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You searched for +publisher:"University of North Carolina" +contributor:("Griffin, Dana"). Showing records 1 – 16 of 16 total matches.

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University of North Carolina

1. Parker, Lanita Danielle. "He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child.

Degree: 2015, University of North Carolina

 The research on mentoring and parental involvement in the mentoring process is limited. Yet the literature that does exist sees parents as barriers to the… (more)

Subjects/Keywords: Education; School of Education

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APA (6th Edition):

Parker, L. D. (2015). "He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:3b1007ab-d4b4-42b6-959d-fd5ac264983b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parker, Lanita Danielle. “"He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child.” 2015. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:3b1007ab-d4b4-42b6-959d-fd5ac264983b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parker, Lanita Danielle. “"He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child.” 2015. Web. 20 Jan 2021.

Vancouver:

Parker LD. "He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:3b1007ab-d4b4-42b6-959d-fd5ac264983b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parker LD. "He's Got a Good Life, It's Just Offering Him More": Black Motherhood and Deconstructing the Myths About Mentoring the Black Child. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:3b1007ab-d4b4-42b6-959d-fd5ac264983b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

2. Malley, Kathleen. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.

Degree: 2015, University of North Carolina

 The SCALE, a measure of students' middle school transition experiences, was validated for use with diverse, sixth-grade students attending metropolitan middle schools. Analyses were conducted… (more)

Subjects/Keywords: Educational psychology; Psychology; Psychometrics; Quantitative research; Education, Secondary; School of Education

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APA (6th Edition):

Malley, K. (2015). VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Malley, Kathleen. “VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.” 2015. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Malley, Kathleen. “VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.” 2015. Web. 20 Jan 2021.

Vancouver:

Malley K. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malley K. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

3. Keroack, Jessica. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.

Degree: 2015, University of North Carolina

 It is well documented that sport is a positive youth development context that has the potential to foster the development of life skills that surpass… (more)

Subjects/Keywords: Psychology; Developmental psychology; School of Education; School Psychology Graduate Program

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APA (6th Edition):

Keroack, J. (2015). Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Web. 20 Jan 2021.

Vancouver:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

4. Cain, Jessie. Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale.

Degree: 2015, University of North Carolina

 Multicultural education emerged over three decades ago as a reform movement to address the inequities in schools that lead to disparate outcomes and experiences among… (more)

Subjects/Keywords: Teachers – Training of; Psychometrics; Quantitative research; Psychology; Education; School of Education

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APA (6th Edition):

Cain, J. (2015). Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:1b4c6dea-86c7-4362-ae5e-eb06fe79ab28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cain, Jessie. “Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale.” 2015. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:1b4c6dea-86c7-4362-ae5e-eb06fe79ab28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cain, Jessie. “Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale.” 2015. Web. 20 Jan 2021.

Vancouver:

Cain J. Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:1b4c6dea-86c7-4362-ae5e-eb06fe79ab28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cain J. Clarifying Multicultural: The Development and Initial Validation of the Multicultural Teacher Capacity Scale. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:1b4c6dea-86c7-4362-ae5e-eb06fe79ab28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

5. Bulls, Domonique. THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM.

Degree: 2016, University of North Carolina

 Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.)… (more)

Subjects/Keywords: School of Education

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APA (6th Edition):

Bulls, D. (2016). THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:4d6c9a7f-aacb-47cc-b08f-a2c0ecc67f81

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bulls, Domonique. “THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM.” 2016. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:4d6c9a7f-aacb-47cc-b08f-a2c0ecc67f81.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bulls, Domonique. “THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM.” 2016. Web. 20 Jan 2021.

Vancouver:

Bulls D. THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:4d6c9a7f-aacb-47cc-b08f-a2c0ecc67f81.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bulls D. THE PERSPECTIVES AND EXPERIENCES OF AFRICAN AMERICAN STUDENTS IN AN INFORMAL SCIENCE PROGRAM. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:4d6c9a7f-aacb-47cc-b08f-a2c0ecc67f81

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

6. Comperatore, Aubrey. Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction.

Degree: 2017, University of North Carolina

 The increasing standardization of literacy curriculum and instruction compounded with high-stakes accountability measures present unique challenges for teachers and policymakers (Barrett-Tatum, 2015). Teachers’ beliefs and… (more)

Subjects/Keywords: School of Education

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APA (6th Edition):

Comperatore, A. (2017). Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:a7abead5-640e-4380-b8f7-c7a40bd83043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Comperatore, Aubrey. “Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:a7abead5-640e-4380-b8f7-c7a40bd83043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Comperatore, Aubrey. “Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction.” 2017. Web. 20 Jan 2021.

Vancouver:

Comperatore A. Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:a7abead5-640e-4380-b8f7-c7a40bd83043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Comperatore A. Negotiating Networks: Exploring the Interaction and Intersection of a Teacher's Beliefs, Literacy Policy, and Instruction. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:a7abead5-640e-4380-b8f7-c7a40bd83043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

7. Hutchins, Bryan. An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach.

Degree: 2017, University of North Carolina

 The benefits of postsecondary education (PSE) attainment are greater now than ever before given today’s changing global economy. Despite rising enrollments, an alarming number of… (more)

Subjects/Keywords: School of Education

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APA (6th Edition):

Hutchins, B. (2017). An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:d06610f8-c3c0-49a4-bdee-c42a3d9e1304

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hutchins, Bryan. “An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:d06610f8-c3c0-49a4-bdee-c42a3d9e1304.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hutchins, Bryan. “An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach.” 2017. Web. 20 Jan 2021.

Vancouver:

Hutchins B. An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:d06610f8-c3c0-49a4-bdee-c42a3d9e1304.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hutchins B. An Investigation of the Schooling Experiences of Rural Work-Bound Youth: A Person-Oriented Approach. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:d06610f8-c3c0-49a4-bdee-c42a3d9e1304

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

8. Jackson, William. VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS.

Degree: 2017, University of North Carolina

 This study examined how parents understand the experiences, resources, and situations that inform how they approach racial socialization with their pre-adolescent Black sons. Using qualitative… (more)

Subjects/Keywords: School of Education

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APA (6th Edition):

Jackson, W. (2017). VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:1148fc35-519b-4216-9c8a-cac1ae87dc00

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jackson, William. “VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:1148fc35-519b-4216-9c8a-cac1ae87dc00.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jackson, William. “VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS.” 2017. Web. 20 Jan 2021.

Vancouver:

Jackson W. VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:1148fc35-519b-4216-9c8a-cac1ae87dc00.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson W. VILLAGE OF WISDOM: UNDERSTANDING HOW PARENTS OF AFRICAN AMERICAN BOYS HELP THEIR CHILDREN NAVIGATE RACIAL BIAS TO ACADEMIC SUCCESS. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:1148fc35-519b-4216-9c8a-cac1ae87dc00

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

9. Whitted-Miller, Quamesha. CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY.

Degree: 2018, University of North Carolina

 ABSTRACT Critical Theory and Popular Culture: Preparing School Leaders for the Emerging Biracial Majority Since the implementation of the Brown v. Board of Education of… (more)

Subjects/Keywords: School of Education; Educational Leadership Graduate Program

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APA (6th Edition):

Whitted-Miller, Q. (2018). CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:785bce5a-0979-4d94-9f17-b6fcf14ee6c2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Whitted-Miller, Quamesha. “CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY.” 2018. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:785bce5a-0979-4d94-9f17-b6fcf14ee6c2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Whitted-Miller, Quamesha. “CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY.” 2018. Web. 20 Jan 2021.

Vancouver:

Whitted-Miller Q. CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:785bce5a-0979-4d94-9f17-b6fcf14ee6c2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Whitted-Miller Q. CRITICAL THEORY AND POPULAR CULTURE: PREPARING SCHOOL LEADERS FOR THE EMERGING BIRACIAL MAJORITY. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:785bce5a-0979-4d94-9f17-b6fcf14ee6c2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

10. Addy, Naa Dede. A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class.

Degree: 2018, University of North Carolina

 Early literacy experiences, prior to formal school entry, impact children’s academic success (Bradley, Corwyn, McAddo, & García Coll, 2001; Snow, Burns, & Griffin, 1998). However,… (more)

Subjects/Keywords: School of Education

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APA (6th Edition):

Addy, N. D. (2018). A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:7c3a6bab-eaca-408b-87ce-5192daef9552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Addy, Naa Dede. “A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class.” 2018. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:7c3a6bab-eaca-408b-87ce-5192daef9552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Addy, Naa Dede. “A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class.” 2018. Web. 20 Jan 2021.

Vancouver:

Addy ND. A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:7c3a6bab-eaca-408b-87ce-5192daef9552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Addy ND. A Multiple Case Study of Early Language and Literacy Practices in Black Middle-Class Families in the Southeastern United States: Implications of Race and Class. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:7c3a6bab-eaca-408b-87ce-5192daef9552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

11. Tucker, Jenna. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.

Degree: 2014, University of North Carolina

 Parent involvement in education is believed by many to be an important determinant of academic achievement. Although the literature on the topic has grown a… (more)

Subjects/Keywords: Social service; Education; Sociology; School of Social Work

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APA (6th Edition):

Tucker, J. (2014). Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tucker, Jenna. “Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.” 2014. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tucker, Jenna. “Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research.” 2014. Web. 20 Jan 2021.

Vancouver:

Tucker J. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tucker J. Family-School Relationships: Three Papers Addressing Limitations in Parent Involvement Theory and Research. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:440ed10a-1a94-4d1f-9e51-103572710088

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

12. Agger, Charlotte. Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women.

Degree: 2016, University of North Carolina

 Despite reporting high educational aspirations, rural youth continue to exhibit lower college enrollment and completion rates than their urban and suburban and peers (Byun, Meece,… (more)

Subjects/Keywords: School of Education

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

APA (6th Edition):

Agger, C. (2016). Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:2b7d9897-c122-4c49-b9a3-53462fe6916b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Agger, Charlotte. “Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women.” 2016. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:2b7d9897-c122-4c49-b9a3-53462fe6916b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Agger, Charlotte. “Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women.” 2016. Web. 20 Jan 2021.

Vancouver:

Agger C. Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:2b7d9897-c122-4c49-b9a3-53462fe6916b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Agger C. Fleeing the Nest or Staying Close? How Perceptions of Family and Place Shape the Postsecondary Enrollment of Rural Men and Women. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:2b7d9897-c122-4c49-b9a3-53462fe6916b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

13. Bissonnette, Jeanne. Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways.

Degree: 2016, University of North Carolina

 Though research suggests a dichotomous relationship between transformative pedagogies and canonicity, these conversations often fall short of comprehensively nuancing the factors that shape these pedagogical… (more)

Subjects/Keywords: School of Education

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

APA (6th Edition):

Bissonnette, J. (2016). Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:01984a17-69e2-4c64-a95f-0f35d8aad27f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bissonnette, Jeanne. “Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways.” 2016. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:01984a17-69e2-4c64-a95f-0f35d8aad27f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bissonnette, Jeanne. “Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways.” 2016. Web. 20 Jan 2021.

Vancouver:

Bissonnette J. Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:01984a17-69e2-4c64-a95f-0f35d8aad27f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bissonnette J. Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:01984a17-69e2-4c64-a95f-0f35d8aad27f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

14. Turner, Alison. Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces.

Degree: 2014, University of North Carolina

 This qualitative case study took place at a Spanish/ English Two-Way Immersion (TWI) elementary school in North Carolina and examined the experiences of parents and… (more)

Subjects/Keywords: Education, Bilingual; Education, Elementary; School of Education

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

APA (6th Edition):

Turner, A. (2014). Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:3816bded-c7bd-483a-a4ef-53040f82f034

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Turner, Alison. “Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces.” 2014. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:3816bded-c7bd-483a-a4ef-53040f82f034.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Turner, Alison. “Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces.” 2014. Web. 20 Jan 2021.

Vancouver:

Turner A. Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:3816bded-c7bd-483a-a4ef-53040f82f034.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Turner A. Language Classes for Parents at a Two-Way Immersion School in North Carolina: Laying the Groundwork for Third Spaces. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:3816bded-c7bd-483a-a4ef-53040f82f034

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

15. Thompson, Loren. PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION.

Degree: 2017, University of North Carolina

 The purpose of this study was to examine of stereotype vulnerability, sense of belonging and campus climate for African American college students at a Predominately… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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

APA (6th Edition):

Thompson, L. (2017). PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:c8c4e8f5-dea7-4f21-9a06-8739e36abd64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Loren. “PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION.” 2017. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:c8c4e8f5-dea7-4f21-9a06-8739e36abd64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Loren. “PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION.” 2017. Web. 20 Jan 2021.

Vancouver:

Thompson L. PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION. [Internet] [Thesis]. University of North Carolina; 2017. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:c8c4e8f5-dea7-4f21-9a06-8739e36abd64.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson L. PERCEPTIONS OF STEREOTYPE VULNERABILITY, BELONGING AND CAMPUS CLIMATE BY AFRICAN AMERICANS ATTENDING A PREDOMINATELY WHITE INSTITUTION. [Thesis]. University of North Carolina; 2017. Available from: https://cdr.lib.unc.edu/record/uuid:c8c4e8f5-dea7-4f21-9a06-8739e36abd64

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

16. Fornaris, Erica. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.

Degree: 2018, University of North Carolina

 This investigation examined preliminary outcomes and feasibility of a SEL intervention for Hispanic/Latino undergraduate students. To determine feasibility and usability, the investigator gathered feedback from… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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

APA (6th Edition):

Fornaris, E. (2018). Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fornaris, Erica. “Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.” 2018. Thesis, University of North Carolina. Accessed January 20, 2021. https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fornaris, Erica. “Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.” 2018. Web. 20 Jan 2021.

Vancouver:

Fornaris E. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2021 Jan 20]. Available from: https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fornaris E. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.