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You searched for +publisher:"University of New Orleans" +contributor:("Dr. Brian Beabout"). Showing records 1 – 13 of 13 total matches.

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University of New Orleans

1. Margavio, Michele R. Examining the Development of Career Identity within a College Preparatory School: A Case Study.

Degree: PhD, Education, 2019, University of New Orleans

  Recent college graduates are clearly facing significant labor market challenges and statistics show that college graduates will more likely find themselves unemployed or underemployed… (more)

Subjects/Keywords: career identity; internships; college prep schools; career development; high school students; career and technical education; Curriculum and Instruction; Education; Secondary Education

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APA (6th Edition):

Margavio, M. R. (2019). Examining the Development of Career Identity within a College Preparatory School: A Case Study. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2625

Chicago Manual of Style (16th Edition):

Margavio, Michele R. “Examining the Development of Career Identity within a College Preparatory School: A Case Study.” 2019. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2625.

MLA Handbook (7th Edition):

Margavio, Michele R. “Examining the Development of Career Identity within a College Preparatory School: A Case Study.” 2019. Web. 21 Oct 2020.

Vancouver:

Margavio MR. Examining the Development of Career Identity within a College Preparatory School: A Case Study. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2625.

Council of Science Editors:

Margavio MR. Examining the Development of Career Identity within a College Preparatory School: A Case Study. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2625

2. Moctezuma, Jennie A. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

  Increased metacognition, social-emotional growth, and career viability are all researched benefits of including the arts as part of core content instruction, with even greater… (more)

Subjects/Keywords: arts-rich environment, arts integration, arts enhancement, turnaround schools, arts-based research; Art Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods

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APA (6th Edition):

Moctezuma, J. A. (2017). The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2423

Chicago Manual of Style (16th Edition):

Moctezuma, Jennie A. “The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.” 2017. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2423.

MLA Handbook (7th Edition):

Moctezuma, Jennie A. “The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools.” 2017. Web. 21 Oct 2020.

Vancouver:

Moctezuma JA. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2423.

Council of Science Editors:

Moctezuma JA. The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2423

3. Theodore, Kathleen. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2018, University of New Orleans

  Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation… (more)

Subjects/Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education

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APA (6th Edition):

Theodore, K. (2018). Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2554

Chicago Manual of Style (16th Edition):

Theodore, Kathleen. “Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2554.

MLA Handbook (7th Edition):

Theodore, Kathleen. “Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.” 2018. Web. 21 Oct 2020.

Vancouver:

Theodore K. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2554.

Council of Science Editors:

Theodore K. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2554


University of New Orleans

4. Goins, Cherie H. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.

Degree: PhD, Educational Administration, 2018, University of New Orleans

  Abstract Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs… (more)

Subjects/Keywords: school leader preparation, educational leadership development, social justice, school leaders, preparation programs, transformative education, critical consciousness; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Goins, C. H. (2018). Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2555

Chicago Manual of Style (16th Edition):

Goins, Cherie H. “Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2555.

MLA Handbook (7th Edition):

Goins, Cherie H. “Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus.” 2018. Web. 21 Oct 2020.

Vancouver:

Goins CH. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2555.

Council of Science Editors:

Goins CH. Shaking the Frame: Graduates' Perceptions of a School Leadership Program with a Social Justice Focus. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2555


University of New Orleans

5. Nichols, Ingrid Alvarado. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.

Degree: PhD, Educational Administration, 2019, University of New Orleans

  Mentoring has been used for centuries as a way for a person to pass on knowledge, skills, or support to a less experienced person.… (more)

Subjects/Keywords: mentoring, mentor, mentee, teachers of color, New Orleans, White privilege, intersectionality, cultural navigation; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Education Economics; Elementary and Middle and Secondary Education Administration; Gender Equity in Education; Other Educational Administration and Supervision; Urban Education

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APA (6th Edition):

Nichols, I. A. (2019). A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2627

Chicago Manual of Style (16th Edition):

Nichols, Ingrid Alvarado. “A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.” 2019. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2627.

MLA Handbook (7th Edition):

Nichols, Ingrid Alvarado. “A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.” 2019. Web. 21 Oct 2020.

Vancouver:

Nichols IA. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2627.

Council of Science Editors:

Nichols IA. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2627

6. Hoffshire, Michael D. Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2017, University of New Orleans

  College is a significant stage that heavily contributes to who and what citizens become after degree attainment. During career development, college students’ interests develop… (more)

Subjects/Keywords: career development, sexual orientation, LGBQ+; Higher Education

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APA (6th Edition):

Hoffshire, M. D. (2017). Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2328

Chicago Manual of Style (16th Edition):

Hoffshire, Michael D. “Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students.” 2017. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2328.

MLA Handbook (7th Edition):

Hoffshire, Michael D. “Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students.” 2017. Web. 21 Oct 2020.

Vancouver:

Hoffshire MD. Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2328.

Council of Science Editors:

Hoffshire MD. Examining the Impact of Sexual Orientation on the Career Development of LGBQ+ Students. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2328


University of New Orleans

7. Jones, Zina R, Ms. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.

Degree: PhD, Educational Administration, 2019, University of New Orleans

 <h1>Abstract</h1> Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student… (more)

Subjects/Keywords: teacher evaluations, instructional practices, teacher effectiveness, phenomenological study; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Other Educational Administration and Supervision

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APA (6th Edition):

Jones, Zina R, M. (2019). Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2697

Chicago Manual of Style (16th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2697.

MLA Handbook (7th Edition):

Jones, Zina R, Ms. “Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts.” 2019. Web. 21 Oct 2020.

Vancouver:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2697.

Council of Science Editors:

Jones, Zina R M. Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2697


University of New Orleans

8. Clifford, Sarah E. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.

Degree: PhD, Special Education and Habilitative Services, 2018, University of New Orleans

  The Individuals with Disabilities Education Act (IDEA) guarantees certain rights and protections to students with disabilities enrolled in public schools, and to their families.… (more)

Subjects/Keywords: virtual education, virtual school, virtual special education, IDEA, Individuals with Disabilities Education Act, children with disabilities, compliance, charter school; Disability and Equity in Education; Online and Distance Education

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APA (6th Edition):

Clifford, S. E. (2018). The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2449

Chicago Manual of Style (16th Edition):

Clifford, Sarah E. “The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2449.

MLA Handbook (7th Edition):

Clifford, Sarah E. “The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School.” 2018. Web. 21 Oct 2020.

Vancouver:

Clifford SE. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2449.

Council of Science Editors:

Clifford SE. The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2449

9. Bonanno, Laura S. Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance.

Degree: PhD, Educational Administration, 2019, University of New Orleans

  The purpose of this grounded theory study is to define the process that nurse anesthesia program administrators use to determine if a student nurse… (more)

Subjects/Keywords: nurse anesthesia education, unsatisfactory clinical performance, clinical training, dismissal, clinical failure, clinical performance; Education; Higher Education; Medicine and Health Sciences; Nursing; Other Nursing

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APA (6th Edition):

Bonanno, L. S. (2019). Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2587

Chicago Manual of Style (16th Edition):

Bonanno, Laura S. “Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance.” 2019. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/2587.

MLA Handbook (7th Edition):

Bonanno, Laura S. “Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance.” 2019. Web. 21 Oct 2020.

Vancouver:

Bonanno LS. Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/2587.

Council of Science Editors:

Bonanno LS. Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2587

10. Wainwright, William S. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2011, University of New Orleans

  The Lumina Foundation (2007) indicates that 54 million adults in the workforce are seeking noncredit education opportunities in a credit course/program delivery system designed… (more)

Subjects/Keywords: Noncredit Education, Workforce Training, Organization, Structure, College; Community College Leadership; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Wainwright, W. S. (2011). A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1350

Chicago Manual of Style (16th Edition):

Wainwright, William S. “A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.” 2011. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/1350.

MLA Handbook (7th Edition):

Wainwright, William S. “A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges.” 2011. Web. 21 Oct 2020.

Vancouver:

Wainwright WS. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. [Internet] [Doctoral dissertation]. University of New Orleans; 2011. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/1350.

Council of Science Editors:

Wainwright WS. A Study of Organizational Structures Impacting Noncredit Workforce Education and their Effects on Determining Workforce Development Strategies in Louisiana's Community and Technical Colleges. [Doctoral Dissertation]. University of New Orleans; 2011. Available from: https://scholarworks.uno.edu/td/1350

11. Sorapuru, Wylene M. Factors Impacting Principals' Career Decision Making.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2012, University of New Orleans

  Abstract Federal legislation and educational programs such as No Child Left Behind (2001) and Race to the Top (2009) identify school leaders as one… (more)

Subjects/Keywords: principals' intent to say; louisiana; Educational Administration and Supervision

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APA (6th Edition):

Sorapuru, W. M. (2012). Factors Impacting Principals' Career Decision Making. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1486

Chicago Manual of Style (16th Edition):

Sorapuru, Wylene M. “Factors Impacting Principals' Career Decision Making.” 2012. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/1486.

MLA Handbook (7th Edition):

Sorapuru, Wylene M. “Factors Impacting Principals' Career Decision Making.” 2012. Web. 21 Oct 2020.

Vancouver:

Sorapuru WM. Factors Impacting Principals' Career Decision Making. [Internet] [Doctoral dissertation]. University of New Orleans; 2012. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/1486.

Council of Science Editors:

Sorapuru WM. Factors Impacting Principals' Career Decision Making. [Doctoral Dissertation]. University of New Orleans; 2012. Available from: https://scholarworks.uno.edu/td/1486

12. Galjour Chiasson, Jenna L. Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2015, University of New Orleans

  In 2010, the Louisiana legislature passed Act 54, a law that requires public school teachers to undergo a performance-based accountability evaluation. COMPASS (Clear, Overall… (more)

Subjects/Keywords: teacher evaluation; principal; education policy; Louisiana; leadership; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Galjour Chiasson, J. L. (2015). Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1965

Chicago Manual of Style (16th Edition):

Galjour Chiasson, Jenna L. “Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana.” 2015. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/1965.

MLA Handbook (7th Edition):

Galjour Chiasson, Jenna L. “Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana.” 2015. Web. 21 Oct 2020.

Vancouver:

Galjour Chiasson JL. Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana. [Internet] [Doctoral dissertation]. University of New Orleans; 2015. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/1965.

Council of Science Editors:

Galjour Chiasson JL. Stories of Principals’ Roles as a Result of High Stakes Teacher Evaluations in Louisiana. [Doctoral Dissertation]. University of New Orleans; 2015. Available from: https://scholarworks.uno.edu/td/1965

13. Chiang, Lung-chiuan. An Assessment of Diversity Competence among College Seniors: An Exploratory Study.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2013, University of New Orleans

  In our increasingly diverse global workforce, both employers and institutions of higher learning want to know if colleges and universities equip their students with… (more)

Subjects/Keywords: Higher education; Educational administration; Multiculturalism; Diversity education; Cultural competence; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Higher Education; Higher Education Administration

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APA (6th Edition):

Chiang, L. (2013). An Assessment of Diversity Competence among College Seniors: An Exploratory Study. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1725

Chicago Manual of Style (16th Edition):

Chiang, Lung-chiuan. “An Assessment of Diversity Competence among College Seniors: An Exploratory Study.” 2013. Doctoral Dissertation, University of New Orleans. Accessed October 21, 2020. https://scholarworks.uno.edu/td/1725.

MLA Handbook (7th Edition):

Chiang, Lung-chiuan. “An Assessment of Diversity Competence among College Seniors: An Exploratory Study.” 2013. Web. 21 Oct 2020.

Vancouver:

Chiang L. An Assessment of Diversity Competence among College Seniors: An Exploratory Study. [Internet] [Doctoral dissertation]. University of New Orleans; 2013. [cited 2020 Oct 21]. Available from: https://scholarworks.uno.edu/td/1725.

Council of Science Editors:

Chiang L. An Assessment of Diversity Competence among College Seniors: An Exploratory Study. [Doctoral Dissertation]. University of New Orleans; 2013. Available from: https://scholarworks.uno.edu/td/1725

.