Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Nevada – Las Vegas" +contributor:("Christine Clark"). Showing records 1 – 21 of 21 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Nevada – Las Vegas

1. Villanueva, Nayelee. Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study.

Degree: PhD, Curriculum & Instruction, 2014, University of Nevada – Las Vegas

  Due to the complex nature of assessment in critical pedagogy practices, continued research is necessary in order to investigate the constantly evolving nature of… (more)

Subjects/Keywords: Assessment; Basic writing; Composition; Contract; Critical pedagogy; Grades; Grading and marking (Students); Learning contracts; Rhetoric – Study and teaching (Higher); Curriculum and Instruction; Education; Education Policy; Liberal Studies; Rhetoric

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Villanueva, N. (2014). Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2308

Chicago Manual of Style (16th Edition):

Villanueva, Nayelee. “Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2308.

MLA Handbook (7th Edition):

Villanueva, Nayelee. “Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study.” 2014. Web. 22 Feb 2019.

Vancouver:

Villanueva N. Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2308.

Council of Science Editors:

Villanueva N. Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2308


University of Nevada – Las Vegas

2. Smith, Allison. Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality.

Degree: PhD, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use… (more)

Subjects/Keywords: Critical Multiculturalism; Disparate Impact Discrimination; Negative experiences of teachers; Peer Assistance and Review; Peer evaluation; Teacher evaluation; Bilingual, Multilingual, and Multicultural Education; Education; Education Policy; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, A. (2015). Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2431

Chicago Manual of Style (16th Edition):

Smith, Allison. “Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2431.

MLA Handbook (7th Edition):

Smith, Allison. “Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality.” 2015. Web. 22 Feb 2019.

Vancouver:

Smith A. Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2431.

Council of Science Editors:

Smith A. Negative Impacts of Teacher Evaluation Reform: The Role of Federal Policy in Student Achievement and Teacher Quality. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2431


University of Nevada – Las Vegas

3. Mcghie, Tarryn E. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.

Degree: PhD, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  This study examined the early literacy experiences of Black male youth who have dropped out of school and become court involved. Specifically, it examined… (more)

Subjects/Keywords: Adolescent Development; Generative Case Study; Juvenile Justice; Literacy; Racial Identity; School-to-Prison Pipeline; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mcghie, T. E. (2015). Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2560

Chicago Manual of Style (16th Edition):

Mcghie, Tarryn E. “Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2560.

MLA Handbook (7th Edition):

Mcghie, Tarryn E. “Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth.” 2015. Web. 22 Feb 2019.

Vancouver:

Mcghie TE. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2560.

Council of Science Editors:

Mcghie TE. Forecasting The School-to-Prison Pipeline: A Generative Case Study of Early Literacy Experiences of Black Male Youth. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2560


University of Nevada – Las Vegas

4. Singh, Ravijot. De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The purpose of this critical ethnographic research was to examine how taking a Multicultural Education course mediated teachers’ language dispositions. Particularly, this study examined… (more)

Subjects/Keywords: Intersectionality; Language and Culture Interrelation; Linguistically Diverse Learner (LDL); Multicultural Education; Neoliberal Education Policy; Postcolonial Approach; Teacher Dispositions; Bilingual, Multilingual, and Multicultural Education; Language Description and Documentation; Linguistics; Other Languages, Societies, and Cultures

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Singh, R. (2017). De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3034

Chicago Manual of Style (16th Edition):

Singh, Ravijot. “De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3034.

MLA Handbook (7th Edition):

Singh, Ravijot. “De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions.” 2017. Web. 22 Feb 2019.

Vancouver:

Singh R. De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3034.

Council of Science Editors:

Singh R. De-colonizing Language Needs: A Critical Ethnographic Study of Former and Current Teachers’ Language Dispositions and How Taking a Multicultural Education Course Mediates Those Dispositions. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3034


University of Nevada – Las Vegas

5. Walls, Tonya Evette. Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools.

Degree: PhD, Education, 2017, University of Nevada – Las Vegas

  This culturally relevant qualitative examination of the leadership of Black women educational leaders (BWEL) committed to advancing a social justice leadership agenda within the… (more)

Subjects/Keywords: applied critical leadership; Black women; critical race theory; educational leadership; multicultural education; social justice; African American Studies; Educational Leadership; Gender and Sexuality; Race and Ethnicity; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walls, T. E. (2017). Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3183

Chicago Manual of Style (16th Edition):

Walls, Tonya Evette. “Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3183.

MLA Handbook (7th Edition):

Walls, Tonya Evette. “Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools.” 2017. Web. 22 Feb 2019.

Vancouver:

Walls TE. Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3183.

Council of Science Editors:

Walls TE. Race, Resilience, and Resistance: A Culturally Relevant Examination of How Black Women School Leaders Advance Racial Equity and Social Justice in U.S. Schools. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3183


University of Nevada – Las Vegas

6. Begay, Shawna Lynn. Developing a Navajo Educational Media Guide: A Community Perspective.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  Developing a Navajo Educational Media Guide was investigated through the lens of Postcolonial Theory and Critical Indigenous Pedagogy utilizing the methodology of Participatory Action… (more)

Subjects/Keywords: Curriculum; Educational Media; Indigenous; Navajo; Navajo Language; Television; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Begay, S. L. (2017). Developing a Navajo Educational Media Guide: A Community Perspective. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2943

Chicago Manual of Style (16th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2943.

MLA Handbook (7th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Web. 22 Feb 2019.

Vancouver:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943.

Council of Science Editors:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943


University of Nevada – Las Vegas

7. Lee, Eshani. Breaking the Language Barrier: Equitable Assessment in General Chemistry.

Degree: PhD, Chemistry and Biochemistry, 2018, University of Nevada – Las Vegas

  Because language provides the framework through which knowledge is constructed, it is crucial to consider the ways in which students with limited English proficiencies… (more)

Subjects/Keywords: Chemistry; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, E. (2018). Breaking the Language Barrier: Equitable Assessment in General Chemistry. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3281

Chicago Manual of Style (16th Edition):

Lee, Eshani. “Breaking the Language Barrier: Equitable Assessment in General Chemistry.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3281.

MLA Handbook (7th Edition):

Lee, Eshani. “Breaking the Language Barrier: Equitable Assessment in General Chemistry.” 2018. Web. 22 Feb 2019.

Vancouver:

Lee E. Breaking the Language Barrier: Equitable Assessment in General Chemistry. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3281.

Council of Science Editors:

Lee E. Breaking the Language Barrier: Equitable Assessment in General Chemistry. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3281


University of Nevada – Las Vegas

8. Moffit, Char Adelia. Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI).

Degree: PhD, Curriculum & Instruction, 2013, University of Nevada – Las Vegas

  The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196) This qualitative case study examined science… (more)

Subjects/Keywords: Concept-oriented reading instruction; Early literacy; Reading (Kindergarten); Science – Study and teaching (Early childhood); Teaching – Methodology; Educational Methods; Liberal Studies; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moffit, C. A. (2013). Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI). (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2011

Chicago Manual of Style (16th Edition):

Moffit, Char Adelia. “Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI).” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2011.

MLA Handbook (7th Edition):

Moffit, Char Adelia. “Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI).” 2013. Web. 22 Feb 2019.

Vancouver:

Moffit CA. Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI). [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2011.

Council of Science Editors:

Moffit CA. Kindergarteners' Concept Development in Science and Literacy Learning Through Concept-Oriented Reading Instruction (CORI). [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2011


University of Nevada – Las Vegas

9. Crosthwaite, Jennifer Marie. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  Literacy and learning is a social process, one that is both transformative, empowering, and can often lead to social change. The following study is… (more)

Subjects/Keywords: Critical Literacy; Elementary; Literature Circles; Multicultural; Reader Response; Social Justice; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crosthwaite, J. M. (2015). Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2529

Chicago Manual of Style (16th Edition):

Crosthwaite, Jennifer Marie. “Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2529.

MLA Handbook (7th Edition):

Crosthwaite, Jennifer Marie. “Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature.” 2015. Web. 22 Feb 2019.

Vancouver:

Crosthwaite JM. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2529.

Council of Science Editors:

Crosthwaite JM. Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2529


University of Nevada – Las Vegas

10. Candel, Sandra Lourdes. Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  Research Problem Over 500,000 U.S.-born children are living in Mexico –some due to parental deportation– experiencing a decrease in their quality of life, the… (more)

Subjects/Keywords: Education; Latin America; Mexico; Migrant Students; Migration; Transnational Students; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Candel, S. L. (2017). Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3117

Chicago Manual of Style (16th Edition):

Candel, Sandra Lourdes. “Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3117.

MLA Handbook (7th Edition):

Candel, Sandra Lourdes. “Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation.” 2017. Web. 22 Feb 2019.

Vancouver:

Candel SL. Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3117.

Council of Science Editors:

Candel SL. Reverse Migration: Documenting How the Educational Experiences of Transnational Youth in Mexican Schools are Shaped by Parental Deportation. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3117


University of Nevada – Las Vegas

11. Fayazpour, Shahla. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The United States of America is a complex, diverse nation, and the number of immigrant families grows daily. Since parents and family play central… (more)

Subjects/Keywords: 1.5-Generation children's and identity development; Immigrants’ barriers; immigrants' education in the U.S.; immigrants’ identity development; immigrants’ parental involvement; parents of 1.5-generation children; Bilingual, Multilingual, and Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fayazpour, S. (2017). Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3129

Chicago Manual of Style (16th Edition):

Fayazpour, Shahla. “Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3129.

MLA Handbook (7th Edition):

Fayazpour, Shahla. “Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children.” 2017. Web. 22 Feb 2019.

Vancouver:

Fayazpour S. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3129.

Council of Science Editors:

Fayazpour S. Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3129


University of Nevada – Las Vegas

12. Walker, Robert Paul. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.

Degree: MSin Educational Psychology, Educational Psychology, 2010, University of Nevada – Las Vegas

  This is a multi-case study, utilizing in-depth interviews, of three African American male high school dropouts who are reentering an alternative high school program… (more)

Subjects/Keywords: African American males; African American men; Black interviews; Black male case study; Case studies; Critical race theory; Discrimination in education; High school dropouts; Interviews; Qualitative study; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, R. P. (2010). Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/367

Chicago Manual of Style (16th Edition):

Walker, Robert Paul. “Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.” 2010. Masters Thesis, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/367.

MLA Handbook (7th Edition):

Walker, Robert Paul. “Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies.” 2010. Web. 22 Feb 2019.

Vancouver:

Walker RP. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2010. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/367.

Council of Science Editors:

Walker RP. Re-entry African American male high school dropouts through the lens of critical race theory with content analysis of the case studies. [Masters Thesis]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/367


University of Nevada – Las Vegas

13. Yost, Brandon Lee. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.

Degree: PhD, Teaching and Learning, 2015, University of Nevada – Las Vegas

  This study describes the phenomenon of how first-year teachers learn to evaluate students learning by (letter) grades. Grades seem simple enough; but in reality,… (more)

Subjects/Keywords: Assessment Literacy; Grading Practice Instruction; Grading Practices; Phenomenology; Standards-Based Grading; Teacher Education; Education; Educational Assessment, Evaluation, and Research; Education Policy; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yost, B. L. (2015). A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2594

Chicago Manual of Style (16th Edition):

Yost, Brandon Lee. “A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2594.

MLA Handbook (7th Edition):

Yost, Brandon Lee. “A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade.” 2015. Web. 22 Feb 2019.

Vancouver:

Yost BL. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2594.

Council of Science Editors:

Yost BL. A Phenomenology Study of First-~year Teachers Looking at the Shared Lived Experience of Learning to Grade. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2594


University of Nevada – Las Vegas

14. Walker, Robert Paul. The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  The purpose of this study is to examine the connection between education and employment outcomes for African American males through the dual lenses of… (more)

Subjects/Keywords: African American male; Black education; Black employment; Critical Race Theory; Moynihan Report; Stereotype Threat; African American Studies; American Studies; Ethnic Studies; Race and Ethnicity; Race, Ethnicity and Post-Colonial Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, R. P. (2017). The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3182

Chicago Manual of Style (16th Edition):

Walker, Robert Paul. “The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/3182.

MLA Handbook (7th Edition):

Walker, Robert Paul. “The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report.” 2017. Web. 22 Feb 2019.

Vancouver:

Walker RP. The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3182.

Council of Science Editors:

Walker RP. The Relationship between African- American Male Education and Employment Opportunities Through the Lenses of Critical Race Theory and Stereotype Threat in the Historical Context of the 1965 Moynihan Report. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3182

15. Jackson, Luke. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  This mixed method study was aimed at examining the influence of dual processing (Type 1 and Type 2 thinking) on the development of high… (more)

Subjects/Keywords: Dual Processing; Experiential and logical processing; High school science education; Nature of Science; Teacher education; Type 1 and Type 2 thinking; Educational Psychology; Science and Mathematics Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jackson, L. (2017). Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2989

Chicago Manual of Style (16th Edition):

Jackson, Luke. “Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2989.

MLA Handbook (7th Edition):

Jackson, Luke. “Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views.” 2017. Web. 22 Feb 2019.

Vancouver:

Jackson L. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2989.

Council of Science Editors:

Jackson L. Examining the Affordances of Dual Cognitive Processing to Explain the Development of High School Students’ Nature of Science Views. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2989

16. Whitesides, Heather. Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  Attempts to measure and implement conservation norms have consistently upheld and promoted the dominant culture’s practices and beliefs. This has led to oppression of… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Education; Environmental Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Whitesides, H. (2016). Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2762

Chicago Manual of Style (16th Edition):

Whitesides, Heather. “Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2762.

MLA Handbook (7th Edition):

Whitesides, Heather. “Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation.” 2016. Web. 22 Feb 2019.

Vancouver:

Whitesides H. Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2762.

Council of Science Editors:

Whitesides H. Is Being Green, White? A Critical Ethnographic Study of Social Norms in Conservation. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2762

17. Goodman, Andrew. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.

Degree: Doctor of Education (EdD), Teaching and Learning, 2016, University of Nevada – Las Vegas

  The purpose of this study was to understand the essence of student engagement and how it impacted teacher pedagogical decision making in elementary classrooms.… (more)

Subjects/Keywords: pedagogical decision making; student engagement; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goodman, A. (2016). The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2780

Chicago Manual of Style (16th Edition):

Goodman, Andrew. “The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2780.

MLA Handbook (7th Edition):

Goodman, Andrew. “The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making.” 2016. Web. 22 Feb 2019.

Vancouver:

Goodman A. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2780.

Council of Science Editors:

Goodman A. The Manifestation of Student Engagement in Classrooms: A Phenomenological Case Study of How Teachers Experience Student Engagement and How It Influences Pedagogical Decision Making. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2780

18. Vandehei, Amanda Rose. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.

Degree: PhD, Curriculum & Instruction, 2014, University of Nevada – Las Vegas

  The purpose of this study is to investigate whether white elementary teachers' perception of Whiteness influences critical literacy practices in elementary classrooms in an… (more)

Subjects/Keywords: Case study; Critical literacy; Elementary education; Elementary school teachers; Literacy; Multicultural education; Racial identity; Reading; Urban schools; Whiteness; Whites – Race identity; Bilingual, Multilingual, and Multicultural Education; Education; Elementary Education and Teaching; Liberal Studies

…ACKNOWLEDGMENTS I would like to thank my advisor, mentor, and friend Dr. Christine… …Clark. My first few years of graduate school were spent navigating the unfamiliar territory of… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vandehei, A. R. (2014). A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2223

Chicago Manual of Style (16th Edition):

Vandehei, Amanda Rose. “A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2223.

MLA Handbook (7th Edition):

Vandehei, Amanda Rose. “A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools.” 2014. Web. 22 Feb 2019.

Vancouver:

Vandehei AR. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2223.

Council of Science Editors:

Vandehei AR. A Multiple Case Study of Whiteness and Critical Literacy Practices Among White Elementary Teachers in Urban Public Schools. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2223

19. Schilmoeller, Janessa. "Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom.

Degree: MS, Curriculum & Instruction, 2015, University of Nevada – Las Vegas

  This qualitative case study examined the experiences of three Latina students in a higher education service-learning program. A review of service-learning literature found limited… (more)

Subjects/Keywords: cultural competence; curriculum & instruction; diversity; service-learning; Bilingual, Multilingual, and Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schilmoeller, J. (2015). "Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2580

Chicago Manual of Style (16th Edition):

Schilmoeller, Janessa. “"Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom.” 2015. Masters Thesis, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2580.

MLA Handbook (7th Edition):

Schilmoeller, Janessa. “"Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom.” 2015. Web. 22 Feb 2019.

Vancouver:

Schilmoeller J. "Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2580.

Council of Science Editors:

Schilmoeller J. "Because of my Identity:" Valuing the Experiences of Latina Students in the Culturally Responsive Service-~Learning Classroom. [Masters Thesis]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2580

20. Bezard, Cynthia. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  As U.S. population becomes increasingly diverse, preparing 21st century educators to teach children of diverse racial, ethnic, social class, and language backgrounds is a… (more)

Subjects/Keywords: Career and Technical Education; Career Development; Identity Development; Student Achievement; Bilingual, Multilingual, and Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bezard, C. (2016). A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2641

Chicago Manual of Style (16th Edition):

Bezard, Cynthia. “A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2641.

MLA Handbook (7th Edition):

Bezard, Cynthia. “A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience.” 2016. Web. 22 Feb 2019.

Vancouver:

Bezard C. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2641.

Council of Science Editors:

Bezard C. A Case Study Analysis of Career and Technical Instructors' Development of Multicultural Self-Awareness through a Transformative Learning Experience. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2641

21. Hasberry, Abigail Kathleen. Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities.

Degree: PhD, Curriculum & Instruction, 2013, University of Nevada – Las Vegas

  An emerging body of research shows that retention of minority independent school teachers creates a positive multicultural climate and increases the likelihood that minority… (more)

Subjects/Keywords: African American teachers; Cultural fluency; Diversity; Diversity in the workplace; Employee retention; Independent school; Private schools; Shifting; African American Studies; American Studies; Bilingual, Multilingual, and Multicultural Education; Education; Race and Ethnicity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hasberry, A. K. (2013). Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1835

Chicago Manual of Style (16th Edition):

Hasberry, Abigail Kathleen. “Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1835.

MLA Handbook (7th Edition):

Hasberry, Abigail Kathleen. “Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities.” 2013. Web. 22 Feb 2019.

Vancouver:

Hasberry AK. Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1835.

Council of Science Editors:

Hasberry AK. Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences of Racial Tokenism and Development of Professional Black Identities. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1835

.