+publisher:"University of Nevada – Las Vegas" +contributor:("Lori Olafson")

University of Nevada – Las Vegas

1. Bahr, Terry Ann. Midlife career change and women: A phenomenological examination of the process of change.

Degree: PhD, Educational Psychology, 2009, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/76

► The purpose of this phenomenological study was to examine how fourteen women between the ages of thirty-five and fifty years old experienced the essence of… (more)

Subjects/Keywords: Career change; Middle age; Midlife; Women; Developmental Psychology; Women's Studies

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APA (6^th Edition):

Bahr, T. A. (2009). Midlife career change and women: A phenomenological examination of the process of change. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/76

Chicago Manual of Style (16^th Edition):

Bahr, Terry Ann. “Midlife career change and women: A phenomenological examination of the process of change.” 2009. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/76.

MLA Handbook (7^th Edition):

Bahr, Terry Ann. “Midlife career change and women: A phenomenological examination of the process of change.” 2009. Web. 17 Feb 2019.

Vancouver:

Bahr TA. Midlife career change and women: A phenomenological examination of the process of change. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2009. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/76.

Council of Science Editors:

Bahr TA. Midlife career change and women: A phenomenological examination of the process of change. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2009. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/76

University of Nevada – Las Vegas

2. Henry, Robert Thomas. Relationships and dropping out: The voice of at-risk youth.

Degree: Ded, Educational Leadership, 2009, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/37

► The practice of retaining students in grade has been studied, researched, discussed, criticized and yet it continues. Dropping out of school prior to graduation has… (more)

▼ The practice of retaining students in grade has been studied, researched, discussed, criticized and yet it continues. Dropping out of school prior to graduation has been studied, researched, discussed, written about and continues to be practiced by our youth. Policymakers are often provided quantitative data to consider as they explore, evaluate, and deliberate issues such as the practice of retention-in-grade to assure adherence to standards, or in response to the social, political, and educational problems created by youth who have dropped out from school. Current studies and research into retention and dropping out fail to include the issues from the perspective of the individual; from the standpoint of the dropout. That failure is not a methodological one; the voices of the dropout have not yet been heard. This qualitative study gives voice to the population of at-risk youth. It allows youth who have been struggled and subsequently dropped out of school to tell their story. Their voice becomes a powerful force in the process of educational reform. By considering the needs of the individual, education moves toward doing things with them rather than to them. This mixed methods multiple case study involved collection and analysis of questionnaire data, analysis of demographic information, conducting and analyzing interviews. Participants were youth ages eighteen to twenty-eight years old who chose to return to complete high school graduation requirements through an adult education program. The findings indicate that the most significant issue in their decision to drop out involved the lack of a meaningful with one or more of their teachers. Retained in grade was an explored characteristic but was not a characteristic that all study participants experienced in their school careers. The issue of retention is not as significant as their desire to have a relationship with significant adult in school who demonstrates care and concern. Their story compels policy-makers, decision-makers, and educators to consider more than standards, curriculum, and regulations. They must consider the individual. Advisors/Committee Members: Gene Hall, Lori Olafson, Michael S. Robison.

Subjects/Keywords: At-risk; Dropouts; Grade retention; Re-engaged; Student-teacher relationships; Youth; Education

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APA (6^th Edition):

Henry, R. T. (2009). Relationships and dropping out: The voice of at-risk youth. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/37

Chicago Manual of Style (16^th Edition):

Henry, Robert Thomas. “Relationships and dropping out: The voice of at-risk youth.” 2009. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/37.

MLA Handbook (7^th Edition):

Henry, Robert Thomas. “Relationships and dropping out: The voice of at-risk youth.” 2009. Web. 17 Feb 2019.

Vancouver:

Henry RT. Relationships and dropping out: The voice of at-risk youth. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2009. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/37.

Council of Science Editors:

Henry RT. Relationships and dropping out: The voice of at-risk youth. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2009. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/37

University of Nevada – Las Vegas

3. Hendron, Marisa Charlene. School climate, absenteeism, and psychopathology among truant youth.

Degree: PhD, Psychology, 2014, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2091

► School refusal behavior has become highly problematic for schools worldwide. Researchers have focused efforts on examining many factors related to absenteeism, including child, parent,… (more)

▼ School refusal behavior has become highly problematic for schools worldwide. Researchers have focused efforts on examining many factors related to absenteeism, including child, parent, family, peer, school, and community variables. Many previous researchers examined absenteeism between groups (i.e. truants vs. nontruants, truants vs. school refusers). The present study investigated percentage of absenteeism in relation to contextual variables in a diverse sample of truants referred to programs designed to improve attendance. First, a model of school climate (Sharing of Resources, Order and Discipline, Parent Involvement, Student Interpersonal Relations, and Student-Teacher Relations) contributing to severity of absenteeism was tested via structural equation modeling (SEM). This model was next examined across gender, age, amount of absenteeism, and ethnicity. Second, function of school refusal behavior was examined as a potential mediator variable within the model. Third, models of school climate contributing to self-reported psychological symptoms (anxiety and depression) were examined. Fourth, models of school climate contributing to parent-reported youth psychological symptoms (somatic symptoms, attention and cognitive problems, and oppositional behavior) were examined. The original model of school climate contributing to severity of absenteeism met goodness-of-fit criteria. The original model did not meet goodness-of-fit criteria for males or females. The original model met goodness-of-fit criteria for older (age 14-19 years) but not for younger (age 11-13 years) youth. The original model met goodness-of-fit criteria for youth with less absenteeism (< 43%) and youth with higher absenteeism (>43%). The original model did not meet goodness-of-fit criteria for Hispanic or non-Hispanic youth. Function of school refusal behavior mediated the relationship between school climate and severity of absenteeism. Models of school climate contributing to self-reported anxiety and depression both met goodness-of-fit criteria. The model of school climate contributing to anxiety and the model of school climate contributing to depression both met goodness-of-fit criteria for males but not for females. The model of school climate contributing to parent-reported youth somatic symptoms did not meet goodness-of-fit criteria. The model of school climate contributing to parent-reported youth attention and cognitive problems did not meet goodness-of-fit criteria. The model of school climate contributing to parent-reported youth oppositional behavior did not meet goodness-of-fit criteria. This model was investigated on an exploratory basis by gender. The model met goodness-of-fit criteria for males but not for females. Results are discussed along with implications for assessment, treatment and future research. Advisors/Committee Members: Christopher Kearney, Laurel Pritchard, David Copeland, Lori Olafson.

Subjects/Keywords: Intervention; Psychopathology; School attendance – Psychological aspects; School children—Psychology; School environment; School phobia; School psychology; Psychology

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APA (6^th Edition):

Hendron, M. C. (2014). School climate, absenteeism, and psychopathology among truant youth. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2091

Chicago Manual of Style (16^th Edition):

Hendron, Marisa Charlene. “School climate, absenteeism, and psychopathology among truant youth.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2091.

MLA Handbook (7^th Edition):

Hendron, Marisa Charlene. “School climate, absenteeism, and psychopathology among truant youth.” 2014. Web. 17 Feb 2019.

Vancouver:

Hendron MC. School climate, absenteeism, and psychopathology among truant youth. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2091.

Council of Science Editors:

Hendron MC. School climate, absenteeism, and psychopathology among truant youth. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2091

University of Nevada – Las Vegas

4. 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

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2308

► 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

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

APA (6^th 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 (16^th 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 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2308.

MLA Handbook (7^th Edition):

Villanueva, Nayelee. “Impact of A Grade Contract Model in A College Composition Course: A Multiple Case Study.” 2014. Web. 17 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 17]. 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

5. Baidwan, Surjeet. Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave.

Degree: PhD, Hotel Administration, 2015, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2464

► This dissertation presents an empirical phenomenological study of celebrity grave tourists at the site of Marilyn Monroe's grave in Los Angeles, CA. The purpose… (more)

Subjects/Keywords: Celebrity; Cemetery; Grave; Los Angeles; Marilyn Monroe; Tourist; Business Administration, Management, and Operations

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APA (6^th Edition):

Baidwan, S. (2015). Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2464

Chicago Manual of Style (16^th Edition):

Baidwan, Surjeet. “Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2464.

MLA Handbook (7^th Edition):

Baidwan, Surjeet. “Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave.” 2015. Web. 17 Feb 2019.

Vancouver:

Baidwan S. Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2464.

Council of Science Editors:

Baidwan S. Six Feet from Fame: Exploring Dark Tourism Motivation at Marilyn Monroe's Grave. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2464

University of Nevada – Las Vegas

6. Berezan, Orie. Self-image congruence with communication channels and its impact on reward program loyalty.

Degree: PhD, Hotel Administration, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1708

► Loyalty programs have become products in and of themselves. They need to maintain member loyalty in order to survive. It is proposed that communication… (more)

Subjects/Keywords: Advertising – Hotels; Communication channel; Communication in marketing; Communication style; Consumers' preferences; Customer loyalty; Customer loyalty programs; Hotel reward program; Hotels; Member loyalty; Satisfaction; Self-image congruence; Social media; Web sites; Communication; Hospitality Administration and Management; Marketing

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APA (6^th Edition):

Berezan, O. (2012). Self-image congruence with communication channels and its impact on reward program loyalty. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1708

Chicago Manual of Style (16^th Edition):

Berezan, Orie. “Self-image congruence with communication channels and its impact on reward program loyalty.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1708.

MLA Handbook (7^th Edition):

Berezan, Orie. “Self-image congruence with communication channels and its impact on reward program loyalty.” 2012. Web. 17 Feb 2019.

Vancouver:

Berezan O. Self-image congruence with communication channels and its impact on reward program loyalty. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1708.

Council of Science Editors:

Berezan O. Self-image congruence with communication channels and its impact on reward program loyalty. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1708

University of Nevada – Las Vegas

7. Rager, Rhiannon Yvonne. Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences.

Degree: PhD, Educational Psychology & Higher Education, 2013, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2020

► Children with emotional and behavioral disorders often present with significant impairments in social, emotional, and academic functioning. For those with the most severe impairments,… (more)

▼ Children with emotional and behavioral disorders often present with significant impairments in social, emotional, and academic functioning. For those with the most severe impairments, hospitalization is an essential intervention. Prior to releasing children from the hospital, a discharge plan is typically created in order to facilitate successful transition from the hospital setting. Ideally, these plans set the stage for post-hospitalization supports by outlining a course of action for caregivers and coordinating services, with the ultimate goal of helping children maintain gains and reducing recidivism. Research suggests that current practices do not incorporate educational needs and supports into discharge plans. Although there is literature on what constitutes good discharge planning practices, there is little research focusing specifically on discharge planning practices for youth. As such, it is unclear to what extent children's discharge plans are not only consistent with effective discharge planning practices, but also whether educational needs and supports are included. The current study provides an exploration of this problem from the perspectives of caregivers. Moreover, it was suspected that caregivers were primarily responsible for facilitating hospital to school transitions. This is problematic because caregivers likely experience barriers during this process, including receiving inadequate hospital discharge plans, which are thought to have a negative impact on their ability to effectively facilitate transition and advocate for their child's needs. The purpose of this study was to explore caregiver experiences with hospital to school transitions, including ways in which hospitals assist in identifying the child's critical needs and encouraging maintenance of skills. This study also explored caregiver needs at the time of discharge, caregiver knowledge of the educational system, and transition barriers and facilitating factors. Results of this multiple case study suggested that caregivers were unsatisfied with their hospital experiences because they were provided with very little helpful information. As a result, caregiver and child needs were often left unmet. Caregivers did not have adequate knowledge of the educational system and compounding this problem, they experienced several other barriers to effective transition. Results were used to devise recommendations for policy and practice in the hospital and school settings. Advisors/Committee Members: Paul W. Jones, Lori Olafson, Scott Loe, Brad Donohue.

Subjects/Keywords: Case study; Child; Children – Hospital care; Discharge plan; Mentally ill children; Psychiatric hospitals – Admission and discharge; Psychiatric hospitalization; School mental health; School re-entry; Schools; Child Psychology; Educational Psychology; Psychology; Special Education and Teaching

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APA (6^th Edition):

Rager, R. Y. (2013). Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2020

Chicago Manual of Style (16^th Edition):

Rager, Rhiannon Yvonne. “Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2020.

MLA Handbook (7^th Edition):

Rager, Rhiannon Yvonne. “Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences.” 2013. Web. 17 Feb 2019.

Vancouver:

Rager RY. Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2020.

Council of Science Editors:

Rager RY. Hospital to School Transitions for Children: A Multiple Case Study of Family Experiences. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2020

University of Nevada – Las Vegas

8. Turek, Jerica L. Exploring The Relationship Between First Year First Generation College Students And Their Parents.

Degree: PhD, Educational Leadership, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1786

► The first year of college is one that is crucial for all students entering higher education due to the major transition issues that must… (more)

▼ The first year of college is one that is crucial for all students entering higher education due to the major transition issues that must be successfully navigated in order to persist to the sophomore year. Parental support has been shown to have a positive effect during this transition by providing positive coping mechanisms and allowing children to develop higher level of autonomy. The level of parental support is at a high level for members of the Millennial Generation, which is characterized by a close parent-child relationship, as well as a high level of parental involvement in the education process. While this transition is difficult for all first year students, first generation college students struggle more than their non-first generation counterparts due to a lack social and cultural capital that is traditionally passed down from parent to child. The purpose of this study was to explore the attachment between first year, first generation college students who are members of the Millennial Generation and their parents or parental surrogates. In-depth and focus group interviews were conducted with six students and family members purposefully selected from the first year, first generation, full time student population at State College. The findings gave a glimpse into the life of a family with a first generation college student during the first year. The families participating had a strong attachment relationship between the child and parent which remained unchanged or improved from high school through the first year of college, which was due in part to daily in person communication. The parents have a close attachment relationship with their children, yet do not act as traditional Millennial parents due to their lack of social and cultural capital in the collegiate world. These parents provide emotional support while allowing the child to take control of his or her own education. Child support sources during the first year of college included parents, other family members (some of which who had attended or were currently attending college), friends/classmates, and college faculty and staff. When the child had a question or problem that needed to be solved, regardless of who they contacted first, they all reported discussing the problem or question with their parents before making a final decision. The shared family experience during the first year of college was stressful, and the child participants struggled with the transition from high school to college. Parents were proud of their children for attending college while being painfully aware of the current state of the economy and the positive impact a college degree would make in the lives of their children. Implications of these findings for theory include a need for attachment theory to be further defined and explained through adolescence and adulthood, which includes college. The effects of the relationship on the child have been studied, but the actual relationship itself and what occurs in it can be further defined. Implication for practice… Advisors/Committee Members: Vicki Rosser, Doris Watson, Lori Olafson, Jesse Brinson.

Subjects/Keywords: College students – Family relationships; First Generation College Students; First Year College Students; Higher Education; Parents of College Students; Relationship Between Parents and Children; Educational Leadership; Family, Life Course, and Society; Higher Education Administration

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

APA (6^th Edition):

Turek, J. L. (2012). Exploring The Relationship Between First Year First Generation College Students And Their Parents. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1786

Chicago Manual of Style (16^th Edition):

Turek, Jerica L. “Exploring The Relationship Between First Year First Generation College Students And Their Parents.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1786.

MLA Handbook (7^th Edition):

Turek, Jerica L. “Exploring The Relationship Between First Year First Generation College Students And Their Parents.” 2012. Web. 17 Feb 2019.

Vancouver:

Turek JL. Exploring The Relationship Between First Year First Generation College Students And Their Parents. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1786.

Council of Science Editors:

Turek JL. Exploring The Relationship Between First Year First Generation College Students And Their Parents. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1786

University of Nevada – Las Vegas

9. Dillard, Benita Rutonya. So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature.

Degree: PhD, Curriculum & Instruction, 2009, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/118

► Believing the claim made by Black feminist research and scholarship that Black women writers and Black female social networks were safe spaces for Black females… (more)

▼ Believing the claim made by Black feminist research and scholarship that Black women writers and Black female social networks were safe spaces for Black females to come to voice, this qualitative multiple case study examined how seven adolescent Black females enrolled in a public virtual charter high school positioned themselves as they responded to contemporary realistic young adult fiction written by African American female authors in an online single-gendered book club. This study captured participants as some interacted in Tuesday's group and the others in the Thursday's group. Interpretivist methods are used to specifically examine the ways in which the participants responded to the spaces provided: (a) an online chat room, (b) a single-gendered book club, and (c) African American contemporary realistic young adult fiction. The participants' responses confirmed the argument made by some educational researchers that identities are fluid and multifaceted. Moreover, the participants' responses to the spaces provided called into question Black feminist claims that Black women's writers and Black female social networks are safe spaces. Although most participants identified the anonymity as the component that made the online chat room a safe wholesome environment, one participant, in particular found the anonymity as the catalyst that led to the disrespect that erupted in her group. Furthermore, some participants described their experiences in the single-gendered book club as contentious while others described their experiences as fun and comfortable. This study problematizes the notion that online book clubs are neutral spaces, devoid of the power issues that operate in small group classroom discussions. Some found the literature mirrored their experiences, while others struggled to connect with protagonists and issues addressed in the literature. In addition, the participants' responses to the online single-gendered book club depended on the group dynamics and the literature selected for the study. Findings in this study suggested that adolescent Black females reading contemporary realistic young adult fiction written by African American female writers was not always a safe space as described by some Black feminist scholars. The findings revealed that race was more complex, and as a result, the exact match from literature to girls was not enough to meet their needs. Thus, the findings suggested that the online single-gendered book club featuring African American contemporary realistic young adult fiction was no panacea in adolescent Black females' coming to voice. Advisors/Committee Members: Marilyn McKinney, Lori Olafson, Lois Helmbold.

Subjects/Keywords: Adolescent girls; African-American young adult literature; Book clubs; Chat room discussions; Feminism; High school; Identity; Literacy education; Online; Secondary education; Social networks; Young adult literature; African American Studies; Curriculum and Instruction; Liberal Studies; Secondary Education and Teaching

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APA (6^th Edition):

Dillard, B. R. (2009). So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/118

Chicago Manual of Style (16^th Edition):

Dillard, Benita Rutonya. “So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature.” 2009. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/118.

MLA Handbook (7^th Edition):

Dillard, Benita Rutonya. “So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature.” 2009. Web. 17 Feb 2019.

Vancouver:

Dillard BR. So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2009. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/118.

Council of Science Editors:

Dillard BR. So tell me, what's different but the skin I'm in? Seven adolescent black girls making sense of their experiences in an online school book club featuring African American young adult literature. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2009. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/118

University of Nevada – Las Vegas

10. Salinas-Grandy, Cristina. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.

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

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2899

► Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking… (more)

▼ Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking and evidence-based pedagogical skills. It is believed that teacher reflection is the cornerstone to making informed decisions and timely modifications to daily instruction (Cochran-Smith, & Zeichner, K. 2005, Darling-Hammond, L. & Bransford, J., 2005 NBPTS, 2014; Schon, 1987;). What has been less examined is how an ePortfolio can be utilized as a tool to aid in the development of reflection among teacher candidates. This case study significantly contributes to our understanding of how to develop reflective practitioners. The researcher evaluated how an elementary teacher education program ePortfolio project at one university aided in the development of reflective practice among teacher candidates. Fifteen ePortfolios were analyzed, along with supporting documents from the program. The researcher conducted a focus group with graduates of the program to further explore emerging themes about the project and the quality of teacher candidates’ reflections. Findings indicate that in order to improve teacher candidates’ reflective practices, project directors must view the ePortfolio holistically, as an ePortfolio Ecosystem. Threats and mutations to the original vision of the ePortfolio project were discovered. The researcher recommended a number of adaptations to be introduced in order for the ePortfolio Ecosystem to exist in homeostasis. These findings and recommendations are pertinent for all programs using an ePortfolio as a tool to help teacher candidates develop reflective practices.The researcher evaluated how an elementary teacher education program ePortfolio project at one university aided in the development of reflective practice among teacher candidates. Fifteen ePortfolios were analyzed, along with supporting documents from the program. The researcher conducted a focus group with graduates of the program to further explore emerging themes about the project and the quality of teacher candidates’ reflections. Findings indicate that in order to improve teacher candidates’ reflective practices, project directors must view the ePortfolio holistically, as an ePortfolio Ecosystem. Threats and mutations to the original vision of the ePortfolio project were discovered. The researcher recommended a number of adaptations to be introduced in order for the ePortfolio Ecosystem to exist in homeostasis. These findings and recommendations are pertinent for all programs using an ePortfolio as a tool to help teacher candidates develop reflective practices. Advisors/Committee Members: Linda Quinn, Karen Grove, Katrina Liu, Cathy Pohan, Lori Olafson.

Subjects/Keywords: Curriculum; Ecosystem; Elementary Education; ePortfolio; Reflection; Teacher Candidates; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Instructional Media Design

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APA (6^th Edition):

Salinas-Grandy, C. (2016). An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2899

Chicago Manual of Style (16^th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2899.

MLA Handbook (7^th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Web. 17 Feb 2019.

Vancouver:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2899.

Council of Science Editors:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2899

University of Nevada – Las Vegas

11. Murray-Chandler, Lynn Anne. Agent and subject of discipline: How the novice teacher experiences the techniques of power.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2009, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/949

► This phenomenological study explored how five elementary school teachers experienced their first year of teaching as both the subject and agent of discipline. Drawing… (more)

Subjects/Keywords: Classroom management; Elementary school teaching; First year teachers; School discipline; Curriculum and Instruction; Education; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6^th Edition):

Murray-Chandler, L. A. (2009). Agent and subject of discipline: How the novice teacher experiences the techniques of power. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/949

Chicago Manual of Style (16^th Edition):

Murray-Chandler, Lynn Anne. “Agent and subject of discipline: How the novice teacher experiences the techniques of power.” 2009. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/949.

MLA Handbook (7^th Edition):

Murray-Chandler, Lynn Anne. “Agent and subject of discipline: How the novice teacher experiences the techniques of power.” 2009. Web. 17 Feb 2019.

Vancouver:

Murray-Chandler LA. Agent and subject of discipline: How the novice teacher experiences the techniques of power. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2009. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/949.

Council of Science Editors:

Murray-Chandler LA. Agent and subject of discipline: How the novice teacher experiences the techniques of power. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2009. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/949

12. Weibel, Michelle L. Being outside learning about science is amazing: A mixed methods study.

Degree: PhD, Educational Psychology, 2011, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1272

► This study used a convergent parallel mixed methods design to examine teachers' environmental attitudes and concerns about an outdoor educational field trip. Converging both… (more)

▼ This study used a convergent parallel mixed methods design to examine teachers' environmental attitudes and concerns about an outdoor educational field trip. Converging both quantitative data (Environmental Attitudes Scale and teacher demographics) and qualitative data (Open-Ended Statements of Concern and interviews) facilitated interpretation. Research has shown that adults' attitudes toward the environment strongly influence children's attitudes regarding the environment. Science teachers' attitudes toward nature and attitudes toward children's field experiences influence the number and types of field trips teachers take. Measuring teacher attitudes is a way to assess teacher beliefs. The one day outdoor field trip had significant outcomes for teachers. Quantitative results showed that practicing teachers' environmental attitudes changed following the Forever Earth outdoor field trip intervention. Teacher demographics showed no significance. Interviews provided a more in-depth understanding of teachers' perspectives relating to the field trip and environmental education. Four major themes emerged from the interviews: 1) environmental attitudes, 2) field trip program, 3) integrating environmental education, and 4) concerns. Teachers' major concern, addressed prior to the field trip through the Open-Ended Statements of Concern, was focused on students (i.e., behavior, safety, content knowledge) and was alleviated following the field trip. Interpretation of the results from integrating the quantitative and qualitative results shows that teachers' personal and professional attitudes toward the environment influence their decision to integrate environmental education in classroom instruction. Since the Forever Earth field trip had a positive influence on teachers' environmental attitudes, further research is suggested to observe if teachers integrate environmental education in the classroom to reach the overall goal of increasing environmental literacy. Advisors/Committee Members: Lori Olafson, Chair, Lisa Bendixen, Gregory Schraw.

Subjects/Keywords: Ecology – Study and teaching; Education; Field trips; Fieldwork (Educational method); Mixed methods; Outdoor education; School field trips; Science – Study and teaching; Teachers – Attitudes; Curriculum and Instruction; Educational Psychology; Environmental Sciences; Teacher Education and Professional Development

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APA (6^th Edition):

Weibel, M. L. (2011). Being outside learning about science is amazing: A mixed methods study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1272

Chicago Manual of Style (16^th Edition):

Weibel, Michelle L. “Being outside learning about science is amazing: A mixed methods study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1272.

MLA Handbook (7^th Edition):

Weibel, Michelle L. “Being outside learning about science is amazing: A mixed methods study.” 2011. Web. 17 Feb 2019.

Vancouver:

Weibel ML. Being outside learning about science is amazing: A mixed methods study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1272.

Council of Science Editors:

Weibel ML. Being outside learning about science is amazing: A mixed methods study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1272

13. Stunkard, Cynthia Joyce. Educational Experiences of Emancipated Foster Youth: An Exploratory Study.

Degree: PhD, Educational & Clinical Studies, 2013, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1895

► The data obtained in this qualitative study focused on the educational experiences of youth formerly in foster care after graduation from high school from… (more)

▼ The data obtained in this qualitative study focused on the educational experiences of youth formerly in foster care after graduation from high school from the viewpoint of the youth. Data were gathered from interviews from 10 participants. Themes included: (a) How do youth emancipated from foster care perceive their educational experiences? (b) What could teachers have done differently to assist the foster youth when he/she first arrived in the classroom or when he/she was moving to another placement? (c) What did teacher do to help the foster youth feel welcomed and part of the classroom community? Interviews were conducted and used predetermined questions. The answers were recorded and transcribed. The transcripts were evaluated for themes. The themes included: a) There were supportive adults in the lives of the participants, which included school staff or a foster parent. b) The effect of school behaviors, both positive and negative, and the relationship of those behaviors to placement stability. c) Feelings about school experiences including a feeling of normalcy and the inability to feel successful. d) School staff's knowledge of a participant while placed in foster care, which included knowledge of and no knowledge of being a foster child. e) The impact of classroom teachers was evident including easy or difficult transitions into the classroom. f) Participating in the study to help children in foster care consider their educational process with subcategories including positive aspects of foster care, self-advocacy, communication, transition services, and ameliorating negative feelings. The results for this study included the perceptions of the former youth in foster care about his/her educational experiences. The results of the study demonstrated the need to fill the gap in the current literature about the experience of youth in foster care and provide a basis for further investigations related to the schools, social work agencies, caseworkers, and foster families can support youth in foster care in promoting positive outcomes in their educational experiences. Advisors/Committee Members: Michelle T. Tannock, Susan Miller, Tom Pierce, Lori Olafson.

Subjects/Keywords: Education; Emancipation; Ex-foster children; Foster care; Foster children – Education; Foster home care; Foster youth; Education; Other Education; Social Work

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APA (6^th Edition):

Stunkard, C. J. (2013). Educational Experiences of Emancipated Foster Youth: An Exploratory Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1895

Chicago Manual of Style (16^th Edition):

Stunkard, Cynthia Joyce. “Educational Experiences of Emancipated Foster Youth: An Exploratory Study.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1895.

MLA Handbook (7^th Edition):

Stunkard, Cynthia Joyce. “Educational Experiences of Emancipated Foster Youth: An Exploratory Study.” 2013. Web. 17 Feb 2019.

Vancouver:

Stunkard CJ. Educational Experiences of Emancipated Foster Youth: An Exploratory Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1895.

Council of Science Editors:

Stunkard CJ. Educational Experiences of Emancipated Foster Youth: An Exploratory Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1895

14. Kiley, Chris R. Reconsolidating: The Effect of Spatial Context and Expectations.

Degree: MA, Psychology, 2017, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2997

► Consolidation is the process by which memories become stable over time. Accessing a previously consolidated memory trace brings it back into a labile state… (more)

Subjects/Keywords: Consolidation; Memory; Reconsolidation; Updating; Cognitive Psychology

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APA (6^th Edition):

Kiley, C. R. (2017). Reconsolidating: The Effect of Spatial Context and Expectations. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2997

Chicago Manual of Style (16^th Edition):

Kiley, Chris R. “Reconsolidating: The Effect of Spatial Context and Expectations.” 2017. Masters Thesis, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2997.

MLA Handbook (7^th Edition):

Kiley, Chris R. “Reconsolidating: The Effect of Spatial Context and Expectations.” 2017. Web. 17 Feb 2019.

Vancouver:

Kiley CR. Reconsolidating: The Effect of Spatial Context and Expectations. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2017. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2997.

Council of Science Editors:

Kiley CR. Reconsolidating: The Effect of Spatial Context and Expectations. [Masters Thesis]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2997

15. Haboush, Amanda Louise. Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples.

Degree: PhD, Psychology, 2013, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1831

► In Western populations, some emotion regulation strategies have been associated with positive interpersonal abilities and mental health outcomes, while others, such as suppression, have… (more)

▼ In Western populations, some emotion regulation strategies have been associated with positive interpersonal abilities and mental health outcomes, while others, such as suppression, have been associated with negative physical and mental health outcomes (e.g., Eisenberg et al., 1997; Esterling, Antoni, Kumar, & Schneiderman, 1993; Gross & Muñoz, 1995; Kovacs, Joormann, & Gotlib, 2008). However, Butler, Lee, & Gross (2007) have demonstrated that the negative effects of suppression do not occur in some Eastern cultures. This inconsistency may be due to a lack of measurement equivalence across cultures. To examine suppression in other cultural groups, researchers often adapt existing measures that are not specifically developed for the cultural group under study. When adapting a measure for use with a different cultural group, it is important to test for measurement equivalence. Although many types of measurement equivalence can be established with quantitative data analyses, conceptual equivalence cannot. Qualitative research offers a more in-depth methodological approach that can be used to ensure items on a measure have the same meaning across cultural groups. Thus far, an in-depth examination of questionnaires measuring suppression has not been conducted. Thirty individual interviews from individuals high in individualism, high in collectivism, and those who practiced meditation were conducted. The data from these interviews were examined to explore how individuals from different cultural backgrounds suppress their emotions and interpret items measuring suppression. Results of this study indicate that while individuals from differently cultural backgrounds tend to use suppression in similar contexts, there were differences in their concepts of suppression and the strategies they used to suppress emotions, how they interpreted items measuring suppression, and how they responded to those items. In addition, eight major themes emerged: three that relate to issues with existing items designed to measure suppression (overgeneralization, ambiguous words, and presuppositions) and four that relate to concepts that are related to suppression but which are not currently being measured (the variety of suppression strategies, emotional self-awareness, intensity of suppression, temporary versus permanent suppression, and successful versus unsuccessful suppression). This paper provides specific recommendations to improve the measurement of suppression. Advisors/Committee Members: Kimberley Barchard, Cortney Warren, Murray Millar, Lori Olafson.

Subjects/Keywords: Cultural psychiatry; Culture; Emotion Regulation; Emotions; Measurement; Psychiatry; Transcultural; Suppression; Experimental Analysis of Behavior; Social Psychology

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APA (6^th Edition):

Haboush, A. L. (2013). Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1831

Chicago Manual of Style (16^th Edition):

Haboush, Amanda Louise. “Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1831.

MLA Handbook (7^th Edition):

Haboush, Amanda Louise. “Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples.” 2013. Web. 17 Feb 2019.

Vancouver:

Haboush AL. Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1831.

Council of Science Editors:

Haboush AL. Assessing the Conceptual Equivalence of Measure of Suppression in Culturally Diverse Samples. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1831

16. Schafer, Kerri Jo. Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy.

Degree: PhD, Psychology, 2014, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2215

► A large body of research demonstrates the existence of weight bias in healthcare professionals, including physicians, nurses, and dietitians (Budd, Mariotti, Graff, & Falkenstein,… (more)

▼ A large body of research demonstrates the existence of weight bias in healthcare professionals, including physicians, nurses, and dietitians (Budd, Mariotti, Graff, & Falkenstein, 2011). Very few published studies examine mental health providers' attitudes toward obese clients, but a small body of existing data suggests that mental health providers attribute more negative personal attributes to fictional obese clients and rate them as having more severe symptoms than their average weight counterparts (Agell & Rothblum, 1991; Hassel, Amici, Thurston, & Gorsuch, 2001; Young & Powell, 1985). Given these findings, it is important to understand whether obese clients experience mental health professionals as stigmatizing and, if so, how this impacts clients and the therapeutic work. Consequently, this study explored obese women's experiences with weight-related microaggressions (subtle, perhaps unintentional communications of weight bias) in psychotherapy. Fifteen obese women (mean BMI = 41.52) who were currently attending therapy participated in semi-structured interviews inquiring about general therapy experiences and experiences with weight stigma in psychotherapy. Data were coded using a general inductive approach to identify themes emerging from participants' experiences. Overall, participants reported very few weight-related microaggressions in therapy. Other key findings included participants' responses regarding whether and how their weight impacts therapy sessions, with an emerging theme of being less forthcoming or more evasive in therapy due to weight. Many participants also reported reactions (often negative and rarely discussed in therapy) to their therapist's body size or appearance. Participants also offered advice to therapists working with overweight clients. They suggested allowing clients to initiate and direct conversations about weight in therapy, but advice otherwise tended to focus on general, non-weight-related interventions. Implications for clinical practice and training and future research are discussed. Advisors/Committee Members: Cortney S. Warren, Marta Meana, Jason Holland, Lori Olafson.

Subjects/Keywords: Aggressiveness; Discrimination against overweight women; Discrimination in mental health services; Microaggressions; Obesity; Obesity in women; Psychotherapy; Weight Bias; Weight Stigma; Clinical Psychology

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APA (6^th Edition):

Schafer, K. J. (2014). Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2215

Chicago Manual of Style (16^th Edition):

Schafer, Kerri Jo. “Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2215.

MLA Handbook (7^th Edition):

Schafer, Kerri Jo. “Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy.” 2014. Web. 17 Feb 2019.

Vancouver:

Schafer KJ. Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2215.

Council of Science Editors:

Schafer KJ. Weight-Based Microaggressions Experienced by Obese Women in Psychotherapy. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2215

17. Cosentino, Stefan William. Mega-renters: Who are they and how do they operate?.

Degree: PhD, Hotel Administration, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1719

► This dissertation investigates individuals who have acquired an extraordinary number of vacation ownership (timeshare) points or weeks and utilize their ownership for the purposes… (more)

Subjects/Keywords: Landlords; Lease and rental services; Rentals; Renters; Resales; Reservation policy; Timeshare; Timesharing (Real estate); Vacation rentals; Yield management; Business; Real Estate; Recreation Business

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APA (6^th Edition):

Cosentino, S. W. (2012). Mega-renters: Who are they and how do they operate?. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1719

Chicago Manual of Style (16^th Edition):

Cosentino, Stefan William. “Mega-renters: Who are they and how do they operate?.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1719.

MLA Handbook (7^th Edition):

Cosentino, Stefan William. “Mega-renters: Who are they and how do they operate?.” 2012. Web. 17 Feb 2019.

Vancouver:

Cosentino SW. Mega-renters: Who are they and how do they operate?. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1719.

Council of Science Editors:

Cosentino SW. Mega-renters: Who are they and how do they operate?. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1719

18. Deel, Gary Lee. Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study.

Degree: PhD, Hotel Administration, 2015, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2531

► This study concerns a qualitative investigation of the views toward higher education and its importance to hospitality career success among hotel professionals in the… (more)

Subjects/Keywords: College; Education; Hospitality; Hotel; Vegas; Education; Other Education

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APA (6^th Edition):

Deel, G. L. (2015). Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2531

Chicago Manual of Style (16^th Edition):

Deel, Gary Lee. “Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study.” 2015. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2531.

MLA Handbook (7^th Edition):

Deel, Gary Lee. “Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study.” 2015. Web. 17 Feb 2019.

Vancouver:

Deel GL. Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2531.

Council of Science Editors:

Deel GL. Perceptions toward the Value of Higher Education for Hotel Professionals in Las Vegas: A Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2531

19. Sheldon, Kyleigh Kay. Differences in Absenteeism Severity among Community Youth.

Degree: MA, Psychology, 2015, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2582

► This study examined the relationship between school absenteeism severity and specific clinical and family variables in 118 middle and high school youth aged 11-19… (more)

Subjects/Keywords: Absenteeisn; Internalizing Symptoms; Severity; Youth; Clinical Psychology

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APA (6^th Edition):

Sheldon, K. K. (2015). Differences in Absenteeism Severity among Community Youth. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2582

Chicago Manual of Style (16^th Edition):

Sheldon, Kyleigh Kay. “Differences in Absenteeism Severity among Community Youth.” 2015. Masters Thesis, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2582.

MLA Handbook (7^th Edition):

Sheldon, Kyleigh Kay. “Differences in Absenteeism Severity among Community Youth.” 2015. Web. 17 Feb 2019.

Vancouver:

Sheldon KK. Differences in Absenteeism Severity among Community Youth. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2015. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2582.

Council of Science Editors:

Sheldon KK. Differences in Absenteeism Severity among Community Youth. [Masters Thesis]. University of Nevada – Las Vegas; 2015. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2582

20. Kaalberg, Kyle F. Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course.

Degree: PhD, Teaching and Learning, 2014, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2101

► A re-conceptualized clinic-based literacy methods course offered the opportunity to engage participants with digital media, i.e., iPads, as a part of reading and writing… (more)

Subjects/Keywords: Literacy; Literacy – Computer-assisted instruction; Literacy programs; Teachers – Training of; TPACK; Education; Teacher Education and Professional Development

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APA (6^th Edition):

Kaalberg, K. F. (2014). Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2101

Chicago Manual of Style (16^th Edition):

Kaalberg, Kyle F. “Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2101.

MLA Handbook (7^th Edition):

Kaalberg, Kyle F. “Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course.” 2014. Web. 17 Feb 2019.

Vancouver:

Kaalberg KF. Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2101.

Council of Science Editors:

Kaalberg KF. Enhancing Teaching and Learning through iPad Integration in a Clinic-~based Literacy Course. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2101

21. Loftis, Rachel Marie. Family Environment and Severity of Absenteeism in Youth.

Degree: PhD, Psychology, 2014, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/2118

► The current study examined the relationship between family environment and severity of youth absenteeism in clinical and community settings. Previous researchers have adopted a… (more)

▼ The current study examined the relationship between family environment and severity of youth absenteeism in clinical and community settings. Previous researchers have adopted a categorical approach to investigating the role of family environment in problematic absenteeism by diving youth into discrete categories and these studies are almost exclusively conducted in clinical settings. The current study contributes to the literature by adopting a dimensional approach that examines the impact of family environment on problematic absenteeism across diagnostic and functional categories. The first aim of the study was to determine the family environment characteristics most predictive of absenteeism severity. The first hypothesis was that the family environment characteristics cohesion, independence, intellectual-cultural orientation, and active recreational orientation would predict severity of absenteeism. The second aim of the study was to determine the influence of function of school refusal behavior on the relationship between family environment characteristics and severity of absenteeism. It was hypothesized that youth who refuse school in order to avoid stimuli that provoke negative affectivity and youth who refuse school to seek tangible reinforcement outside of school would moderate this relationship. The third aim of the study was to determine the influence of psychopathology on the relationship between family environment characteristics and severity of absenteeism. It was hypothesized that higher levels of internalizing and externalizing youth psychopathology would moderate this relationship. The overall sample was recruited from two truancy settings and one clinical setting, and was composed of 174 elementary, middle, and high school youth aged 5-17 years and their parents or guardians in the Clark County School District. Youth missed an average of 38.93% of school days. Overall, families scored significantly lower than the norm on the Independence, Active-Recreational Orientation, and Intellectual Orientation subscales and significantly higher than the norm on the Moral-Religious Emphasis subscale of the Family Environment Scale (Moos & Moos, 1986). Hypothesis one was supported; however, a more predictive model wherein cohesion, conflict, intellectual-cultural orientation, and organization predicted severity of absenteeism was found. This model was also supported in the clinical and community subsamples. Hypothesis two was not supported; function of school refusal behavior did not moderate the relationship between family environment and absenteeism. Hypothesis three was partially supported; internalizing youth psychopathology did not moderate the relationship between severity of absenteeism and family environment, but externalizing youth psychopathology did moderate the relationship. The various ways in which family environment subscales contributed to absenteeism across subsamples was discussed. The model of family environment characteristics as it relates to severity of absenteeism was also… Advisors/Committee Members: Christopher A. Kearney, Jason Holland, Erin Hannon, Lori Olafson.

Subjects/Keywords: Families—Attitudes; Home – Psychological aspects; School attendance – Psychological aspects; School children—Psychology; School phobia; Psychology

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APA (6^th Edition):

Loftis, R. M. (2014). Family Environment and Severity of Absenteeism in Youth. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2118

Chicago Manual of Style (16^th Edition):

Loftis, Rachel Marie. “Family Environment and Severity of Absenteeism in Youth.” 2014. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2118.

MLA Handbook (7^th Edition):

Loftis, Rachel Marie. “Family Environment and Severity of Absenteeism in Youth.” 2014. Web. 17 Feb 2019.

Vancouver:

Loftis RM. Family Environment and Severity of Absenteeism in Youth. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2014. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2118.

Council of Science Editors:

Loftis RM. Family Environment and Severity of Absenteeism in Youth. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2014. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2118

22. Hamilton, Nancy Jo. Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing.

Degree: PhD, Educational Research Cognition and Development, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1570

► Reading is a process that requires the enactment of many cognitive processes. Each of these processes uses a certain amount of working memory resources,… (more)

Subjects/Keywords: Learning; Memory; Perspective – Psychological aspects; Reading comprehension; Reading Relevancy; Relevance Instructions; Cognition and Perception; Educational Methods; Educational Psychology

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APA (6^th Edition):

Hamilton, N. J. (2012). Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1570

Chicago Manual of Style (16^th Edition):

Hamilton, Nancy Jo. “Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1570.

MLA Handbook (7^th Edition):

Hamilton, Nancy Jo. “Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing.” 2012. Web. 17 Feb 2019.

Vancouver:

Hamilton NJ. Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1570.

Council of Science Editors:

Hamilton NJ. Interactive Effects of Working Memory Self-Regulatory Ability and Relevance Instructions on Text Processing. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1570

23. Humphries, Alison. Cyberbullying Policy in Public Schools.

Degree: MS, Educational Psychology & Higher Education, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1674

► Many schools and school districts have had direct experience with the negative psychological effects of cyberbullying in their schools, ranging from high profile suicides… (more)

Subjects/Keywords: Bullying – Psychological aspects; Bullying in schools; Cyberbullying – Prevention; Education; Pledges; Policy; Public schools; Prevention; Education; Educational Psychology; Education Policy

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APA (6^th Edition):

Humphries, A. (2012). Cyberbullying Policy in Public Schools. (Masters Thesis). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1674

Chicago Manual of Style (16^th Edition):

Humphries, Alison. “Cyberbullying Policy in Public Schools.” 2012. Masters Thesis, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1674.

MLA Handbook (7^th Edition):

Humphries, Alison. “Cyberbullying Policy in Public Schools.” 2012. Web. 17 Feb 2019.

Vancouver:

Humphries A. Cyberbullying Policy in Public Schools. [Internet] [Masters thesis]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1674.

Council of Science Editors:

Humphries A. Cyberbullying Policy in Public Schools. [Masters Thesis]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1674

24. Faul, Rhonda Rose. Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories.

Degree: Doctor of Education (EdD), Educational Psychology & Higher Education, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1734

► This study gave voice to the issues, needs, and concerns of economically disadvantaged single mothers and determined the motivational and institutional factors that helped… (more)

▼ This study gave voice to the issues, needs, and concerns of economically disadvantaged single mothers and determined the motivational and institutional factors that helped lead them to their successful completion of a community college degree or certificate program while at the same time coping with the challenges of financially surviving on meager public welfare assistance, raising their children, and meeting welfare-mandated work activity requirements. While American society has a long tradition of regarding higher education as a means of achieving long-term financial security and self-sufficiency, current welfare policy unfortunately adds additional obstacles for welfare recipients who may be motivated to rise above the low-wage welfare-to-work employment opportunities that only promote continued dependence on social welfare programs despite full-time employment. The potential of higher education as a means by which financially disadvantaged single mothers may achieve independence and become productive members of society was addressed in this study along with the study's primary focus of determining the major influences and motivations in the lives of single mothers receiving public assistance that led to their success in completing their higher education and/or training as well as determining characteristics of the institutional programs that helped lead to the educational success of these women. Literature encompassing an historic review of public welfare policy, the prevalence of poverty in the United States, and the value of higher education provided the background premises for this study, while critical feminist constructivist theory provided the theoretical framework helping to explain the societal contexts wherein women are caught in a conflictual relationship between capitalism (the work ethic) and patriarchy (the family ethic) and how welfare policy has evolved within the confines of societal norms and values. This study's research design was qualitative, consisting of six in-depth case studies utilizing an open-ended interview approach delving into the early developmental, educational, and social experiences of the single-mother participants in addition to their recent welfare program, work, family, and community college experiences. Concentration was placed on ascertaining the underlying motivational and enabling factors that led to their successful completion of their community college educational program. Advisors/Committee Members: Vicki J. Rosser, Doris L. Watson, Lori Olafson, Shannon Smith.

Subjects/Keywords: Community college students; Feminism; Personal Responsibility and Work Opportunity Reconciliation Act; Poor; Public welfare; Re-entry; Self-reliance; Single mothers; Welfare; Women; Education; Social Welfare; Women's Studies

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APA (6^th Edition):

Faul, R. R. (2012). Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1734

Chicago Manual of Style (16^th Edition):

Faul, Rhonda Rose. “Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1734.

MLA Handbook (7^th Edition):

Faul, Rhonda Rose. “Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories.” 2012. Web. 17 Feb 2019.

Vancouver:

Faul RR. Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1734.

Council of Science Editors:

Faul RR. Factors Contributing to the Educational Success of Single-mother Welfare Recipients at an Urban Southwestern Community College: Case Studies of Six Success Stories. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1734

25. Jelenic, Milan. Identity Status: The Impact on Academic Performance.

Degree: PhD, Educational Psychology & Higher Education, 2013, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1933

► The purpose of this mixed methods study was to understand how environmental factors contributed to identity achievement with potentially positive effects on academic performance… (more)

▼ The purpose of this mixed methods study was to understand how environmental factors contributed to identity achievement with potentially positive effects on academic performance for fifth grade students. Early adolescents have not been studied partly because of the predominant acceptance of Erikson's (1968) theory of identity development. Four questions guiding the study were (a) whether adolescents acquired an Achieved identity status earlier than previous research has suggested, (b) if environmental issues such as familial obligations expedited identity achievement, (c) if identity status impacted academic performance, and (d) what was the impact of an Achieved identity on academic performance. Participants were 78 fifth-grade students (39 girls and 39 boys) ages 10-13 from two schools in the southwestern United States. Their ethnicities included Latino (51%), Black (18%), White (10%), Other (9%), Biracial/Multiracial (8%), and Asian/ South Pacific Islander (4%). The organizing theory for the study was Marcia's (1966) development of identity statuses and its constructs of exploration and commitment as determinants of identity status (Diffused, Foreclosed, Moratorium, and Achieved). Participants completed two quantitative measures of ego identity – the Ego Identity Process Questionnaire (EIPQ) by Balistreri, Busch-Rossnagel, & Geisinger (1995) and the Extended Objective Measure of Ego Identity Status (EOM-EIS-II) by Adams, Bennion, & Huh (1989) and one semi- structured interview. The results identified a majority of the participants as Diffused status (n = 11, 55%), or Foreclosed status (n = 6, 30%). Only three were Moratorium status (n = 3, 15%), and none were Achieved status. Children who appeared mature and responsible, for example taking care of younger siblings, were burdened with issues of daily survival that took precedence over school. Conversely, children without responsibilities could focus on school and think about their future. Advisors/Committee Members: Lori Olafson, Gregory Schraw, Lisa Bendixen, Linda Quinn.

Subjects/Keywords: Academic achievement; Academic performance; Ego (Psychology); Fifth grade (Education); Identity (Psychology); Students; Developmental Psychology; Education

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APA (6^th Edition):

Jelenic, M. (2013). Identity Status: The Impact on Academic Performance. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1933

Chicago Manual of Style (16^th Edition):

Jelenic, Milan. “Identity Status: The Impact on Academic Performance.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1933.

MLA Handbook (7^th Edition):

Jelenic, Milan. “Identity Status: The Impact on Academic Performance.” 2013. Web. 17 Feb 2019.

Vancouver:

Jelenic M. Identity Status: The Impact on Academic Performance. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1933.

Council of Science Editors:

Jelenic M. Identity Status: The Impact on Academic Performance. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1933

26. Roe, Susan J. Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments.

Degree: PhD, Hotel Administration, 2012, University of Nevada – Las Vegas

URL: https://digitalscholarship.unlv.edu/thesesdissertations/1616

► This study examined the organizational commitment levels between 207 restaurant service employees from 11 restaurants working in different types of gratuity distribution environments, those… (more)

Subjects/Keywords: Fairness; Gratuity; Justice; Organizational commitment; Pool; Restaurants – Employees; Shared; Tip; Tipping; Work environment; Business; Food and Beverage Management; Hospitality Administration and Management

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APA (6^th Edition):

Roe, S. J. (2012). Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1616

Chicago Manual of Style (16^th Edition):

Roe, Susan J. “Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments.” 2012. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 17, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1616.

MLA Handbook (7^th Edition):

Roe, Susan J. “Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments.” 2012. Web. 17 Feb 2019.

Vancouver:

Roe SJ. Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2012. [cited 2019 Feb 17]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1616.

Council of Science Editors:

Roe SJ. Restaurant Service Employees Organizational Commitment: Shared Gratuity versus Independent Gratuity Environments. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2012. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1616

Open Access Theses and Dissertations