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You searched for +publisher:"University of Kansas" +contributor:("Patterson, Meagan"). Showing records 1 – 30 of 82 total matches.

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University of Kansas

1. Kelley, Jenna Anne. Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages.

Degree: M.S.Ed., Psychology & Research in Education, 2016, University of Kansas

 This paper explores the relationship among White parents’ racial attitudes, racial identity development, and racial socialization strategies. Parents were asked to use both quantitative measures… (more)

Subjects/Keywords: Developmental psychology; Educational psychology; Social psychology; colormute; egalitarian; parental socialization; racial bias; White identity

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APA (6th Edition):

Kelley, J. A. (2016). Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/22020

Chicago Manual of Style (16th Edition):

Kelley, Jenna Anne. “Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages.” 2016. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/22020.

MLA Handbook (7th Edition):

Kelley, Jenna Anne. “Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages.” 2016. Web. 25 Feb 2020.

Vancouver:

Kelley JA. Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/22020.

Council of Science Editors:

Kelley JA. Racial socialization in White American families: An exploration of the roles of parental racial identity, parental racial attitudes, and racial socialization messages. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22020


University of Kansas

2. Jessop, Nadia Solange. URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS.

Degree: M.S.Ed., Psychology & Research in Education, 2011, University of Kansas

 In this study, associations between developmental experiences and engagement/ disengagement with challenge were examined among a group of urban, early adolescents in Out-of-School Time Programs… (more)

Subjects/Keywords: Educational psychology; Developmental psychology; Social psychology; Adolescence; Development; Engagement; Out-of-school; Urban; Youth

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APA (6th Edition):

Jessop, N. S. (2011). URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/7939

Chicago Manual of Style (16th Edition):

Jessop, Nadia Solange. “URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS.” 2011. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/7939.

MLA Handbook (7th Edition):

Jessop, Nadia Solange. “URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS.” 2011. Web. 25 Feb 2020.

Vancouver:

Jessop NS. URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS. [Internet] [Masters thesis]. University of Kansas; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/7939.

Council of Science Editors:

Jessop NS. URBAN, EARLY ADOLESCENTS' DEVELOPMENTAL EXPERIENCES AND ENGAGEMENT/DISENGAGEMENT WITH CHALLENGE IN OUT-OF-SCHOOL TIME PROGRAMS. [Masters Thesis]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7939


University of Kansas

3. DiNola, Stephanie Mae Wilson. Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations.

Degree: M.S.Ed., Psychology & Research in Education, 2016, University of Kansas

 The purpose of this project is to examine college-aged women’s future career and family aspirations and whether these aspirations vary based on the participants’ mothers’… (more)

Subjects/Keywords: Educational psychology; adaptive orientation; career commitment; home orientation; maternal employment; role orientations; work orientation

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APA (6th Edition):

DiNola, S. M. W. (2016). Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/22021

Chicago Manual of Style (16th Edition):

DiNola, Stephanie Mae Wilson. “Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations.” 2016. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/22021.

MLA Handbook (7th Edition):

DiNola, Stephanie Mae Wilson. “Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations.” 2016. Web. 25 Feb 2020.

Vancouver:

DiNola SMW. Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/22021.

Council of Science Editors:

DiNola SMW. Like Mother, Like Daughter?: Maternal Employment and Women's Career and Family Aspirations. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22021


University of Kansas

4. Zakrajsek, Jenna Aliya. Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds.

Degree: M.S.Ed., Psychology & Research in Education, 2017, University of Kansas

 The benefits of having a growth mindset have been extensively studied. The idea of “growth mindset” has become an established concept within American schools. The… (more)

Subjects/Keywords: Educational psychology; Reading instruction; Education; character strengths; growth mindset; intervention; read aloud

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APA (6th Edition):

Zakrajsek, J. A. (2017). Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/25953

Chicago Manual of Style (16th Edition):

Zakrajsek, Jenna Aliya. “Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds.” 2017. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/25953.

MLA Handbook (7th Edition):

Zakrajsek, Jenna Aliya. “Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds.” 2017. Web. 25 Feb 2020.

Vancouver:

Zakrajsek JA. Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/25953.

Council of Science Editors:

Zakrajsek JA. Promoting Growth Mindset in Middle School Students: An Intervention using Read-Alouds. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25953


University of Kansas

5. Bunnell, Sarah Loveland. Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity.

Degree: PhD, Psychology, 2011, University of Kansas

 This study was designed to experimentally test the impact of the specificity of one's autobiographical memories on affect, and to examine how memory specificity may… (more)

Subjects/Keywords: Psychology; Autobiographical; Coping; Development; Emotion regulation; Memory

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APA (6th Edition):

Bunnell, S. L. (2011). Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7884

Chicago Manual of Style (16th Edition):

Bunnell, Sarah Loveland. “Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/7884.

MLA Handbook (7th Edition):

Bunnell, Sarah Loveland. “Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity.” 2011. Web. 25 Feb 2020.

Vancouver:

Bunnell SL. Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/7884.

Council of Science Editors:

Bunnell SL. Reacting to the Past: A Developmental Examination of the Emotion Regulation Role of Autobiographical Memory Specificity. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7884


University of Kansas

6. Cohen, Stacy Elizabeth. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.

Degree: PhD, Curriculum and Teaching, 2011, University of Kansas

 This qualitative study, conducted in an urban high school, explored the motivational factors in 11 students' home and school literacy practices using expectancy-value theory as… (more)

Subjects/Keywords: Language arts; Educational psychology; Secondary education; Expectancy-value theory; High school; Literacy; Motivation; Reading; Writing

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APA (6th Edition):

Cohen, S. E. (2011). MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8054

Chicago Manual of Style (16th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/8054.

MLA Handbook (7th Edition):

Cohen, Stacy Elizabeth. “MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES.” 2011. Web. 25 Feb 2020.

Vancouver:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/8054.

Council of Science Editors:

Cohen SE. MOTIVATING FACTORS: IN-SCHOOL AND OUT-OF-SCHOOL LITERACY PRACTICES. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8054


University of Kansas

7. Beauchamp, Anne. Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence.

Degree: PhD, Psychology & Research in Education, 2011, University of Kansas

 This dissertation investigates the existence of implicit, or non-conscious, achievement goals and their relationships with self-attributed achievement goals and two aspects of task performance: effort… (more)

Subjects/Keywords: Educational psychology; Psychology; Education; Achievement goals; Effort; Feedback; Implicit; Motivation; Persistence

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APA (6th Edition):

Beauchamp, A. (2011). Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7916

Chicago Manual of Style (16th Edition):

Beauchamp, Anne. “Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/7916.

MLA Handbook (7th Edition):

Beauchamp, Anne. “Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence.” 2011. Web. 25 Feb 2020.

Vancouver:

Beauchamp A. Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/7916.

Council of Science Editors:

Beauchamp A. Implicit and Self-Attributed Achievement Goals: Relationships with Effort and Persistence. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7916


University of Kansas

8. Bruce, Duane. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 This study investigated pre-tenure faculty satisfaction and intent to leave their institution using the 2005 - 2008 data from the COACHE Tenure-Track Job Satisfaction Survey.… (more)

Subjects/Keywords: Higher education; Higher education faculty; Intent to leave; Job satisfaction; Race; Retention

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APA (6th Edition):

Bruce, D. (2011). Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9998

Chicago Manual of Style (16th Edition):

Bruce, Duane. “Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.” 2011. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/9998.

MLA Handbook (7th Edition):

Bruce, Duane. “Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities.” 2011. Web. 25 Feb 2020.

Vancouver:

Bruce D. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/9998.

Council of Science Editors:

Bruce D. Intent to Leave the Professoriate: The relationship between race/ethnicity and job satisfaction for pre-tenured professors in doctorate-granting universities. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9998


University of Kansas

9. Khuvasanond, Kirati. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 This study focused on three different techniques used for teaching vocabulary to English as Foreign Language (EFL) students in Thailand. The purpose of this study… (more)

Subjects/Keywords: Education; Curriculum development; Instructional design; Circ; Cooperative learning; Culture; Efl; Jigsaw; Vocabulary

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APA (6th Edition):

Khuvasanond, K. (2013). THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15117

Chicago Manual of Style (16th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/15117.

MLA Handbook (7th Edition):

Khuvasanond, Kirati. “THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS.” 2013. Web. 25 Feb 2020.

Vancouver:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/15117.

Council of Science Editors:

Khuvasanond K. THE EFFECTS OF TEACHER VS STUDENT CENTERED INSTRUCTIONAL STRATEGIES ON THE VOCABULARY LEARNING OF SIXTH GRADE THAI STUDENTS. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15117


University of Kansas

10. Coffman, Diane M. Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 Abstract Thinking skills have long been regarded as an essential outcome of the educational process. Yet, research shows that the teaching of thinking skills in… (more)

Subjects/Keywords: Teacher education; Pedagogy; Bloom's taxonomy; Critical thinking; Higher order thinking skills; Preservice teachers; Teacher beliefs

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APA (6th Edition):

Coffman, D. M. (2013). Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15086

Chicago Manual of Style (16th Edition):

Coffman, Diane M. “Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills.” 2013. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/15086.

MLA Handbook (7th Edition):

Coffman, Diane M. “Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills.” 2013. Web. 25 Feb 2020.

Vancouver:

Coffman DM. Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/15086.

Council of Science Editors:

Coffman DM. Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15086


University of Kansas

11. Tobing, Irene Rebecca Angela. THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 The purpose of this study was to investigate the relationship of reading strategies and self-efficacy with the reading comprehension of high school students in Indonesia.… (more)

Subjects/Keywords: English as a second language; English as a foreign language; Reading comprehension; Reading strategies; Self-efficacy

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APA (6th Edition):

Tobing, I. R. A. (2013). THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15094

Chicago Manual of Style (16th Edition):

Tobing, Irene Rebecca Angela. “THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA.” 2013. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/15094.

MLA Handbook (7th Edition):

Tobing, Irene Rebecca Angela. “THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA.” 2013. Web. 25 Feb 2020.

Vancouver:

Tobing IRA. THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/15094.

Council of Science Editors:

Tobing IRA. THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15094


University of Kansas

12. Mukherjee, Sahana. Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis.

Degree: PhD, Psychology, 2014, University of Kansas

 The present research utilizes a cultural psychological perspective and considers the extent to which representations of history reflect and promote identity-relevant concerns (i.e., national identification,… (more)

Subjects/Keywords: Psychology; Social psychology; collective memory; cultural psychology; national identity; social justice

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APA (6th Edition):

Mukherjee, S. (2014). Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/16824

Chicago Manual of Style (16th Edition):

Mukherjee, Sahana. “Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis.” 2014. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/16824.

MLA Handbook (7th Edition):

Mukherjee, Sahana. “Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis.” 2014. Web. 25 Feb 2020.

Vancouver:

Mukherjee S. Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis. [Internet] [Doctoral dissertation]. University of Kansas; 2014. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/16824.

Council of Science Editors:

Mukherjee S. Representations of Indian history as tools for identity-relevant concerns: A cultural psychological analysis. [Doctoral Dissertation]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/16824


University of Kansas

13. Arredondo, Alice. How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2015, University of Kansas

 This study was conducted at the University of Missouri – Kansas City School of Medicine, where students enter medical school directly after graduating from high… (more)

Subjects/Keywords: Higher education administration; Academic Performance; Admissions; Holistic Admissions; Medical School; Retention

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APA (6th Edition):

Arredondo, A. (2015). How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19501

Chicago Manual of Style (16th Edition):

Arredondo, Alice. “How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices.” 2015. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/19501.

MLA Handbook (7th Edition):

Arredondo, Alice. “How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices.” 2015. Web. 25 Feb 2020.

Vancouver:

Arredondo A. How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/19501.

Council of Science Editors:

Arredondo A. How Incoming Student Experiences, Attributes and Metrics are Related to Academic Performance in a Combined-Degree Medical Program: A Comparison of Holistic and Non-Holistic Admissions Practices. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19501


University of Kansas

14. Buchwitz, Stefani Gerson. Exploring reverse transfer: A study of why some students transfer to a community college.

Degree: EdD, Educational Leadership and Policy Studies, 2015, University of Kansas

 This study explores the reasons why a group of students reverse transfer from a four-year college or university to a two-year community college. This study… (more)

Subjects/Keywords: Higher education administration; Higher education; Education policy; Community college; Four-year college or university; Qualitative; Reverse transfer; Students; Transfer

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APA (6th Edition):

Buchwitz, S. G. (2015). Exploring reverse transfer: A study of why some students transfer to a community college. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21677

Chicago Manual of Style (16th Edition):

Buchwitz, Stefani Gerson. “Exploring reverse transfer: A study of why some students transfer to a community college.” 2015. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/21677.

MLA Handbook (7th Edition):

Buchwitz, Stefani Gerson. “Exploring reverse transfer: A study of why some students transfer to a community college.” 2015. Web. 25 Feb 2020.

Vancouver:

Buchwitz SG. Exploring reverse transfer: A study of why some students transfer to a community college. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/21677.

Council of Science Editors:

Buchwitz SG. Exploring reverse transfer: A study of why some students transfer to a community college. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21677


University of Kansas

15. Wiggins, Tom Allen. Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy.

Degree: PhD, Curriculum and Teaching, 2016, University of Kansas

 The Chief of Staff for the US Army has commanded that “all Army leaders [including civilians] will understand and practice Mission Command.” The Army Management… (more)

Subjects/Keywords: Educational philosophy; Curriculum development; Educational leadership; Army; Empowerment; Leadership; Learning Objectives; Mission Command; Philosophy

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APA (6th Edition):

Wiggins, T. A. (2016). Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22009

Chicago Manual of Style (16th Edition):

Wiggins, Tom Allen. “Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy.” 2016. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/22009.

MLA Handbook (7th Edition):

Wiggins, Tom Allen. “Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy.” 2016. Web. 25 Feb 2020.

Vancouver:

Wiggins TA. Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/22009.

Council of Science Editors:

Wiggins TA. Identifying How the CES Basic Course Learning Objectives Support the US Army Mission Command Strategy. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22009


University of Kansas

16. Nelson, Jessica Christy. The Role of Knowledge of Racist History and Identity in Perception of Racism.

Degree: PhD, Psychology, 2010, University of Kansas

 European Americans tend to perceive less racism in America, and see ongoing racism as a less likely source of existing racial disparities, than do African… (more)

Subjects/Keywords: Social psychology; Psychology; Social research; Attribution; Discrimination; History; Identification; Perception; Racism

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APA (6th Edition):

Nelson, J. C. (2010). The Role of Knowledge of Racist History and Identity in Perception of Racism. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7741

Chicago Manual of Style (16th Edition):

Nelson, Jessica Christy. “The Role of Knowledge of Racist History and Identity in Perception of Racism.” 2010. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/7741.

MLA Handbook (7th Edition):

Nelson, Jessica Christy. “The Role of Knowledge of Racist History and Identity in Perception of Racism.” 2010. Web. 25 Feb 2020.

Vancouver:

Nelson JC. The Role of Knowledge of Racist History and Identity in Perception of Racism. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/7741.

Council of Science Editors:

Nelson JC. The Role of Knowledge of Racist History and Identity in Perception of Racism. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7741


University of Kansas

17. Trang, Kim Thien. Validity Evidence For a Measure of Motivational Regulation Strategies.

Degree: M.S.Ed., Psychology & Research in Education, 2015, University of Kansas

 Motivation is positively related to performance and achievement. The ability to regulate motivation is essential for overcoming motivational barriers to success. Motivational regulation strategies is… (more)

Subjects/Keywords: Educational psychology; motivation; motivational regulation; motivational regulation strategies measure; self-regulation

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APA (6th Edition):

Trang, K. T. (2015). Validity Evidence For a Measure of Motivational Regulation Strategies. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/19519

Chicago Manual of Style (16th Edition):

Trang, Kim Thien. “Validity Evidence For a Measure of Motivational Regulation Strategies.” 2015. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/19519.

MLA Handbook (7th Edition):

Trang, Kim Thien. “Validity Evidence For a Measure of Motivational Regulation Strategies.” 2015. Web. 25 Feb 2020.

Vancouver:

Trang KT. Validity Evidence For a Measure of Motivational Regulation Strategies. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/19519.

Council of Science Editors:

Trang KT. Validity Evidence For a Measure of Motivational Regulation Strategies. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19519


University of Kansas

18. Reintjes, Monica Lang. Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers.

Degree: PhD, Psychology & Research in Education, 2019, University of Kansas

 The idea of being “culturally intelligent” has become an established concept in the corporate world and now, more recently, moved into the realm of education.… (more)

Subjects/Keywords: Educational psychology; Cultural Intelligence; Culturally Responsive Teaching Self Efficacy; Job Satisfaction

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APA (6th Edition):

Reintjes, M. L. (2019). Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29492

Chicago Manual of Style (16th Edition):

Reintjes, Monica Lang. “Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers.” 2019. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29492.

MLA Handbook (7th Edition):

Reintjes, Monica Lang. “Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers.” 2019. Web. 25 Feb 2020.

Vancouver:

Reintjes ML. Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29492.

Council of Science Editors:

Reintjes ML. Exploring the Associations of Cultural Intelligence with Culturally Responsive Teaching Self Efficacy, Relevant Experiences, and Job Satisfaction in a sample of White American Teachers. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29492


University of Kansas

19. Porras, Precious Heart. A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas.

Degree: EdD, Educational Leadership and Policy Studies, 2019, University of Kansas

 This study explores the social and academic experiences of Latinas at the University of Kansas, with an aim at understanding how these experiences impact their… (more)

Subjects/Keywords: Higher education administration; Latinas; progression

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APA (6th Edition):

Porras, P. H. (2019). A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29491

Chicago Manual of Style (16th Edition):

Porras, Precious Heart. “A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas.” 2019. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29491.

MLA Handbook (7th Edition):

Porras, Precious Heart. “A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas.” 2019. Web. 25 Feb 2020.

Vancouver:

Porras PH. A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29491.

Council of Science Editors:

Porras PH. A Study of Progression: Exploring the academic and social experiences of successful Latinas at the University of Kansas. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29491


University of Kansas

20. Rendon, Mindy. What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College.

Degree: EdD, Educational Leadership and Policy Studies, 2019, University of Kansas

 Abstract Research shows that the educational attainment of former foster youth is lower than youth who have not been in foster care. There are a… (more)

Subjects/Keywords: Higher education; Barriers; Educational attainment; Foster Alumni; Higher Education; Maslow; Padilla

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APA (6th Edition):

Rendon, M. (2019). What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29493

Chicago Manual of Style (16th Edition):

Rendon, Mindy. “What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College.” 2019. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29493.

MLA Handbook (7th Edition):

Rendon, Mindy. “What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College.” 2019. Web. 25 Feb 2020.

Vancouver:

Rendon M. What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29493.

Council of Science Editors:

Rendon M. What We Wish We Knew: Foster Alumni Reflect on Lessons Learned in College. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29493


University of Kansas

21. Peng, Anqi. The Role of Cultural Identity in Language Learning for International Students in the United States.

Degree: M.S.Ed., Psychology & Research in Education, 2019, University of Kansas

 As the number of international students in the United States increases, more and more researchers show interest in discovering how international students adapt to the… (more)

Subjects/Keywords: Educational psychology; cultural identity; international students; language learning; motivation

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APA (6th Edition):

Peng, A. (2019). The Role of Cultural Identity in Language Learning for International Students in the United States. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/29465

Chicago Manual of Style (16th Edition):

Peng, Anqi. “The Role of Cultural Identity in Language Learning for International Students in the United States.” 2019. Masters Thesis, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29465.

MLA Handbook (7th Edition):

Peng, Anqi. “The Role of Cultural Identity in Language Learning for International Students in the United States.” 2019. Web. 25 Feb 2020.

Vancouver:

Peng A. The Role of Cultural Identity in Language Learning for International Students in the United States. [Internet] [Masters thesis]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29465.

Council of Science Editors:

Peng A. The Role of Cultural Identity in Language Learning for International Students in the United States. [Masters Thesis]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29465


University of Kansas

22. Pan, Yue. Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le.

Degree: PhD, Curriculum and Teaching, 2019, University of Kansas

 This study aims to explore the effects of two instructional treatments on adult English-speaking Chinese learners’ learning of the Chinese particle le. Previous studies reveal… (more)

Subjects/Keywords: Foreign language education; aspect; Chinese; English; le; particle; tense

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APA (6th Edition):

Pan, Y. (2019). Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29489

Chicago Manual of Style (16th Edition):

Pan, Yue. “Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le.” 2019. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29489.

MLA Handbook (7th Edition):

Pan, Yue. “Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le.” 2019. Web. 25 Feb 2020.

Vancouver:

Pan Y. Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29489.

Council of Science Editors:

Pan Y. Inception vs Completion: Comparing the Effects of Two Treatments on the Acquisition of le. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29489


University of Kansas

23. Stafford, Karen S. Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs.

Degree: PhD, Music Education & Music Therapy, 2019, University of Kansas

 The purpose of the study was to report on music educators’ perceptions of their involvement in the implementation processes of Individualized Education Programs. This included… (more)

Subjects/Keywords: Music education; Special education; adaptations; IEP; Individualized Education Plan; Individuals with Disabilities Education Act; music education; special education

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APA (6th Edition):

Stafford, K. S. (2019). Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29586

Chicago Manual of Style (16th Edition):

Stafford, Karen S. “Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs.” 2019. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/29586.

MLA Handbook (7th Edition):

Stafford, Karen S. “Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs.” 2019. Web. 25 Feb 2020.

Vancouver:

Stafford KS. Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs. [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/29586.

Council of Science Editors:

Stafford KS. Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs. [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29586


University of Kansas

24. Swartz, Cindy. Transforming into an elementary technology specialist: Stories of change.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 The experiences of elementary technology integration specialists in a Midwestern school district were explored through narrative case studies as these educators transitioned from classroom teaching… (more)

Subjects/Keywords: Educational technology; Elementary education; Educational psychology; mindset; motivation; perseverance; self-efficacy; teacher identity; technology integration

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APA (6th Edition):

Swartz, C. (2017). Transforming into an elementary technology specialist: Stories of change. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25974

Chicago Manual of Style (16th Edition):

Swartz, Cindy. “Transforming into an elementary technology specialist: Stories of change.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/25974.

MLA Handbook (7th Edition):

Swartz, Cindy. “Transforming into an elementary technology specialist: Stories of change.” 2017. Web. 25 Feb 2020.

Vancouver:

Swartz C. Transforming into an elementary technology specialist: Stories of change. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/25974.

Council of Science Editors:

Swartz C. Transforming into an elementary technology specialist: Stories of change. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25974


University of Kansas

25. Orlando, Christopher. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 It is difficult to overestimate the importance of a history teacher’s ability to historically contextualize primary sources. Contextualization gives life to primary sources that many… (more)

Subjects/Keywords: Secondary education; Curriculum development; Teacher education; episodic; historical contextualization; historical thinking; pedagogical content knowledge; pre-service teacher; primary source

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APA (6th Edition):

Orlando, C. (2017). Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26115

Chicago Manual of Style (16th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/26115.

MLA Handbook (7th Edition):

Orlando, Christopher. “Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom.” 2017. Web. 25 Feb 2020.

Vancouver:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/26115.

Council of Science Editors:

Orlando C. Keep Calm and Contextualize: One Preservice Teacher’s Use of Historical Contextualization in the Middle School Classroom. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26115


University of Kansas

26. Holmgren, LaVonne Rose. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.

Degree: EdD, Curriculum and Teaching, 2018, University of Kansas

 Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher… (more)

Subjects/Keywords: Reading instruction; Case Study; Decoding; Dyslexia; Reading Development; Reading Intervention; Striving Readers

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APA (6th Edition):

Holmgren, L. R. (2018). Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27560

Chicago Manual of Style (16th Edition):

Holmgren, LaVonne Rose. “Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.” 2018. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/27560.

MLA Handbook (7th Edition):

Holmgren, LaVonne Rose. “Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers.” 2018. Web. 25 Feb 2020.

Vancouver:

Holmgren LR. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/27560.

Council of Science Editors:

Holmgren LR. Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27560


University of Kansas

27. Beeler, Sydney S. A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 The purpose of this study was to gain a deeper understanding of the experiences of low-income single-mothers attending two community colleges in Pennsylvania recognized by… (more)

Subjects/Keywords: Higher education; Education policy; Higher education administration; Environment; Low-income; Postsecondary; Single Mothers

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APA (6th Edition):

Beeler, S. S. (2018). A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27545

Chicago Manual of Style (16th Edition):

Beeler, Sydney S. “A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges.” 2018. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/27545.

MLA Handbook (7th Edition):

Beeler, Sydney S. “A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges.” 2018. Web. 25 Feb 2020.

Vancouver:

Beeler SS. A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/27545.

Council of Science Editors:

Beeler SS. A Qualitative Study of Low-Income Single Student Mothers’ Experiences and Perceptions at Two Pennsylvania Community Colleges. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27545

28. Bixler-Funk, Anne-Marie. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 Preservice teacher preparation regarding adolescent trauma and strategies to support student learning are rarely found in educational literature. Studies have shown the substantial and enduring… (more)

Subjects/Keywords: Teacher education; Secondary education; Educational psychology; preservice teaching; teacher preparation; trauma; trauma-informed teaching

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APA (6th Edition):

Bixler-Funk, A. (2018). Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28036

Chicago Manual of Style (16th Edition):

Bixler-Funk, Anne-Marie. “Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.” 2018. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/28036.

MLA Handbook (7th Edition):

Bixler-Funk, Anne-Marie. “Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma.” 2018. Web. 25 Feb 2020.

Vancouver:

Bixler-Funk A. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/28036.

Council of Science Editors:

Bixler-Funk A. Preservice Teachers’ Perceptions of Preparedness in Supporting Students Who Have Experienced Trauma. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28036


University of Kansas

29. Ramler, Peter. SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS.

Degree: PhD, Counseling Psychology, 2018, University of Kansas

 Academic assessments are designed and used for a variety of purposes. One of the primary functions of any of these tests is to diagnose the… (more)

Subjects/Keywords: Educational psychology

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APA (6th Edition):

Ramler, P. (2018). SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28024

Chicago Manual of Style (16th Edition):

Ramler, Peter. “SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS.” 2018. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/28024.

MLA Handbook (7th Edition):

Ramler, Peter. “SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS.” 2018. Web. 25 Feb 2020.

Vancouver:

Ramler P. SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/28024.

Council of Science Editors:

Ramler P. SUBSCORE REPORTING COMPARISON BETWEEN THE LOG-LINEAR COGNITIVE DIAGNOSTIC MODEL AND THE HABERMAN MODELS. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28024


University of Kansas

30. Soylu Yalcinkaya, Nur. EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS.

Degree: PhD, Psychology, 2017, University of Kansas

 In many developed societies, women have greater freedom than ever before to engage in academic and professional pursuits of their own choosing. However, gender gaps… (more)

Subjects/Keywords: Social psychology; academic choice; gender; security; self-expression; STEM

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APA (6th Edition):

Soylu Yalcinkaya, N. (2017). EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27007

Chicago Manual of Style (16th Edition):

Soylu Yalcinkaya, Nur. “EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS.” 2017. Doctoral Dissertation, University of Kansas. Accessed February 25, 2020. http://hdl.handle.net/1808/27007.

MLA Handbook (7th Edition):

Soylu Yalcinkaya, Nur. “EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS.” 2017. Web. 25 Feb 2020.

Vancouver:

Soylu Yalcinkaya N. EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/1808/27007.

Council of Science Editors:

Soylu Yalcinkaya N. EXPRESS YOURSELF OR SECURE YOUR FUTURE? CONSTRUCTIONS OF CHOICE AND GENDER GAPS IN STEM FIELDS. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/27007

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