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You searched for +publisher:"University of Houston" +contributor:("Hutchison, Laveria F."). Showing records 1 – 30 of 75 total matches.

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University of Houston

1. Hutchins, James 1976-. Parental Involvement in an Appalachian Rural Community.

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

 During this era of high-stakes achievement testing, schools have looked for help to increase student achievement. One resource that schools have begun to take advantage… (more)

Subjects/Keywords: Parental Involvement; Appalachia; Appalachian; rural; low-income; Educational leadership

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APA (6th Edition):

Hutchins, J. 1. (2012). Parental Involvement in an Appalachian Rural Community. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/626

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):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/626.

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

MLA Handbook (7th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Web. 23 Apr 2019.

Vancouver:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/626.

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

Council of Science Editors:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/626

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


University of Houston

2. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

3. Cain, Raymond. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 In this era dominated by the importance of mathematics, science, and technology, national organizations in science and mathematics education (e.g., National Science Teachers Association and… (more)

Subjects/Keywords: science; mathematics; integration

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APA (6th Edition):

Cain, R. (2014). TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1423

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):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1423.

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

MLA Handbook (7th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Web. 23 Apr 2019.

Vancouver:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1423.

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

Council of Science Editors:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1423

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


University of Houston

4. Liu, Yueh-Hua. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign… (more)

Subjects/Keywords: Foreign Language Anxiety; Foreign Language Learning; Language Anxiety Triggers

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APA (6th Edition):

Liu, Y. (2014). Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

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):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1682.

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

MLA Handbook (7th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 23 Apr 2019.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1682.

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

Council of Science Editors:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1682

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


University of Houston

5. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: Curriculum and Instruction, Department of, 2017, University of Houston

 There are a number of factors that have been examined in relation to the acquisition of English by non-native speakers. Adult learners also continue to… (more)

Subjects/Keywords: ESL; English Language Learners

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APA (6th Edition):

-4493-9605. (2017). Stories of Adult ELLs in a Public Setting. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1894

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):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1894.

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):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 23 Apr 2019.

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

Vancouver:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1894.

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:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1894

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. Phillips, Carlos 1978-. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.

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

 According to education philosopher John Dewey, public schools give their students “an opportunity to escape from the limitations of the social group in which [they… (more)

Subjects/Keywords: DAEP; Disciplinary Alternative Education Programs; Zero Tolerance; Minority Students; Suspension Rate; School to Prison Pipeline; Recidivism; Parents Perception; Alternative Education; Elementary Discipline Programs; Student Drop Out; Student Removal; Dis; Alternative education – Texas – Case studies; Minority students – Texas – Case studies; School discipline – Texas Case studies

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

APA (6th Edition):

Phillips, C. 1. (2011). The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/450

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):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/450.

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

MLA Handbook (7th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Web. 23 Apr 2019.

Vancouver:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/450.

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

Council of Science Editors:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/450

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


University of Houston

7. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

8. Bains, Loveen 1981-. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.

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

 Education continues to remain at the forefront of research and discussion in the United States. As a result, the requirements for teachers to be able… (more)

Subjects/Keywords: Teacher preparation; TExES exam; No Child Left Behind; teacher testing; Teachers – Certification – Texas; Teaching – Texas – Examinations

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APA (6th Edition):

Bains, L. 1. (2011). An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/498

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):

Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/498.

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

MLA Handbook (7th Edition):

Bains, Loveen 1981-. “An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas.” 2011. Web. 23 Apr 2019.

Vancouver:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/498.

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

Council of Science Editors:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/498

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


University of Houston

9. Gauna, Leslie Michel. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 This dissertation seeks to study how three bilingual teachers make sense of their first year of teaching practice through their narratives recounts. Through the use… (more)

Subjects/Keywords: Spanish English Bilinguals; Bilingual Teacher Education; Teacher Education; Language Diversity Students; Multicultural Education; Student Teacher; Teacher Candidates; Novice Teachers; Language Ideologies; Language as a Problem; Language as a Right; Language as a Resource; Challenging Culturally Deficiency Theories

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APA (6th Edition):

Gauna, L. M. (2014). STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1415

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):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1415.

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

MLA Handbook (7th Edition):

Gauna, Leslie Michel. “STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES.” 2014. Web. 23 Apr 2019.

Vancouver:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1415.

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

Council of Science Editors:

Gauna LM. STORIES OF LANGUAGES AND TEACHING: FIRST YEAR BILINGUAL SPANISH/ENGLISH TEACHERS’ NARRATIVES. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1415

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


University of Houston

10. -2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 The course most offered by Community Colleges to enhance first-year student success focuses on facilitating students in academic transition from high school to higher education.… (more)

Subjects/Keywords: First Year Experience

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APA (6th Edition):

-2392-3425. (2017). LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1845

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):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1845.

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):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Web. 23 Apr 2019.

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

Vancouver:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1845.

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:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1845

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

11. Foulds, Gregory A. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of… (more)

Subjects/Keywords: Positive Teacher Identity; Self-Efficacy

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

APA (6th Edition):

Foulds, G. A. (2017). The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1849

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):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1849.

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

MLA Handbook (7th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 23 Apr 2019.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1849.

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

Council of Science Editors:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1849

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


University of Houston

12. Boothe, Elizabeth Anne. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 Leaders planning for innovative teaching and learning require special decision-making abilities, and need to avoid imposing new technology when organizational members are not well-prepared or… (more)

Subjects/Keywords: Learning Management System; LMS; diffusion of innovations; adoption

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

APA (6th Edition):

Boothe, E. A. (2017). A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1850

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):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1850.

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

MLA Handbook (7th Edition):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Web. 23 Apr 2019.

Vancouver:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1850.

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

Council of Science Editors:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1850

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


University of Houston

13. Schlafly, Ashley L. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Student-directed learning is a teaching style that focuses on providing students with autonomy where the teacher and students share power so that both become… (more)

Subjects/Keywords: Student-directed; critical theory; educational theory

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APA (6th Edition):

Schlafly, A. L. (2018). Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3103

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):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3103.

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

MLA Handbook (7th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Web. 23 Apr 2019.

Vancouver:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3103.

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

Council of Science Editors:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3103

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


University of Houston

14. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

Subjects/Keywords: Reading Comprehension

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APA (6th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

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):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3111.

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

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 23 Apr 2019.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3111.

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

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111

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


University of Houston

15. Li, Yumei. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: International education, with a purpose to reduce provincial attitudes and to adopt truly international perspectives, promotes global understanding and tackles social injustice around the… (more)

Subjects/Keywords: International students; doctoral education; educational researcher; narrative inquiry; culture; language; identity

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APA (6th Edition):

Li, Y. (2018). Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3113

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):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3113.

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

MLA Handbook (7th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Web. 23 Apr 2019.

Vancouver:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3113.

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

Council of Science Editors:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3113

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


University of Houston

16. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a… (more)

Subjects/Keywords: NOS; Science education; Evolution; Nature of Science

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APA (6th Edition):

-0068-1021. (2018). Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3147

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):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3147.

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):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 23 Apr 2019.

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

Vancouver:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3147.

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:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3147

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

17. Zehavi, Eve. The Theodor Geisel Award Books: An Exploration of Early Readers.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 The importance of beginner books in the lives of nascent readers cannot be understated. In an effort to recognize these critical tools for early reading,… (more)

Subjects/Keywords: Early Readers; Computational Linguistics; Theodor Geisel Award

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APA (6th Edition):

Zehavi, E. (2016). The Theodor Geisel Award Books: An Exploration of Early Readers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3176

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):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3176.

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

MLA Handbook (7th Edition):

Zehavi, Eve. “The Theodor Geisel Award Books: An Exploration of Early Readers.” 2016. Web. 23 Apr 2019.

Vancouver:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3176.

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

Council of Science Editors:

Zehavi E. The Theodor Geisel Award Books: An Exploration of Early Readers. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3176

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


University of Houston

18. -6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 The purpose of this study is to identify that identified the major factors that prompted early career teachers to decide to leave the teaching profession… (more)

Subjects/Keywords: Teacher Attrition

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APA (6th Edition):

-6153-460X. (2016). Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3213

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):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3213.

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):

-6153-460X. “Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition.” 2016. Web. 23 Apr 2019.

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

Vancouver:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3213.

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:

-6153-460X. Perception of Campus Administration: Leadership Practices Foreshadowing Future Teachers’ Attrition. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3213

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

19. Kurban, Karman. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 Effective teaching with technology requires a developed, nuanced understanding of the complex interplays between three key kinds of knowledge: content knowledge, pedagogical knowledge, and technological… (more)

Subjects/Keywords: Teacher Knowledge; TPACK; Technology Integration; Rubric Development; and Technology Lesson Cycle

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APA (6th Edition):

Kurban, K. (2016). Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3220

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):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/3220.

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

MLA Handbook (7th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Web. 23 Apr 2019.

Vancouver:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/3220.

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

Council of Science Editors:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3220

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


University of Houston

20. Lee, Kar Man 1978-. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.

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

 Phonological awareness and orthographic knowledge have been shown in the literature as the two most important precursor skills underlying word identification, which is in turn… (more)

Subjects/Keywords: Learning English as a Second Language; Phonological Awareness; Orthographic Knowledge; Word Identification; Reading Comprehension; English language – Study and teaching; Second language acquisition; Word recognition

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APA (6th Edition):

Lee, K. M. 1. (2011). Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/427

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):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/427.

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

MLA Handbook (7th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Web. 23 Apr 2019.

Vancouver:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/427.

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

Council of Science Editors:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/427

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


University of Houston

21. Keyim, Hasiyet. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.

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

 Many students continue to struggle with acquiring the necessary skills to become successful readers. The most commonly used software for teaching reading is the Accelerated… (more)

Subjects/Keywords: Title One schools; Accelerated Reader Program; reading comprehension; Reading (Secondary) – Ability testing – Texas; Reading (Secondary) – Computer-assisted instruction – Texas; Texas Assessment of Knowledge and Skills; English language – Study and teaching – Texas – Examinations

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APA (6th Edition):

Keyim, H. (2011). THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/447

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):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/447.

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

MLA Handbook (7th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Web. 23 Apr 2019.

Vancouver:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/447.

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

Council of Science Editors:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/447

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


University of Houston

22. Hunt, Walter. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.

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

 The focus of this study was to examine the relationship between African-American teachers and academic achievement of middle school students in Title I schools. Student… (more)

Subjects/Keywords: middle school student achievement; African-American; African-American student achievement; education; Title I campuses; Professional leadership

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APA (6th Edition):

Hunt, W. (2012). The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/656

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):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/656.

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

MLA Handbook (7th Edition):

Hunt, Walter. “The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses.” 2012. Web. 23 Apr 2019.

Vancouver:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/656.

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

Council of Science Editors:

Hunt W. The Relationship Between African-American Teachers and 8th Grade Student Achievement on Title I Campuses. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/656

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


University of Houston

23. Hertel, Nichole 1972-. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.

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

 This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum… (more)

Subjects/Keywords: course construction; syllabus design; teacher education; Tier One universities; classroom management

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APA (6th Edition):

Hertel, N. 1. (2012). Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/668

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):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/668.

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

MLA Handbook (7th Edition):

Hertel, Nichole 1972-. “Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus.” 2012. Web. 23 Apr 2019.

Vancouver:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/668.

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

Council of Science Editors:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/668

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


University of Houston

24. Atkins, Katie 1981-. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.

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

 This study investigates the perceptions of struggling readers in the eleventh grade regarding the methods and motivational effectiveness of reading instruction provided to them in… (more)

Subjects/Keywords: Reading comprehension; motivation; struggling readers; Curriculum and instruction

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APA (6th Edition):

Atkins, K. 1. (2012). At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/796

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):

Atkins, Katie 1981-. “At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/796.

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

MLA Handbook (7th Edition):

Atkins, Katie 1981-. “At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation.” 2012. Web. 23 Apr 2019.

Vancouver:

Atkins K1. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/796.

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

Council of Science Editors:

Atkins K1. At-Risk Eleventh Graders' Perceptions of High School Developmental Reading Programs and Their Effects on Reading Comprehension and Motivation. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/796

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


University of Houston

25. Marvin, Douglas 1975-. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.

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

 This research study investigates how Texas school administrators perceive the Professional Development and Appraisal System (P.D.A.S.) in Texas as a means of establishing specific essential… (more)

Subjects/Keywords: Teacher Quality; P.D.A.S.; K-12 Administrators; Evaluation; Texas; Curriculum and instruction

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APA (6th Edition):

Marvin, D. 1. (2012). A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/803

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):

Marvin, Douglas 1975-. “A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/803.

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

MLA Handbook (7th Edition):

Marvin, Douglas 1975-. “A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS.” 2012. Web. 23 Apr 2019.

Vancouver:

Marvin D1. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/803.

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

Council of Science Editors:

Marvin D1. A STUDY OF THE BELIEFS OF ELEMENTARY AND SECONDARY SCHOOL ADMINISTRATORS: BELIEFS REGARDING THE PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM TEACHER CHARACTERISTICS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/803

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


University of Houston

26. Hernandez, Federico 1975-. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.

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

 The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the… (more)

Subjects/Keywords: Reading Achievement; Mathematics Achievement; Reading Comprehension; Problem Solving; Texas Testing History; United States Testing History; Middle School Students; Schema Theory

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APA (6th Edition):

Hernandez, F. 1. (2013). The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/990

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):

Hernandez, Federico 1975-. “The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/990.

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

MLA Handbook (7th Edition):

Hernandez, Federico 1975-. “The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills.” 2013. Web. 23 Apr 2019.

Vancouver:

Hernandez F1. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/990.

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

Council of Science Editors:

Hernandez F1. The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/990

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


University of Houston

27. Alleyne, Camille Wardrop 1966-. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.

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

 This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected… (more)

Subjects/Keywords: STEM; All-Girls Schools and STEM; Science Education; STEM education; girls education; Minority girls and STEM; Minority females and STEM; STEM-focused girl schools; Professional leadership

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APA (6th Edition):

Alleyne, C. W. 1. (2013). A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/997

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):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/997.

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

MLA Handbook (7th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Web. 23 Apr 2019.

Vancouver:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/997.

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

Council of Science Editors:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

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


University of Houston

28. Linden, Nancy Ellen 1965-. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.

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

 This Differential Distractor Functioning (DDF) study involved 855,023 regular education students in Grades 3, 6, and 11 in Texas. Percentage dispersion anomalies were identified in… (more)

Subjects/Keywords: Assessment; Reading Comprehension; Testing; Standardized Testing; Incorrect Answer Options; Professional leadership

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

APA (6th Edition):

Linden, N. E. 1. (2013). COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1032

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):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1032.

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

MLA Handbook (7th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 23 Apr 2019.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1032.

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

Council of Science Editors:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1032

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


University of Houston

29. Pletcher, Bethanie C. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.

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

 Teachers tend to use the word assessment interchangeably with testing. It is important that teacher educators share many forms of assessment with pre-service teachers so… (more)

Subjects/Keywords: dialogue journals; pre-service teachers; reading assessment; teacher education; journals; narrative inquiry

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

APA (6th Edition):

Pletcher, B. C. (2013). WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1187

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):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1187.

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

MLA Handbook (7th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Web. 23 Apr 2019.

Vancouver:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1187.

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

Council of Science Editors:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1187

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


University of Houston

30. Laverpool Leatherwood, Lenora. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.

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

 In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school… (more)

Subjects/Keywords: blended instruction; language acquisition; second language acquisition; blended learning; instructional method

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

APA (6th Edition):

Laverpool Leatherwood, L. (2013). DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

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):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1234.

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

MLA Handbook (7th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Web. 23 Apr 2019.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1234.

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

Council of Science Editors:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234

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

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