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You searched for +publisher:"University of Michigan" +contributor:("Jagers, Robert Jeffries"). Showing records 1 – 22 of 22 total matches.

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University of Michigan

1. Aumen, Jared. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.

Degree: PhD, Educational Studies, 2017, University of Michigan

 This dissertation is comprised of three manuscripts that explore aspects of teacher professional development (PD) for disciplinary literacy. These aspects include (1) the ways that… (more)

Subjects/Keywords: Professional development; Disciplinary literacy; History/social studies education; Education; Social Sciences

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APA (6th Edition):

Aumen, J. (2017). Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138641

Chicago Manual of Style (16th Edition):

Aumen, Jared. “Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/138641.

MLA Handbook (7th Edition):

Aumen, Jared. “Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges.” 2017. Web. 19 Jun 2019.

Vancouver:

Aumen J. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/138641.

Council of Science Editors:

Aumen J. Supporting Teacher Learning about Disciplinary Literacy: An Exploration of Professional Development, Social Studies Teachers' Thinking, and Inherent Challenges. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138641


University of Michigan

2. Gale, Adrian. Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes.

Degree: PhD, Social Work & Psychology, 2017, University of Michigan

 In-school racial discrimination is a risk factor for Black adolescents as it is negatively associated with their academic outcomes including grades and persistence. Scholars have… (more)

Subjects/Keywords: Black adolescents; Teacher support; In-school racial discrimination; Social Work; Social Sciences

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APA (6th Edition):

Gale, A. (2017). Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138696

Chicago Manual of Style (16th Edition):

Gale, Adrian. “Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/138696.

MLA Handbook (7th Edition):

Gale, Adrian. “Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes.” 2017. Web. 19 Jun 2019.

Vancouver:

Gale A. Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/138696.

Council of Science Editors:

Gale A. Examining Black Adolescents' Perceptions of In-School Racial Discrimination: The Role of Gender, Socioeconomic Status and Perceptions of Teacher Support On Academic Outcomes. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138696


University of Michigan

3. Allen, Amina. Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice.

Degree: PhD, Educational Studies, 2018, University of Michigan

 After more than a half century of school reform efforts, perhaps the single most important learning is that there is a need to place laser… (more)

Subjects/Keywords: school improvement; teacher change; classroom management; teacher mindset; external providers; school partnerships;

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APA (6th Edition):

Allen, A. (2018). Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144166

Chicago Manual of Style (16th Edition):

Allen, Amina. “Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice.” 2018. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/144166.

MLA Handbook (7th Edition):

Allen, Amina. “Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice.” 2018. Web. 19 Jun 2019.

Vancouver:

Allen A. Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/144166.

Council of Science Editors:

Allen A. Learning to Work in Fundamentally New Ways: Understanding Dynamics Among Social and Formal Supports for Practice. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144166


University of Michigan

4. Noel, Blake. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Racialized gaps in education are produced by normative teaching, which describes the practices of the majority of teachers, the majority of the time. Yet, teachers… (more)

Subjects/Keywords: Habits of whiteness; Practice based teaching; Racialized inequity; teaching across difference; white teachers; Education; Social Sciences

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APA (6th Edition):

Noel, B. (2018). Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/147683

Chicago Manual of Style (16th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/147683.

MLA Handbook (7th Edition):

Noel, Blake. “Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity.” 2018. Web. 19 Jun 2019.

Vancouver:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/147683.

Council of Science Editors:

Noel B. Good Moves for Bad Habits: Interrupting Normative Practice To Disrupt Racialized Inequity. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/147683


University of Michigan

5. Robinson, Shanta R. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.

Degree: PhD, Educational Studies, 2015, University of Michigan

 This dissertation study explored how homeless young adults, particularly those who identify as racial or ethnic minorities, made sense of their educational experiences (formal and… (more)

Subjects/Keywords: homeless adolescents; ethic of care; African American; Black Female; Emo; Education; Social Sciences

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APA (6th Edition):

Robinson, S. R. (2015). Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113458

Chicago Manual of Style (16th Edition):

Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/113458.

MLA Handbook (7th Edition):

Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Web. 19 Jun 2019.

Vancouver:

Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/113458.

Council of Science Editors:

Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113458


University of Michigan

6. Dougherty, Adrienne N. How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm.

Degree: PhD, Psychology, 2016, University of Michigan

 Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because of the prevalent experience of stereotype threat. Stereotype threat leads… (more)

Subjects/Keywords: self-distancing; stereotype threat in science and math; motivation; emotions; emotion regulation; self-perspective; Psychology; Social Sciences

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APA (6th Edition):

Dougherty, A. N. (2016). How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/133336

Chicago Manual of Style (16th Edition):

Dougherty, Adrienne N. “How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm.” 2016. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/133336.

MLA Handbook (7th Edition):

Dougherty, Adrienne N. “How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm.” 2016. Web. 19 Jun 2019.

Vancouver:

Dougherty AN. How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/133336.

Council of Science Editors:

Dougherty AN. How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/133336


University of Michigan

7. Moore, Stephanie. Developing Leaders: Understanding and Promoting Perceived Leadership Ability.

Degree: PhD, Education & Psychology, 2016, University of Michigan

 The three studies in this dissertation contribute to our understanding of leadership development by examining perceived leadership ability among underserved adolescents and emerging adults. Study… (more)

Subjects/Keywords: leadership; Psychology; Social Sciences

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APA (6th Edition):

Moore, S. (2016). Developing Leaders: Understanding and Promoting Perceived Leadership Ability. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/135781

Chicago Manual of Style (16th Edition):

Moore, Stephanie. “Developing Leaders: Understanding and Promoting Perceived Leadership Ability.” 2016. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/135781.

MLA Handbook (7th Edition):

Moore, Stephanie. “Developing Leaders: Understanding and Promoting Perceived Leadership Ability.” 2016. Web. 19 Jun 2019.

Vancouver:

Moore S. Developing Leaders: Understanding and Promoting Perceived Leadership Ability. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/135781.

Council of Science Editors:

Moore S. Developing Leaders: Understanding and Promoting Perceived Leadership Ability. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/135781


University of Michigan

8. Haynes, Tiffany F. Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans.

Degree: PhD, Psychology, 2010, University of Michigan

 According to the Mental Health: Culture, Race, and Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General (DHHS, 1999; 2001) formal mental health… (more)

Subjects/Keywords: Rural African Americans and Service Utilization; Religious Coping; Psychology; Social Sciences

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APA (6th Edition):

Haynes, T. F. (2010). Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/78964

Chicago Manual of Style (16th Edition):

Haynes, Tiffany F. “Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans.” 2010. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/78964.

MLA Handbook (7th Edition):

Haynes, Tiffany F. “Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans.” 2010. Web. 19 Jun 2019.

Vancouver:

Haynes TF. Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/78964.

Council of Science Editors:

Haynes TF. Religious Beliefs, Attitudes towards Mental Health Treatment, and Mental Health Utilization among Rural African Americans. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/78964


University of Michigan

9. Salloum, Serena J. Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study.

Degree: PhD, Education Studies, 2011, University of Michigan

 Collective efficacy – a group’s belief in its capabilities to organize and execute courses of action required to reach a goal – is understood to… (more)

Subjects/Keywords: Collective Efficacy; School Culture; Educational Administration; Mixed-methods; Education; Social Sciences

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APA (6th Edition):

Salloum, S. J. (2011). Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/89792

Chicago Manual of Style (16th Edition):

Salloum, Serena J. “Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study.” 2011. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/89792.

MLA Handbook (7th Edition):

Salloum, Serena J. “Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study.” 2011. Web. 19 Jun 2019.

Vancouver:

Salloum SJ. Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/89792.

Council of Science Editors:

Salloum SJ. Collective Efficacy, Social Context, Teacher's Work, and Student Achievement: A Mixed-Method Study. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/89792


University of Michigan

10. Davis, Natalie. Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School.

Degree: PhD, Educational Studies, 2017, University of Michigan

 Critical emancipatory pedagogy (CEP) refers to curriculum and instruction that seeks to facilitate and inspire human agency, particularly in disenfranchised communities (Ball, 2000). In the… (more)

Subjects/Keywords: Urban Education; Black Education; Curriculum Studies; Sociopolitical Development; Childhood Studies; Education; Social Sciences

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APA (6th Edition):

Davis, N. (2017). Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138749

Chicago Manual of Style (16th Edition):

Davis, Natalie. “Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/138749.

MLA Handbook (7th Edition):

Davis, Natalie. “Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School.” 2017. Web. 19 Jun 2019.

Vancouver:

Davis N. Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/138749.

Council of Science Editors:

Davis N. Hope in Those Places of Struggle: A Critical Exploration of Black Students' Agency in One Place-based and One African-centered Elementary School. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138749


University of Michigan

11. Kokinakis, Leah Hope. Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development.

Degree: PhD, Psychology, 2011, University of Michigan

 Yoga’s presence in mainstream American culture has grown dramatically during the past 30 years, with the number of practitioners almost doubling between 1998 and 2008.… (more)

Subjects/Keywords: Yoga; Adolescents; Psychology; Social Sciences

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APA (6th Edition):

Kokinakis, L. H. (2011). Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/91559

Chicago Manual of Style (16th Edition):

Kokinakis, Leah Hope. “Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development.” 2011. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/91559.

MLA Handbook (7th Edition):

Kokinakis, Leah Hope. “Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development.” 2011. Web. 19 Jun 2019.

Vancouver:

Kokinakis LH. Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/91559.

Council of Science Editors:

Kokinakis LH. Yoga and Adolescents: What Do We Know? The Effects of Yoga on Adolescents' Cognition and Social-Emotional Development. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/91559


University of Michigan

12. Mustafaa, Faheemah Nadirah. Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy.

Degree: PhD, Education and Psychology, 2016, University of Michigan

 Black educators are often presumed to possess pedagogical skills that benefit Black students, particularly race- and culture-related practices aimed toward addressing social inequities in schooling… (more)

Subjects/Keywords: culturally grounded pedagogy; racial identity; teacher beliefs; K-12 teachers; African American teachers; Black teachers; Education; Social Sciences

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APA (6th Edition):

Mustafaa, F. N. (2016). Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/120667

Chicago Manual of Style (16th Edition):

Mustafaa, Faheemah Nadirah. “Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy.” 2016. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/120667.

MLA Handbook (7th Edition):

Mustafaa, Faheemah Nadirah. “Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy.” 2016. Web. 19 Jun 2019.

Vancouver:

Mustafaa FN. Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/120667.

Council of Science Editors:

Mustafaa FN. Beneath the Skin: A Survey of Black K-12 Educators' Racial Identities, Beliefs, and Culturally Grounded Pedagogy. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/120667


University of Michigan

13. Candal, Monica Alejandra. Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School.

Degree: PhD, Educational Studies, 2016, University of Michigan

 Although the research literature shows mixed relationships between different types of parent involvement and student outcomes, public rhetoric suggests that parents are integral to their… (more)

Subjects/Keywords: parent involvement; African-American parents; low-income parents; charter schools; cultural capital; boundary crossing; Education; Social Sciences

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APA (6th Edition):

Candal, M. A. (2016). Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/120679

Chicago Manual of Style (16th Edition):

Candal, Monica Alejandra. “Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School.” 2016. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/120679.

MLA Handbook (7th Edition):

Candal, Monica Alejandra. “Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School.” 2016. Web. 19 Jun 2019.

Vancouver:

Candal MA. Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/120679.

Council of Science Editors:

Candal MA. Cultural Capital, Boundary Crossing, and Parent Involvement: A Case Study of Involvement by Low-Income, African-American Parents at a Charter School. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/120679

14. Hope, Elan C. Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents.

Degree: PhD, Education & Psychology, 2013, University of Michigan

 Civic engagement and civic commitment are important for individual and community well-being. In this dissertation, I explore critical analysis and political efficacy in relation to… (more)

Subjects/Keywords: Civic Engagement; Early Adolescence; Black Youth; Sociopolitical Development; Political Efficacy; Political Science; Psychology; Social Sciences

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APA (6th Edition):

Hope, E. C. (2013). Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/100012

Chicago Manual of Style (16th Edition):

Hope, Elan C. “Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/100012.

MLA Handbook (7th Edition):

Hope, Elan C. “Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents.” 2013. Web. 19 Jun 2019.

Vancouver:

Hope EC. Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/100012.

Council of Science Editors:

Hope EC. Towards an Understanding of Civic Engagement and Civic Commitment among Black Early Adolescents. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/100012

15. Smith, Chauncey. Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences.

Degree: PhD, Education & Psychology, 2017, University of Michigan

 Whether persistent or apathetic, academically struggling or high achieving, living in urban or sparsely populated contexts, Black boys are still disproportionately affected by academic, social,… (more)

Subjects/Keywords: Black Boys' Critical Social Analysis; Sociopolitical development; Racial discrimination; Education; Psychology; Social Sciences (General); Social Sciences

…guidance in getting the most out of my time at the University of Michigan. Thank you, Katie… 

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APA (6th Edition):

Smith, C. (2017). Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136935

Chicago Manual of Style (16th Edition):

Smith, Chauncey. “Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences.” 2017. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/136935.

MLA Handbook (7th Edition):

Smith, Chauncey. “Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences.” 2017. Web. 19 Jun 2019.

Vancouver:

Smith C. Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/136935.

Council of Science Editors:

Smith C. Defensive Strategies & Counternarratives: Middle Class Black Boys? Critical Social Analysis of Their School Experiences. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136935

16. Winborne, Karryll D. An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices.

Degree: PhD, Education and Psychology, 2014, University of Michigan

 This dissertation examined how teacher attitudes and practices and the role of a participant observer impacted school-based Youth Participatory Action Research (YPAR) initiatives. Typically, YPAR… (more)

Subjects/Keywords: Youth Participatory Action Research; Critical Consciousness; Youth Empowerment; Education; Psychology; Social Sciences (General); Social Work; Social Sciences

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APA (6th Edition):

Winborne, K. D. (2014). An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/110397

Chicago Manual of Style (16th Edition):

Winborne, Karryll D. “An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices.” 2014. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/110397.

MLA Handbook (7th Edition):

Winborne, Karryll D. “An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices.” 2014. Web. 19 Jun 2019.

Vancouver:

Winborne KD. An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/110397.

Council of Science Editors:

Winborne KD. An Investigation on School-Based YPAR Initiatives: Examining the Impacts of Teachers’ Attitudes and Practices. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/110397

17. Yoder, Nicholas P. Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study.

Degree: PhD, Education & Psychology, 2013, University of Michigan

 Goe and colleagues’ five-point definition of teacher effectiveness states that effective teachers “…help students learn, as measured by value-added or other test-based growth measures” and… (more)

Subjects/Keywords: Social-emotional Learning; Teaching Practice; Mixed-methods; Education; Psychology; Social Sciences

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APA (6th Edition):

Yoder, N. P. (2013). Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/102353

Chicago Manual of Style (16th Edition):

Yoder, Nicholas P. “Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/102353.

MLA Handbook (7th Edition):

Yoder, Nicholas P. “Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study.” 2013. Web. 19 Jun 2019.

Vancouver:

Yoder NP. Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/102353.

Council of Science Editors:

Yoder NP. Linking Social-Emotional Learning to Teaching Practices in an Urban Context: A Mixed-Methods Study. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/102353

18. Matthews, Jamaal S. Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure.

Degree: PhD, Education & Psychology, 2010, University of Michigan

 Various studies indicate the academic underachievement of African American and Latino boys compared to their peers in classroom functioning across various academic domains beginning in… (more)

Subjects/Keywords: Ethnic Minority Achievement; Identification With Academics; Urban Education; African American Boys; Education; Social Sciences

University of Michigan 2010 Doctoral Committee: Associate Professor Stephanie J. Rowley, Chair… 

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APA (6th Edition):

Matthews, J. S. (2010). Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77823

Chicago Manual of Style (16th Edition):

Matthews, Jamaal S. “Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure.” 2010. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/77823.

MLA Handbook (7th Edition):

Matthews, Jamaal S. “Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure.” 2010. Web. 19 Jun 2019.

Vancouver:

Matthews JS. Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure. [Internet] [Doctoral dissertation]. University of Michigan; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/77823.

Council of Science Editors:

Matthews JS. Toward a Holistic Understanding of Academic Identification in Ethnic Minority Boys at Risk for Academic Failure. [Doctoral Dissertation]. University of Michigan; 2010. Available from: http://hdl.handle.net/2027.42/77823

19. Thomas, Alvin. Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys.

Degree: PhD, Psychology, 2013, University of Michigan

 This dissertation examined the influence of risk and protective factors in predicting violent behavior for in a sample of 552 African-American adolescent males. Boys’ perception… (more)

Subjects/Keywords: Youth Violence; African-American; Boys; Resilience; Psychology; Social Sciences

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APA (6th Edition):

Thomas, A. (2013). Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/98054

Chicago Manual of Style (16th Edition):

Thomas, Alvin. “Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys.” 2013. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/98054.

MLA Handbook (7th Edition):

Thomas, Alvin. “Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys.” 2013. Web. 19 Jun 2019.

Vancouver:

Thomas A. Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys. [Internet] [Doctoral dissertation]. University of Michigan; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/98054.

Council of Science Editors:

Thomas A. Bad Boys or Bad Odds? - Race, Context and Social Influence: An Investigation of Youth Violence in African-American Boys. [Doctoral Dissertation]. University of Michigan; 2013. Available from: http://hdl.handle.net/2027.42/98054

20. Williams, Krystal L. Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students.

Degree: PhD, Higher Education, 2014, University of Michigan

 A growing number of studies highlight how exemplary pipeline interventions can promote college and career success in science, technology, engineering, and mathematics (STEM). However, it… (more)

Subjects/Keywords: STEM; Underrepresented Students; Role Strain and Adaptation; Summer Research Opportunity Program; Intervention Efficacy; Science Technology Engineering and Mathematics; Education; Social Sciences

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APA (6th Edition):

Williams, K. L. (2014). Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/107119

Chicago Manual of Style (16th Edition):

Williams, Krystal L. “Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students.” 2014. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/107119.

MLA Handbook (7th Edition):

Williams, Krystal L. “Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students.” 2014. Web. 19 Jun 2019.

Vancouver:

Williams KL. Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/107119.

Council of Science Editors:

Williams KL. Financial Impediments, Academic Challenges and Pipeline Intervention Efficacy: A Role Strain and Adaptation Approach to Successful STEM Outcomes for Underrepresented Students. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/107119

21. Tysvaer, Nicole M. Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers.

Degree: PhD, Educational Studies, 2015, University of Michigan

 The purpose of this dissertation study was to examine participant experiences and instructional practices of a summer service-learning program for economically disadvantaged middle school students.… (more)

Subjects/Keywords: summer program; youth development; community of practice; civic engagement; service-learning; out-of-school time; Education; Social Sciences

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APA (6th Edition):

Tysvaer, N. M. (2015). Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/111346

Chicago Manual of Style (16th Edition):

Tysvaer, Nicole M. “Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers.” 2015. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/111346.

MLA Handbook (7th Edition):

Tysvaer, Nicole M. “Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers.” 2015. Web. 19 Jun 2019.

Vancouver:

Tysvaer NM. Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/111346.

Council of Science Editors:

Tysvaer NM. Summertime Enrichment in a Community of Practice: A Case Study of Three Urban Programs for Economically-Disadvantaged Middle Schoolers. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/111346

22. Bedoya-Skoog, Alexandra K. Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study.

Degree: PhD, Education & Psychology, 2014, University of Michigan

 Although substantial work has been done regarding the effectiveness of social emotional learning (SEL) programming at the elementary level, additional research is needed at the… (more)

Subjects/Keywords: Social Emotional Learning; Teacher Characteristics; School-based Program Implementation Fidelity; Education; Psychology; Social Sciences

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

APA (6th Edition):

Bedoya-Skoog, A. K. (2014). Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/108760

Chicago Manual of Style (16th Edition):

Bedoya-Skoog, Alexandra K. “Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study.” 2014. Doctoral Dissertation, University of Michigan. Accessed June 19, 2019. http://hdl.handle.net/2027.42/108760.

MLA Handbook (7th Edition):

Bedoya-Skoog, Alexandra K. “Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study.” 2014. Web. 19 Jun 2019.

Vancouver:

Bedoya-Skoog AK. Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2027.42/108760.

Council of Science Editors:

Bedoya-Skoog AK. Relationships Between Teachers’ Characteristics and the Implementation Fidelity of the Developmental Designs approach: A Mixed Methods Case Study. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/108760

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