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You searched for +publisher:"University of New Hampshire" +contributor:("Suzanne E Graham"). Showing records 1 – 5 of 5 total matches.

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1. Cook, John B. Doing the Tough Work: Care and the Dynamics of Community-University Engagement.

Degree: PhD, 2015, University of New Hampshire

 Many colleges and universities offer their commitment to partnering with local communities, and often do so with the goal of addressing societal needs. A growing… (more)

Subjects/Keywords: Care; Community; Engagement; Relationships; Scholarship; University; Higher education

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APA (6th Edition):

Cook, J. B. (2015). Doing the Tough Work: Care and the Dynamics of Community-University Engagement. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2191

Chicago Manual of Style (16th Edition):

Cook, John B. “Doing the Tough Work: Care and the Dynamics of Community-University Engagement.” 2015. Doctoral Dissertation, University of New Hampshire. Accessed November 17, 2019. https://scholars.unh.edu/dissertation/2191.

MLA Handbook (7th Edition):

Cook, John B. “Doing the Tough Work: Care and the Dynamics of Community-University Engagement.” 2015. Web. 17 Nov 2019.

Vancouver:

Cook JB. Doing the Tough Work: Care and the Dynamics of Community-University Engagement. [Internet] [Doctoral dissertation]. University of New Hampshire; 2015. [cited 2019 Nov 17]. Available from: https://scholars.unh.edu/dissertation/2191.

Council of Science Editors:

Cook JB. Doing the Tough Work: Care and the Dynamics of Community-University Engagement. [Doctoral Dissertation]. University of New Hampshire; 2015. Available from: https://scholars.unh.edu/dissertation/2191

2. Evans, Carla Marie. Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.

Degree: PhD, 2018, University of New Hampshire

 The Every Student Succeeds Act of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems. Prior… (more)

Subjects/Keywords: Academic Achievement; Accountability; Competency Based Education; Educational Policy; Hierarchical Linear Modeling; Performance Based Assessment; Education policy

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APA (6th Edition):

Evans, C. M. (2018). Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2384

Chicago Manual of Style (16th Edition):

Evans, Carla Marie. “Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Doctoral Dissertation, University of New Hampshire. Accessed November 17, 2019. https://scholars.unh.edu/dissertation/2384.

MLA Handbook (7th Edition):

Evans, Carla Marie. “Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Web. 17 Nov 2019.

Vancouver:

Evans CM. Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Internet] [Doctoral dissertation]. University of New Hampshire; 2018. [cited 2019 Nov 17]. Available from: https://scholars.unh.edu/dissertation/2384.

Council of Science Editors:

Evans CM. Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Doctoral Dissertation]. University of New Hampshire; 2018. Available from: https://scholars.unh.edu/dissertation/2384

3. Logsdon, Jennifer M. "There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure.

Degree: PhD, 2018, University of New Hampshire

 Higher education in the United States has always been considered a pathway for individuals to achieve professional, personal, and socio-economic success. For-profit colleges claim that… (more)

Subjects/Keywords: closure; for-profit college; neoliberalism; policy; Educational sociology; Education policy

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APA (6th Edition):

Logsdon, J. M. (2018). "There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/2403

Chicago Manual of Style (16th Edition):

Logsdon, Jennifer M. “"There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure.” 2018. Doctoral Dissertation, University of New Hampshire. Accessed November 17, 2019. https://scholars.unh.edu/dissertation/2403.

MLA Handbook (7th Edition):

Logsdon, Jennifer M. “"There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure.” 2018. Web. 17 Nov 2019.

Vancouver:

Logsdon JM. "There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure. [Internet] [Doctoral dissertation]. University of New Hampshire; 2018. [cited 2019 Nov 17]. Available from: https://scholars.unh.edu/dissertation/2403.

Council of Science Editors:

Logsdon JM. "There's No Way a College Can Close": Student Experiences in a For-Profit Institution Closure. [Doctoral Dissertation]. University of New Hampshire; 2018. Available from: https://scholars.unh.edu/dissertation/2403

4. Scarpati, Jennifer. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.

Degree: PhD, 2017, University of New Hampshire

  In America, millions of children are living in poverty and/or attending high poverty schools. These students, on average, score lower on assessments of math… (more)

Subjects/Keywords: 21st Century Community Learning Centers; After School Programs; at-risk; elementary; poverty; urban; Elementary education; Educational sociology; Education policy

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APA (6th Edition):

Scarpati, J. (2017). Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/148

Chicago Manual of Style (16th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed November 17, 2019. https://scholars.unh.edu/dissertation/148.

MLA Handbook (7th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Web. 17 Nov 2019.

Vancouver:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2019 Nov 17]. Available from: https://scholars.unh.edu/dissertation/148.

Council of Science Editors:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/148

5. Arakelian, Caroline. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.

Degree: PhD, 2017, University of New Hampshire

  Postsecondary employment and education enrollment rates for students with disabilities are substantially lower than rates for students without disabilities, despite recently amended legislation requiring… (more)

Subjects/Keywords: disability; employment; postsecondary; special; transition; vocational; Vocational education; Education policy; Special education

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APA (6th Edition):

Arakelian, C. (2017). UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/142

Chicago Manual of Style (16th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed November 17, 2019. https://scholars.unh.edu/dissertation/142.

MLA Handbook (7th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Web. 17 Nov 2019.

Vancouver:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2019 Nov 17]. Available from: https://scholars.unh.edu/dissertation/142.

Council of Science Editors:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/142

.