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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Trent, William"). Showing records 1 – 30 of 66 total matches.

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University of Illinois – Urbana-Champaign

1. Anderson, Chanee. Caught on the wrong side of the property line: an analysis of the "Akron mom" case.

Degree: MA, 0220, 2012, University of Illinois – Urbana-Champaign

 Kelley Williams-Bolar of Akron, Ohio used her father’s address to enroll her children in a “better school” than those available in her home district. She… (more)

Subjects/Keywords: Akron Mom; Education Inequality; Property rights

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APA (6th Edition):

Anderson, C. (2012). Caught on the wrong side of the property line: an analysis of the "Akron mom" case. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34509

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):

Anderson, Chanee. “Caught on the wrong side of the property line: an analysis of the "Akron mom" case.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/34509.

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

MLA Handbook (7th Edition):

Anderson, Chanee. “Caught on the wrong side of the property line: an analysis of the "Akron mom" case.” 2012. Web. 18 Sep 2020.

Vancouver:

Anderson C. Caught on the wrong side of the property line: an analysis of the "Akron mom" case. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/34509.

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

Council of Science Editors:

Anderson C. Caught on the wrong side of the property line: an analysis of the "Akron mom" case. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34509

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


University of Illinois – Urbana-Champaign

2. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 18 Sep 2020.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402


University of Illinois – Urbana-Champaign

3. Gillon, Dana L. Sexual harassment: The climate for women faculty.

Degree: PhD, Educational Policy Studies, 2018, University of Illinois – Urbana-Champaign

 This is a study of the organizational climate for sexual harassment for university faculty, specifically, women faculty. Much of the current sexual harassment research in… (more)

Subjects/Keywords: sexual harassment; organizational climate; women faculty

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APA (6th Edition):

Gillon, D. L. (2018). Sexual harassment: The climate for women faculty. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100974

Chicago Manual of Style (16th Edition):

Gillon, Dana L. “Sexual harassment: The climate for women faculty.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/100974.

MLA Handbook (7th Edition):

Gillon, Dana L. “Sexual harassment: The climate for women faculty.” 2018. Web. 18 Sep 2020.

Vancouver:

Gillon DL. Sexual harassment: The climate for women faculty. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/100974.

Council of Science Editors:

Gillon DL. Sexual harassment: The climate for women faculty. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100974

4. Nelson, Kate. Immersion and emotion: Engaging technologies for empathy-based civic learning.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2019, University of Illinois – Urbana-Champaign

 Educational research historically calls for civic education experiences that equip students to tackle the social and political imperatives of the time. Presently, current levels of… (more)

Subjects/Keywords: Education; Educational Technology; Virtual Reality; Perspective Taking; Civic Education; Empathy

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APA (6th Edition):

Nelson, K. (2019). Immersion and emotion: Engaging technologies for empathy-based civic learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104750

Chicago Manual of Style (16th Edition):

Nelson, Kate. “Immersion and emotion: Engaging technologies for empathy-based civic learning.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/104750.

MLA Handbook (7th Edition):

Nelson, Kate. “Immersion and emotion: Engaging technologies for empathy-based civic learning.” 2019. Web. 18 Sep 2020.

Vancouver:

Nelson K. Immersion and emotion: Engaging technologies for empathy-based civic learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/104750.

Council of Science Editors:

Nelson K. Immersion and emotion: Engaging technologies for empathy-based civic learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104750


University of Illinois – Urbana-Champaign

5. Peoples, Leah Q. Critically measuring equity in high schools and its impact on African American students.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 The challenge to serve the educational needs of marginalized and underserved communities in a system that historically oppresses them through the protection and maintenance of… (more)

Subjects/Keywords: Equity; Critical quantitative inquiry; High School Longitudinal Study (HSLS); Educational equity

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APA (6th Edition):

Peoples, L. Q. (2017). Critically measuring equity in high schools and its impact on African American students. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99477

Chicago Manual of Style (16th Edition):

Peoples, Leah Q. “Critically measuring equity in high schools and its impact on African American students.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/99477.

MLA Handbook (7th Edition):

Peoples, Leah Q. “Critically measuring equity in high schools and its impact on African American students.” 2017. Web. 18 Sep 2020.

Vancouver:

Peoples LQ. Critically measuring equity in high schools and its impact on African American students. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/99477.

Council of Science Editors:

Peoples LQ. Critically measuring equity in high schools and its impact on African American students. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99477


University of Illinois – Urbana-Champaign

6. Fuselier Thompson, Diane Renee. Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering.

Degree: PhD, Educational Policy Studies, 2018, University of Illinois – Urbana-Champaign

 The goal of this research study is to gain an understanding of the unique first year experiences of five minority women in pursuit of engineering… (more)

Subjects/Keywords: Race, gender, & engineering; college access; women of color & engineering education; urban social capital; critical race feminism.

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APA (6th Edition):

Fuselier Thompson, D. R. (2018). Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101293

Chicago Manual of Style (16th Edition):

Fuselier Thompson, Diane Renee. “Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/101293.

MLA Handbook (7th Edition):

Fuselier Thompson, Diane Renee. “Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering.” 2018. Web. 18 Sep 2020.

Vancouver:

Fuselier Thompson DR. Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/101293.

Council of Science Editors:

Fuselier Thompson DR. Cultural capital in urban communities as a pathway to engineering at a predominantly white institution: Narratives of African American women in engineering. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101293


University of Illinois – Urbana-Champaign

7. Schneider, Melba. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Upon admission, colleges and universities provide students with a promise of student life and graduation as represented in photographs of the institution. However, this promise… (more)

Subjects/Keywords: retention; student success; learning communities

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APA (6th Edition):

Schneider, M. (2015). Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88257

Chicago Manual of Style (16th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/88257.

MLA Handbook (7th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Web. 18 Sep 2020.

Vancouver:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/88257.

Council of Science Editors:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88257


University of Illinois – Urbana-Champaign

8. Lavizzo, Mia Y. Black parent involvement: An untold story.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 For over four decades, research has unequivocally proven academic achievement and parent involvement are directly linked. Much of the literature on parent involvement suggests it… (more)

Subjects/Keywords: Black Parents; Involvement

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APA (6th Edition):

Lavizzo, M. Y. (2016). Black parent involvement: An untold story. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90880

Chicago Manual of Style (16th Edition):

Lavizzo, Mia Y. “Black parent involvement: An untold story.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90880.

MLA Handbook (7th Edition):

Lavizzo, Mia Y. “Black parent involvement: An untold story.” 2016. Web. 18 Sep 2020.

Vancouver:

Lavizzo MY. Black parent involvement: An untold story. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90880.

Council of Science Editors:

Lavizzo MY. Black parent involvement: An untold story. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90880


University of Illinois – Urbana-Champaign

9. Mcpherson, Ezella. Undergraduate African American women's narratives on persistence in science majors at a PWI.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 While African American women are one of the largest growing populations in college, they continue to be underrepresented in science, technology, engineering, and math (STEM)… (more)

Subjects/Keywords: African American Women; science, technology, engineering, and math (STEM); education

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APA (6th Edition):

Mcpherson, E. (2012). Undergraduate African American women's narratives on persistence in science majors at a PWI. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34524

Chicago Manual of Style (16th Edition):

Mcpherson, Ezella. “Undergraduate African American women's narratives on persistence in science majors at a PWI.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/34524.

MLA Handbook (7th Edition):

Mcpherson, Ezella. “Undergraduate African American women's narratives on persistence in science majors at a PWI.” 2012. Web. 18 Sep 2020.

Vancouver:

Mcpherson E. Undergraduate African American women's narratives on persistence in science majors at a PWI. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/34524.

Council of Science Editors:

Mcpherson E. Undergraduate African American women's narratives on persistence in science majors at a PWI. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34524


University of Illinois – Urbana-Champaign

10. Collins, Jasmine Danielle. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.

Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 In recent years, the development of college students’ attitudes, knowledge, and skills associated with leadership has received increased attention from postsecondary institutions, national educational organizations,… (more)

Subjects/Keywords: Student leadership development; Leadership programs; Critical race theory; Social identity; Critical quantitative inquiry

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APA (6th Edition):

Collins, J. D. (2017). Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99089

Chicago Manual of Style (16th Edition):

Collins, Jasmine Danielle. “Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/99089.

MLA Handbook (7th Edition):

Collins, Jasmine Danielle. “Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.” 2017. Web. 18 Sep 2020.

Vancouver:

Collins JD. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/99089.

Council of Science Editors:

Collins JD. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99089


University of Illinois – Urbana-Champaign

11. Forbes, Danielle Colleen. The success of African American STEM majors at HBCUs.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 According to the Obama Administration, we need a workforce that is going to be STEM ready because this is the only way that the U.S.… (more)

Subjects/Keywords: qualitative; Science, technology, engineering and mathematics (STEM); success; African American

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APA (6th Edition):

Forbes, D. C. (2016). The success of African American STEM majors at HBCUs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90772

Chicago Manual of Style (16th Edition):

Forbes, Danielle Colleen. “The success of African American STEM majors at HBCUs.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90772.

MLA Handbook (7th Edition):

Forbes, Danielle Colleen. “The success of African American STEM majors at HBCUs.” 2016. Web. 18 Sep 2020.

Vancouver:

Forbes DC. The success of African American STEM majors at HBCUs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90772.

Council of Science Editors:

Forbes DC. The success of African American STEM majors at HBCUs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90772


University of Illinois – Urbana-Champaign

12. Houston, Derek Anthony. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 This study includes consists of three essays in which I demonstrate that high school contexts are related to the postsecondary preparation, entrance, and matriculation of… (more)

Subjects/Keywords: P-20 Pipeline; School Resources; Post-secondary outcomes; Longitudinal Data

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APA (6th Edition):

Houston, D. A. (2016). Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90901

Chicago Manual of Style (16th Edition):

Houston, Derek Anthony. “Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90901.

MLA Handbook (7th Edition):

Houston, Derek Anthony. “Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.” 2016. Web. 18 Sep 2020.

Vancouver:

Houston DA. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90901.

Council of Science Editors:

Houston DA. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90901


University of Illinois – Urbana-Champaign

13. Rincon, Blanca Esmeralda. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the… (more)

Subjects/Keywords: Latinos; Higher Education; Science, technology, engineering, mathematics (STEM); Racial Composition

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APA (6th Edition):

Rincon, B. E. (2016). Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90932

Chicago Manual of Style (16th Edition):

Rincon, Blanca Esmeralda. “Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90932.

MLA Handbook (7th Edition):

Rincon, Blanca Esmeralda. “Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.” 2016. Web. 18 Sep 2020.

Vancouver:

Rincon BE. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90932.

Council of Science Editors:

Rincon BE. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90932


University of Illinois – Urbana-Champaign

14. Kyle, LaShondra Tynea. Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends.

Degree: PhD, Educational Policy Studies, 2018, University of Illinois – Urbana-Champaign

 A discussion has begun around this country regarding educational access for all, overall declining enrollment at institutions of higher learning, and the impact of seemingly… (more)

Subjects/Keywords: minority college enrollment; enrollment trends; financial aid; minority student financial aid; minority college student; minority college enrollment trends; federal financial aid policies; financial aid policies

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APA (6th Edition):

Kyle, L. T. (2018). Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101151

Chicago Manual of Style (16th Edition):

Kyle, LaShondra Tynea. “Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/101151.

MLA Handbook (7th Edition):

Kyle, LaShondra Tynea. “Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends.” 2018. Web. 18 Sep 2020.

Vancouver:

Kyle LT. Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/101151.

Council of Science Editors:

Kyle LT. Disparate impact? An explorative review of recent changes in federal financial aid and its impact on minority college student enrollment trends. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101151


University of Illinois – Urbana-Champaign

15. Jackson, Mykah Renee Lee. The impact of Black women leaders during a consent decree.

Degree: PhD, Educational Policy Studies, 2018, University of Illinois – Urbana-Champaign

 The purpose for this dissertation study is to highlight the scholarship and contributions of Black women leadership, by exploring the lived experiences of Black women… (more)

Subjects/Keywords: Black; Women; Leadership

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APA (6th Edition):

Jackson, M. R. L. (2018). The impact of Black women leaders during a consent decree. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101342

Chicago Manual of Style (16th Edition):

Jackson, Mykah Renee Lee. “The impact of Black women leaders during a consent decree.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/101342.

MLA Handbook (7th Edition):

Jackson, Mykah Renee Lee. “The impact of Black women leaders during a consent decree.” 2018. Web. 18 Sep 2020.

Vancouver:

Jackson MRL. The impact of Black women leaders during a consent decree. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/101342.

Council of Science Editors:

Jackson MRL. The impact of Black women leaders during a consent decree. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101342


University of Illinois – Urbana-Champaign

16. Jimenez, Maria. An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 In recent decades, there has been an expansion of evaluation approaches that seek to respond to the cultural context of the program that is being… (more)

Subjects/Keywords: educational evaluation and policy; Science, Technology, Engineering, and Mathematics (STEM) evaluation

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APA (6th Edition):

Jimenez, M. (2012). An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34544

Chicago Manual of Style (16th Edition):

Jimenez, Maria. “An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/34544.

MLA Handbook (7th Edition):

Jimenez, Maria. “An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois.” 2012. Web. 18 Sep 2020.

Vancouver:

Jimenez M. An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/34544.

Council of Science Editors:

Jimenez M. An examination of the practice of culturally responsive evaluation: a case study of the Girls Adventures in Mathematics, Engineering, and Science (G.A.M.E.S.) summer camp at the University of Illinois. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34544


University of Illinois – Urbana-Champaign

17. Orozco Villicana, Moises. A case study of Latina/o students at a community college in the Midwest.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Community colleges offer Latina/o students a critical access point to pursue a post- secondary education. The existing literature of Latina/o community college students has primarily… (more)

Subjects/Keywords: Case study; Latina/o students; community college; resiliency

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APA (6th Edition):

Orozco Villicana, M. (2015). A case study of Latina/o students at a community college in the Midwest. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78359

Chicago Manual of Style (16th Edition):

Orozco Villicana, Moises. “A case study of Latina/o students at a community college in the Midwest.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/78359.

MLA Handbook (7th Edition):

Orozco Villicana, Moises. “A case study of Latina/o students at a community college in the Midwest.” 2015. Web. 18 Sep 2020.

Vancouver:

Orozco Villicana M. A case study of Latina/o students at a community college in the Midwest. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/78359.

Council of Science Editors:

Orozco Villicana M. A case study of Latina/o students at a community college in the Midwest. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78359

18. Revelo Alonso, Renata Alejandra. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.

Degree: PhD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Despite the efforts that have been made in at least the last forty years, Latinas and Latinos continue to be underrepresented in engineering. Research has… (more)

Subjects/Keywords: Latinas; Latinos; Hispanic; engineering education; identity; underrepresentation; student organizations

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APA (6th Edition):

Revelo Alonso, R. A. (2015). Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78420

Chicago Manual of Style (16th Edition):

Revelo Alonso, Renata Alejandra. “Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/78420.

MLA Handbook (7th Edition):

Revelo Alonso, Renata Alejandra. “Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.” 2015. Web. 18 Sep 2020.

Vancouver:

Revelo Alonso RA. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/78420.

Council of Science Editors:

Revelo Alonso RA. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78420


University of Illinois – Urbana-Champaign

19. Franklin, Janine Monique. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Educational desire and resistance have been historically intricate and interconnected notions for Black women and girls. Problematizing Black girls instead of structural oppression and institutional… (more)

Subjects/Keywords: Black girls; sociology; education

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APA (6th Edition):

Franklin, J. M. (2015). Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78731

Chicago Manual of Style (16th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/78731.

MLA Handbook (7th Edition):

Franklin, Janine Monique. “Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom.” 2015. Web. 18 Sep 2020.

Vancouver:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/78731.

Council of Science Editors:

Franklin JM. Fight the power! Perceptions of resistance amongst Black female youth in a middle school classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78731


University of Illinois – Urbana-Champaign

20. Saenghong, Nannaphat. College access for first-generation highlander college students of northern Thailand.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 This study focuses on first-generation college students of highland ethnic minorities, formally known as “hill tribes,” who have languages and cultures very different from mainstream… (more)

Subjects/Keywords: college access; higher education; hill tribes; highland ethnic minority

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

APA (6th Edition):

Saenghong, N. (2015). College access for first-generation highlander college students of northern Thailand. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78764

Chicago Manual of Style (16th Edition):

Saenghong, Nannaphat. “College access for first-generation highlander college students of northern Thailand.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/78764.

MLA Handbook (7th Edition):

Saenghong, Nannaphat. “College access for first-generation highlander college students of northern Thailand.” 2015. Web. 18 Sep 2020.

Vancouver:

Saenghong N. College access for first-generation highlander college students of northern Thailand. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/78764.

Council of Science Editors:

Saenghong N. College access for first-generation highlander college students of northern Thailand. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78764


University of Illinois – Urbana-Champaign

21. Patel, Rushika. Neoliberal globalization, racism and education: The model minority thesis in education policy.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 How do education policies intended to create equitable educational opportunities for racial minorities in the US unintentionally exacerbate racial inequality? What can we do about… (more)

Subjects/Keywords: education; globalization; race; neoliberalism; model minority; Asians in Education; cultural studies; discourse; social justice; Wave Theory

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APA (6th Edition):

Patel, R. (2014). Neoliberal globalization, racism and education: The model minority thesis in education policy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49804

Chicago Manual of Style (16th Edition):

Patel, Rushika. “Neoliberal globalization, racism and education: The model minority thesis in education policy.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/49804.

MLA Handbook (7th Edition):

Patel, Rushika. “Neoliberal globalization, racism and education: The model minority thesis in education policy.” 2014. Web. 18 Sep 2020.

Vancouver:

Patel R. Neoliberal globalization, racism and education: The model minority thesis in education policy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/49804.

Council of Science Editors:

Patel R. Neoliberal globalization, racism and education: The model minority thesis in education policy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49804


University of Illinois – Urbana-Champaign

22. Gandha, Tysza. Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Teachers are increasingly expected to use data in systematic and scientific ways to make class- and school-level decisions (Kowalski, Lasley, & Mahoney, 2008). Despite great… (more)

Subjects/Keywords: Teachers' data use; data-based decision making in schools; instructional decision making; learning performance management system; data management system

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APA (6th Edition):

Gandha, T. (2014). Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49838

Chicago Manual of Style (16th Edition):

Gandha, Tysza. “Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/49838.

MLA Handbook (7th Edition):

Gandha, Tysza. “Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context.” 2014. Web. 18 Sep 2020.

Vancouver:

Gandha T. Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/49838.

Council of Science Editors:

Gandha T. Supporting teachers' data use for instructional improvement: The role of learning performance management systems and professional learning context. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49838


University of Illinois – Urbana-Champaign

23. Williams, Angela Selena. (W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 Although hip hop culture has widely been acknowledged as a global cultural movement, little attention has been given to women’s participation in various parts of… (more)

Subjects/Keywords: Hip hop; Women; Middle East; Popular culture; Third world feminism; Postcolonial; Aesthetics

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APA (6th Edition):

Williams, A. S. (2017). (W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99303

Chicago Manual of Style (16th Edition):

Williams, Angela Selena. “(W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/99303.

MLA Handbook (7th Edition):

Williams, Angela Selena. “(W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region.” 2017. Web. 18 Sep 2020.

Vancouver:

Williams AS. (W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/99303.

Council of Science Editors:

Williams AS. (W)raps of consciousness: articulating women's rights through hip hop in the Middle East and North Africa region. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99303


University of Illinois – Urbana-Champaign

24. Zaccor, Karla Mills. Teaching as a means of participating in a movement for social change: critical care in practice.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 In our current educational climate where high-stakes, standardized testing is a top priority, conversations around teaching and learning are often reduced to which practices will… (more)

Subjects/Keywords: urban education; relationships

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APA (6th Edition):

Zaccor, K. M. (2015). Teaching as a means of participating in a movement for social change: critical care in practice. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88958

Chicago Manual of Style (16th Edition):

Zaccor, Karla Mills. “Teaching as a means of participating in a movement for social change: critical care in practice.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/88958.

MLA Handbook (7th Edition):

Zaccor, Karla Mills. “Teaching as a means of participating in a movement for social change: critical care in practice.” 2015. Web. 18 Sep 2020.

Vancouver:

Zaccor KM. Teaching as a means of participating in a movement for social change: critical care in practice. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/88958.

Council of Science Editors:

Zaccor KM. Teaching as a means of participating in a movement for social change: critical care in practice. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88958


University of Illinois – Urbana-Champaign

25. Baker, Gianina Renee. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.

Degree: PhD, Education Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African… (more)

Subjects/Keywords: college-going culture; school personnel expectations; transition from secondary to postsecondary education; organizational habitus; low-income African American; school district

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APA (6th Edition):

Baker, G. R. (2015). Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89140

Chicago Manual of Style (16th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/89140.

MLA Handbook (7th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Web. 18 Sep 2020.

Vancouver:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/89140.

Council of Science Editors:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89140


University of Illinois – Urbana-Champaign

26. Crenshaw, Hope L. What matters in data use: examining equity and data driven decision making in diverse elementary schools.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 Although political leaders tout contemporary reform strategies such as data driven decision making (DDDM) as being essential for eliminating the achievement gap between black and… (more)

Subjects/Keywords: Data use; equity

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APA (6th Edition):

Crenshaw, H. L. (2016). What matters in data use: examining equity and data driven decision making in diverse elementary schools. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90725

Chicago Manual of Style (16th Edition):

Crenshaw, Hope L. “What matters in data use: examining equity and data driven decision making in diverse elementary schools.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90725.

MLA Handbook (7th Edition):

Crenshaw, Hope L. “What matters in data use: examining equity and data driven decision making in diverse elementary schools.” 2016. Web. 18 Sep 2020.

Vancouver:

Crenshaw HL. What matters in data use: examining equity and data driven decision making in diverse elementary schools. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90725.

Council of Science Editors:

Crenshaw HL. What matters in data use: examining equity and data driven decision making in diverse elementary schools. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90725


University of Illinois – Urbana-Champaign

27. Castro, Michelle C. English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 This dissertation looks to explore the ways in which social actors make meaning about the role of English language policy in the current global and… (more)

Subjects/Keywords: Education policy; Implementation; Ethnography; Language ideologies

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APA (6th Edition):

Castro, M. C. (2016). English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90891

Chicago Manual of Style (16th Edition):

Castro, Michelle C. “English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90891.

MLA Handbook (7th Edition):

Castro, Michelle C. “English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations.” 2016. Web. 18 Sep 2020.

Vancouver:

Castro MC. English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90891.

Council of Science Editors:

Castro MC. English opens doors...for whom?: an ethnography exploring the tensions between English language policy creation, implementation and students' expectations. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90891


University of Illinois – Urbana-Champaign

28. Watson, Kimberly. Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 African American students are suspended and expelled from school at frightening rates. In many instances, they are disciplined for actions that could be addressed with… (more)

Subjects/Keywords: Positive Behavior Interventions and Supports (PBIS); classroom management coaching; student behavior management

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APA (6th Edition):

Watson, K. (2016). Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90904

Chicago Manual of Style (16th Edition):

Watson, Kimberly. “Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90904.

MLA Handbook (7th Edition):

Watson, Kimberly. “Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers.” 2016. Web. 18 Sep 2020.

Vancouver:

Watson K. Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90904.

Council of Science Editors:

Watson K. Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90904


University of Illinois – Urbana-Champaign

29. Puckett, Tiffany Sharnay. Maryland special education due process decisions: a closer look at the issues and outcomes.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 School districts are responsible for providing eligible students with disabilities with a Free Appropriate Public Education (FAPE). Parents of eligible students with disabilities have three… (more)

Subjects/Keywords: Individuals with Disabilities Education Act (IDEA); due process hearing; special education disputes; special education hearings; Maryland; special education complaints; special education law; special education litigation

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APA (6th Edition):

Puckett, T. S. (2016). Maryland special education due process decisions: a closer look at the issues and outcomes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90909

Chicago Manual of Style (16th Edition):

Puckett, Tiffany Sharnay. “Maryland special education due process decisions: a closer look at the issues and outcomes.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/90909.

MLA Handbook (7th Edition):

Puckett, Tiffany Sharnay. “Maryland special education due process decisions: a closer look at the issues and outcomes.” 2016. Web. 18 Sep 2020.

Vancouver:

Puckett TS. Maryland special education due process decisions: a closer look at the issues and outcomes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/90909.

Council of Science Editors:

Puckett TS. Maryland special education due process decisions: a closer look at the issues and outcomes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90909


University of Illinois – Urbana-Champaign

30. Mosley Vaughan, Robin Nicole. A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 This study concerns itself with how identity, modern language, and career aspirations function on a micro-level and macro-level as it pertains to the Trump administration.… (more)

Subjects/Keywords: Spanish language learning; Language for specific purposes; Undergraduate students; Students of color; Personal and professional development

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

APA (6th Edition):

Mosley Vaughan, R. N. (2017). A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98205

Chicago Manual of Style (16th Edition):

Mosley Vaughan, Robin Nicole. “A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 18, 2020. http://hdl.handle.net/2142/98205.

MLA Handbook (7th Edition):

Mosley Vaughan, Robin Nicole. “A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms.” 2017. Web. 18 Sep 2020.

Vancouver:

Mosley Vaughan RN. A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Sep 18]. Available from: http://hdl.handle.net/2142/98205.

Council of Science Editors:

Mosley Vaughan RN. A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98205

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