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You searched for +publisher:"University of Houston" +contributor:("Hutchison, Laveria F."). Showing records 1 – 30 of 99 total matches.

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University of Houston

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

Degree: EdD, Educational Leadership, 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; Appalachias; Appalachias; Rural schools; Low-income; Educational leadership

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/626.

MLA Handbook (7th Edition):

Hutchins, James 1976-. “Parental Involvement in an Appalachian Rural Community.” 2012. Web. 13 Jul 2020.

Vancouver:

Hutchins J1. Parental Involvement in an Appalachian Rural Community. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/626.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/668

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/668.

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. 13 Jul 2020.

Vancouver:

Hertel N1. Origin of the species: An epistemological tale of classroom management theory and the evolution of a teacher preparation course syllabus. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/668.

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. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/668


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3111.

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 13 Jul 2020.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3111.

Council of Science Editors:

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


University of Houston

4. -5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.

Degree: PhD, Curriculum and Instruction, 2019, University of Houston

 Experimental and quasi-experimental studies of writing instruction have presented evidence for the positive effect of feedback, rubrics and scales, and student self-assessment on writing performance.… (more)

Subjects/Keywords: Writing scale; Argumentative essay; Organization and development; Formative assessments; Criteria; Feedback; Revision; Self-assessment; Peer review; High school

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APA (6th Edition):

-5954-3013. (2019). Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4467

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5954-3013. “Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4467.

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

MLA Handbook (7th Edition):

-5954-3013. “Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision.” 2019. Web. 13 Jul 2020.

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

Vancouver:

-5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4467.

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

Council of Science Editors:

-5954-3013. Composition Organization and Development Analysis (CODA) Scale: Criteria-Referenced Formative Assessment for Argumentative Essay Revision. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4467

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


University of Houston

5. -6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession.

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

 Background: The American teacher workforce has maintained homogeneity while the classroom has become increasingly diverse. One reason for the homogeneity is the educational system’s ineffective… (more)

Subjects/Keywords: Black males; Black men; Counternarrative; Disinterest in teaching

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APA (6th Edition):

-6580-4825. (2017). Analyzing Black Male Disinterest in Teaching as a Profession. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4827

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

Chicago Manual of Style (16th Edition):

-6580-4825. “Analyzing Black Male Disinterest in Teaching as a Profession.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4827.

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

MLA Handbook (7th Edition):

-6580-4825. “Analyzing Black Male Disinterest in Teaching as a Profession.” 2017. Web. 13 Jul 2020.

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

Vancouver:

-6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4827.

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

Council of Science Editors:

-6580-4825. Analyzing Black Male Disinterest in Teaching as a Profession. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4827

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


University of Houston

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

Degree: PhD, Educational Psychology and Individual Differences, 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 (NCLB); 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/498

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/498.

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. 13 Jul 2020.

Vancouver:

Bains L1. An Analysis of TExES Scores: Evaluating Teacher Preparation At One Institution in the State of Texas. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/498.

Council of Science Editors:

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


University of Houston

7. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

Degree: EdD, Curriculum and Instruction, 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: Nature of science (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. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3147.

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

MLA Handbook (7th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 13 Jul 2020.

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] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. 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

Council of Science Editors:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Doctoral Dissertation]. 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


University of Houston

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

Degree: EdD, Professional Leadership, 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; Minorities; Suspension Rate; School to prison pipeline; Recidivism; Parent perceptions; Alternative Education; Elementary discipline; School programs; Student Drop Out; Student Removal; Dis; Alternative education – Texas – Case studies; Minority students – Texas – Case studies; School discipline

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/450.

MLA Handbook (7th Edition):

Phillips, Carlos 1978-. “The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception.” 2011. Web. 13 Jul 2020.

Vancouver:

Phillips C1. The Disproportionate Enrollment of Minority Students in Disciplinary Alternative Education Programs: The Parents' Perception. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/450.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3220

Chicago Manual of Style (16th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3220.

MLA Handbook (7th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Web. 13 Jul 2020.

Vancouver:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3220.

Council of Science Editors:

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


University of Houston

10. Cantu, Clara 1979-. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.

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

 For the United States to prosper and compete in this new world of increased globalization, all students have to prepare themselves to be productive citizens… (more)

Subjects/Keywords: Stanford Achievement Test; PSAT Test; Advanced Placement Exams

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APA (6th Edition):

Cantu, C. 1. (2012). Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1283

Chicago Manual of Style (16th Edition):

Cantu, Clara 1979-. “Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.” 2012. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1283.

MLA Handbook (7th Edition):

Cantu, Clara 1979-. “Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams.” 2012. Web. 13 Jul 2020.

Vancouver:

Cantu C1. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1283.

Council of Science Editors:

Cantu C1. Analyzing Trends in Student Performance on the Stanford Achievement Test, Preliminary SAT/National Merit Scholarship Qualifying Test, and Advanced Placement Exams. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1283


University of Houston

11. -8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

 Student population in American public schools has dramatically increased over the last ten years with projections indicating a continuation of fast growth for many school… (more)

Subjects/Keywords: School leadership; Newly Opened Schools

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APA (6th Edition):

-8638-7135. (2016). AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1531

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

Chicago Manual of Style (16th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1531.

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

MLA Handbook (7th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Web. 13 Jul 2020.

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

Vancouver:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1531.

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

Council of Science Editors:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1531

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


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

Chicago Manual of Style (16th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1682.

MLA Handbook (7th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 13 Jul 2020.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1682.

Council of Science Editors:

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


University of Houston

13. -9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

 Every day, 7,000 students drop out of America’s high schools. That adds up to about 1.3 million students who will not graduate with their peers… (more)

Subjects/Keywords: Climate; Culture; Education; Dropouts; Graduation factors; Alternative school; Norms; Normative culture; Social learning; Maslow's heirarchy

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APA (6th Edition):

-9507-3805. (2016). THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1756

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Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1756.

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

MLA Handbook (7th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Web. 13 Jul 2020.

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

Vancouver:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1756.

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

Council of Science Editors:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1756

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Author name may be incomplete


University of Houston

14. Lucario, Joseph A. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is… (more)

Subjects/Keywords: Teacher evaluation; Teacher supervision

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APA (6th Edition):

Lucario, J. A. (2017). An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1844

Chicago Manual of Style (16th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1844.

MLA Handbook (7th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Web. 13 Jul 2020.

Vancouver:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1844.

Council of Science Editors:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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 education; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/496

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/496.

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. 13 Jul 2020.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/496.

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. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496


University of Houston

16. Weaver, Kimberle A. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.

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

 Background: Developing strong reading engagement and vocabulary acquisition skills for deaf students is of the utmost importance. Unfortunately, no studies have been conducted on the… (more)

Subjects/Keywords: Deaf; Reading; Vocabulary; Reading engagement

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APA (6th Edition):

Weaver, K. A. (2017). Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4829

Chicago Manual of Style (16th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4829.

MLA Handbook (7th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Web. 13 Jul 2020.

Vancouver:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4829.

Council of Science Editors:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4829


University of Houston

17. -4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Nationally, Black teachers with less than five years of experience in pre-kindergarten through fifth grade classrooms tend to face daily challenges that teachers of… (more)

Subjects/Keywords: Black; Teachers; Challenges; Educators; African Americans; Pre-kindergarten; Fifth; Classroom; Support; Discrimination; Racism; Experiences

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APA (6th Edition):

-4436-4530. (2019). Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5624

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

Chicago Manual of Style (16th Edition):

-4436-4530. “Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5624.

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

MLA Handbook (7th Edition):

-4436-4530. “Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers.” 2019. Web. 13 Jul 2020.

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

Vancouver:

-4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5624.

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

Council of Science Editors:

-4436-4530. Perceived Challenges of Pre-Kindergarten Through Fifth Grade Black Teachers. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5624

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


University of Houston

18. 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: EdD, Professional Leadership, 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; Girls; Minorities; Females; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/997

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/997.

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. 13 Jul 2020.

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] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/997.

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. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997


University of Houston

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

Degree: EdD, Professional Leadership, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3103

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/3103.

MLA Handbook (7th Edition):

Schlafly, Ashley L. “Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom.” 2018. Web. 13 Jul 2020.

Vancouver:

Schlafly AL. Empowering Student Driven Resistance: Using Student-Directed Learning to Create Self-Advocacy in the Classroom. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/3103.

Council of Science Editors:

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


University of Houston

20. Tovar-Hilbert, Jessica. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.

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

 Background: Eighth-grade Hispanic students in Texas, the state’s largest ethnic group, continue to score lower on state and national assessments. If Texas is to improve… (more)

Subjects/Keywords: Culturally responsive instruction; Culturally relevant literacy; Hispanics; Middle schools; Reading; Multicultural; Literacy; Anthologies

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APA (6th Edition):

Tovar-Hilbert, J. (2017). An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4537

Chicago Manual of Style (16th Edition):

Tovar-Hilbert, Jessica. “An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/4537.

MLA Handbook (7th Edition):

Tovar-Hilbert, Jessica. “An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011.” 2017. Web. 13 Jul 2020.

Vancouver:

Tovar-Hilbert J. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/4537.

Council of Science Editors:

Tovar-Hilbert J. An Analysis of Authors, Content, and Genres of Hispanic-Related Selections in Adopted 8th Grade Literature Anthologies in Texas 2001–2011. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4537


University of Houston

21. -7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: According to Orphanos and Orr (2013), principals who invest in understanding the literacy instructional practices in school settings find that teachers on their campuses… (more)

Subjects/Keywords: Principals; Perception

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APA (6th Edition):

-7268-7898. (2019). The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5713

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

Chicago Manual of Style (16th Edition):

-7268-7898. “The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5713.

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

MLA Handbook (7th Edition):

-7268-7898. “The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District.” 2019. Web. 13 Jul 2020.

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

Vancouver:

-7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5713.

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

Council of Science Editors:

-7268-7898. The Principals' Perceptions of Literacy Development: The Influence of Instructional Leadership in an Urban School District. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5713

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


University of Houston

22. Fulenwider, Joan Y. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.

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

 This qualitative study was initiated in order to examine the home literacy practices of culturally and linguistically diverse families of kindergarten students. In particular, the… (more)

Subjects/Keywords: Home literacy practices

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APA (6th Edition):

Fulenwider, J. Y. (2014). The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1426

Chicago Manual of Style (16th Edition):

Fulenwider, Joan Y. “The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1426.

MLA Handbook (7th Edition):

Fulenwider, Joan Y. “The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students.” 2014. Web. 13 Jul 2020.

Vancouver:

Fulenwider JY. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1426.

Council of Science Editors:

Fulenwider JY. The Home Literacy Practices of Culturally and Linguistically Diverse Families of Kindergarten Students. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1426


University of Houston

23. Beaudry, Christine Elizabeth. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.

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

 In the United States, preservice teachers often go on to teach students whose backgrounds are different from their own and in communities in which they… (more)

Subjects/Keywords: Teacher education; Community-based learning; Field experience; Culturally responsive teaching; Narrative

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APA (6th Edition):

Beaudry, C. E. (2014). Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1425

Chicago Manual of Style (16th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1425.

MLA Handbook (7th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Web. 13 Jul 2020.

Vancouver:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1425.

Council of Science Editors:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1425


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1423

Chicago Manual of Style (16th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1423.

MLA Handbook (7th Edition):

Cain, Raymond. “TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION.” 2014. Web. 13 Jul 2020.

Vancouver:

Cain R. TEACHERS’ UNDERSTANDINGS ABOUT SCIENCE AND MATHEMATICS INTEGRATION. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1423.

Council of Science Editors:

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


University of Houston

25. -4493-9605. Stories of Adult ELLs in a Public Setting.

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1894.

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

MLA Handbook (7th Edition):

-4493-9605. “Stories of Adult ELLs in a Public Setting.” 2017. Web. 13 Jul 2020.

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] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jul 13]. 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

Council of Science Editors:

-4493-9605. Stories of Adult ELLs in a Public Setting. [Doctoral Dissertation]. 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


University of Houston

26. Pelton, Michael. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

 Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined… (more)

Subjects/Keywords: Academic achievement

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APA (6th Edition):

Pelton, M. (2019). Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5536

Chicago Manual of Style (16th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/5536.

MLA Handbook (7th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Web. 13 Jul 2020.

Vancouver:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/5536.

Council of Science Editors:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5536


University of Houston

27. -4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis.

Degree: EdD, Professional Leadership, 2015, University of Houston

 High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010).… (more)

Subjects/Keywords: Teacher attrition; Teacher retention; Reflective Analysis; Principal roles

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APA (6th Edition):

-4125-7748. (2015). The Principal's Role in Teacher Retention: Learning through Reflective Analysis. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1788

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

Chicago Manual of Style (16th Edition):

-4125-7748. “The Principal's Role in Teacher Retention: Learning through Reflective Analysis.” 2015. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1788.

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

MLA Handbook (7th Edition):

-4125-7748. “The Principal's Role in Teacher Retention: Learning through Reflective Analysis.” 2015. Web. 13 Jul 2020.

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

Vancouver:

-4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1788.

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

Council of Science Editors:

-4125-7748. The Principal's Role in Teacher Retention: Learning through Reflective Analysis. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1788

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


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1187.

MLA Handbook (7th Edition):

Pletcher, Bethanie C. “WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE.” 2013. Web. 13 Jul 2020.

Vancouver:

Pletcher BC. WRITING TO LEARN: DIALOGUE JOURNALS FOR MASTERY IN A READING ASSESSMENT COURSE. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1187.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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: Assessments; Reading comprehension; Testing; Standardized testing; Incorrect answer options; Professional leadership

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APA (6th Edition):

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

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. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1032.

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. 13 Jul 2020.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1032.

Council of Science Editors:

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


University of Houston

30. -7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.

Degree: EdD, Professional Leadership, 2015, University of Houston

 This study addresses the critical issue of parental involvement in the educational process. Educational research overwhelmingly reveals the importance of parental involvement for students. In… (more)

Subjects/Keywords: Parental involvement

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

APA (6th Edition):

-7270-5400. (2015). Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1805

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

Chicago Manual of Style (16th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Doctoral Dissertation, University of Houston. Accessed July 13, 2020. http://hdl.handle.net/10657/1805.

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

MLA Handbook (7th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Web. 13 Jul 2020.

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

Vancouver:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jul 13]. Available from: http://hdl.handle.net/10657/1805.

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

Council of Science Editors:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1805

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

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