whites against people of color (Sue, Capodilupo et al, 2007). This… (more)

Subjects/Keywords: Racial microaggressions; Mexican-American; racism; Mexican American college students – Social conditions; Mexican American college students – Race identity; Racism

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APA (6th Edition):

Chapman, S. 1. (2011). Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chapman, Stephanie 1976-. “Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chapman, Stephanie 1976-. “Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions.” 2011. Web. 17 Feb 2019.

Vancouver:

Chapman S1. Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chapman S1. Qualitative Investigation of Mexican-American Experiences of Racial Microaggressions. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

19. Dalton, Colin. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and… (more)

Subjects/Keywords: developmental reading; Supplemental Instruction; Developmental reading; College reading improvement programs

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APA (6th Edition):

Dalton, C. (2011). The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 17 Feb 2019.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

20. Still, Beverly. Postsecondary Students' Perceptions of Engagement in Online Developmental Classes.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 The number of students who must complete developmental coursework before enrolling in college-level classes is increasing. There are numerous reasons for this increase, including the… (more)

Subjects/Keywords: Developmental Learning; Online Education; Student Engagement; Curriculum and instruction

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APA (6th Edition):

Still, B. (2012). Postsecondary Students' Perceptions of Engagement in Online Developmental Classes. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Still, Beverly. “Postsecondary Students' Perceptions of Engagement in Online Developmental Classes.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Still, Beverly. “Postsecondary Students' Perceptions of Engagement in Online Developmental Classes.” 2012. Web. 17 Feb 2019.

Vancouver:

Still B. Postsecondary Students' Perceptions of Engagement in Online Developmental Classes. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Still B. Postsecondary Students' Perceptions of Engagement in Online Developmental Classes. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

21. Salem, Hibah. THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS.

Degree: Educational Psychology, Department of, 2013, University of Houston

 Research has revealed that a significant achievement gap is present between Hispanic and White students (Aud & Hammes, 2011). The extant literature on the math… (more)

Subjects/Keywords: parenting; achievement motivation; Hispanic; self-regulated learning; mathematics

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APA (6th Edition):

Salem, H. (2013). THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Salem, Hibah. “THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS.” 2013. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/1232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Salem, Hibah. “THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS.” 2013. Web. 17 Feb 2019.

Vancouver:

Salem H. THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/1232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Salem H. THE IMPACT OF MATERNAL PARENTING STYLES ON GOAL ORIENTATIONS, SELF-EFFICACY, AND USE OF METACOGNITIVE STRATEGIES FOR MATHEMATICS AMONG HISPANIC HIGH SCHOOL STUDENTS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

22. Wheatley, Kathryn. Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 Background: Academic advising can be an effective intervention for students needing guidance through their academic programs. At this point, we are unsure how academic advising… (more)

Subjects/Keywords: Advising; Persistence; Transfer

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APA (6th Edition):

Wheatley, K. (2018). Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wheatley, Kathryn. “Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis.” 2018. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/3112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wheatley, Kathryn. “Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis.” 2018. Web. 17 Feb 2019.

Vancouver:

Wheatley K. Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/3112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wheatley K. Academic Advising Influence on Undergraduate Student Odds of Retention and Graduation: A Multilevel Analysis. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

23. Templeton, Toni. An Examination of Efficiency in Historically Black Colleges and Universities.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 The purpose of this series of studies was to understand a natural occurrence of efficiency in higher education: Historically Black Colleges and Universities (HBCUs). HBCUs… (more)

Subjects/Keywords: education finance; historically black colleges and universities; efficiency

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APA (6th Edition):

Templeton, T. (2018). An Examination of Efficiency in Historically Black Colleges and Universities. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Templeton, Toni. “An Examination of Efficiency in Historically Black Colleges and Universities.” 2018. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/3133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Templeton, Toni. “An Examination of Efficiency in Historically Black Colleges and Universities.” 2018. Web. 17 Feb 2019.

Vancouver:

Templeton T. An Examination of Efficiency in Historically Black Colleges and Universities. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/3133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Templeton T. An Examination of Efficiency in Historically Black Colleges and Universities. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

24. Mukherjee, Moumita. Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System.

Degree: Psychological, Health, and Learning Sciences, Department of, 2016, University of Houston

 International students are increasingly choosing community colleges as a pathway to pursue their postsecondary education and eventually transfer to a four-year institution (Anayah & Kuk,… (more)

Subjects/Keywords: International students; community colleges; enrollment outcomes

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APA (6th Edition):

Mukherjee, M. (2016). Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mukherjee, Moumita. “Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System.” 2016. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/3229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mukherjee, Moumita. “Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System.” 2016. Web. 17 Feb 2019.

Vancouver:

Mukherjee M. Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/3229.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mukherjee M. Understanding Academic Momentum and Enrollment Outcomes for International Students at an Urban Community College System. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3229

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

25. Wang, Jina 1978-. Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples.

Degree: Educational Psychology, Department of, 2011, University of Houston

 This study adapted the expectancy-value model of achievement motivation theory (Eccles & Wigfield, 1995; Wigfield & Eccles, 2000) to investigate the relationships among students’ motivation,… (more)

Subjects/Keywords: Math achievement; Advanced math course-taking; Self-efficacy; Intrinsic value; Utility value; Educational expectation.; Academic achievement – United States; Mathematics Study and teaching (Secondary) – United States; Motivation in education – United States

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APA (6th Edition):

Wang, J. 1. (2011). Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, Jina 1978-. “Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, Jina 1978-. “Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples.” 2011. Web. 17 Feb 2019.

Vancouver:

Wang J1. Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang J1. Untangling the Relations Among High School Students' Motivation, Achievement and Advanced Course-Taking in Mathematics: Using Structural Equation Modeling with Complex Samples. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

26. Gascon, Jackeline 1963-. Developing Future Texas Community College Leaders.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 According to Weisman and Vaughan (2002), a high percentage (79%) of community college presidents have plans to retire by 2012. In the midst of the… (more)

Subjects/Keywords: Higher Education; Community College; Administration; Educational Leadership; Leadership; Community colleges – Texas – Administration; Leadership – Texas

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

APA (6th Edition):

Gascon, J. 1. (2011). Developing Future Texas Community College Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gascon, Jackeline 1963-. “Developing Future Texas Community College Leaders.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gascon, Jackeline 1963-. “Developing Future Texas Community College Leaders.” 2011. Web. 17 Feb 2019.

Vancouver:

Gascon J1. Developing Future Texas Community College Leaders. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gascon J1. Developing Future Texas Community College Leaders. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

27. Grefenstette, Cheryl 1960-. High School Course Patterns as related to University Academic Achievement and Persistence.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 Texas is committed to better prepared students for educational endeavors after high school. Specifically, Texas seeks to increase participation in higher education by 630,000 students… (more)

Subjects/Keywords: High Sccool Courses; High School Course Patterns; Persistence; Academic Achievement; Test Scores; Rank; College students – Success – Texas; Universities and colleges – Texas – Admission

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

APA (6th Edition):

Grefenstette, C. 1. (2011). High School Course Patterns as related to University Academic Achievement and Persistence. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grefenstette, Cheryl 1960-. “High School Course Patterns as related to University Academic Achievement and Persistence.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Grefenstette, Cheryl 1960-. “High School Course Patterns as related to University Academic Achievement and Persistence.” 2011. Web. 17 Feb 2019.

Vancouver:

Grefenstette C1. High School Course Patterns as related to University Academic Achievement and Persistence. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grefenstette C1. High School Course Patterns as related to University Academic Achievement and Persistence. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

28. Wang, David 1977-. ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING.

Degree: Educational Psychology, Department of, 2012, University of Houston

 A substantial and growing base of empirical research on the construct of mindfulness attests to its relationship with a variety of measures of psychological well-being… (more)

Subjects/Keywords: Attachment; Mindfulness; Dialectical Thinking; Awareness; Attachment behavior; Well-being

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

APA (6th Edition):

Wang, D. 1. (2012). ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wang, David 1977-. “ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING.” 2012. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wang, David 1977-. “ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING.” 2012. Web. 17 Feb 2019.

Vancouver:

Wang D1. ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang D1. ATTACHMENT SECURITY AS THE SOCIAL FOUNDATION OF MINDFULNESS: AN EXPLORATION INTO THE POTENTIAL MEDIATING ROLE OF DIALECTICAL THINKING. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

29. Shetzer, Steven. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This study explored the relationship between teacher efficacy and professional learning communities. Specifically, this study utilized a mixed design encompassing quantitative and qualitative aspects of… (more)

Subjects/Keywords: teacher efficacy; learning communities; professional learning communities; Professional learning communities – Texas; High school teachers In-service training – Texas

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

APA (6th Edition):

Shetzer, S. (2011). A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shetzer, Steven. “A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shetzer, Steven. “A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School.” 2011. Web. 17 Feb 2019.

Vancouver:

Shetzer S. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shetzer S. A Study of the Relationship Between Teacher Efficacy and Professional Learning Communities in an Urban High School. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

30. Afiesimama, Jane 1952-. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 An educator’s determination to make a difference in the lives of her students birthed this inquiry. It is a qualitative study with the use of… (more)

Subjects/Keywords: Study Skills; Vocabulary Acquisition; Mnemonics and Acronyms in Science Teaching; Table Talks; Class Pledge; Words of Encouragement; Science – Study and teaching (Secondary); Science teachers; Teaching – Philosophy

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

APA (6th Edition):

Afiesimama, J. 1. (2011). Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/587

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Thesis, University of Houston. Accessed February 17, 2019. http://hdl.handle.net/10657/587.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Web. 17 Feb 2019.

Vancouver:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/10657/587.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/587

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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