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You searched for +publisher:"University of North Texas" +contributor:("Harris, Mary M."). Showing records 1 – 9 of 9 total matches.

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University of North Texas

1. Tucker, Tami L. Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study.

Degree: 2012, University of North Texas

 This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These… (more)

Subjects/Keywords: Transfer students; elementary education; teacher education

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APA (6th Edition):

Tucker, T. L. (2012). Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149677/

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, Tami L. “Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study.” 2012. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc149677/.

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

MLA Handbook (7th Edition):

Tucker, Tami L. “Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study.” 2012. Web. 18 Jul 2019.

Vancouver:

Tucker TL. Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149677/.

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

Council of Science Editors:

Tucker TL. Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149677/

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


University of North Texas

2. Hays, James M. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.

Degree: 2011, University of North Texas

 With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools… (more)

Subjects/Keywords: Achievement gap; racial achievement; equity incompatability; student-teacher ratio

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APA (6th Edition):

Hays, J. M. (2011). Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103326/

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):

Hays, James M. “Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.” 2011. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc103326/.

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

MLA Handbook (7th Edition):

Hays, James M. “Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008.” 2011. Web. 18 Jul 2019.

Vancouver:

Hays JM. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103326/.

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

Council of Science Editors:

Hays JM. Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103326/

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


University of North Texas

3. Spradley, Mackie V. The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools.

Degree: 2013, University of North Texas

 Through the years, educational theorists and researchers have been interested in a possible relationship between teachers' effectiveness and their beliefs and expectations. Three concepts underpinned… (more)

Subjects/Keywords: Cultural diversity; teacher beliefs; culturally responsive teaching; teacher expectations; sequential learning framework

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APA (6th Edition):

Spradley, M. V. (2013). The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271902/

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):

Spradley, Mackie V. “The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools.” 2013. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc271902/.

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

MLA Handbook (7th Edition):

Spradley, Mackie V. “The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools.” 2013. Web. 18 Jul 2019.

Vancouver:

Spradley MV. The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271902/.

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

Council of Science Editors:

Spradley MV. The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271902/

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


University of North Texas

4. Isbell, Laura J. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.

Degree: 2013, University of North Texas

 This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI… (more)

Subjects/Keywords: Response to Intervention (RTI); secondary teachers; Concerns based Adoption Model (CBAM)

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APA (6th Edition):

Isbell, L. J. (2013). Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271832/

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):

Isbell, Laura J. “Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.” 2013. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc271832/.

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

MLA Handbook (7th Edition):

Isbell, Laura J. “Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model.” 2013. Web. 18 Jul 2019.

Vancouver:

Isbell LJ. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271832/.

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

Council of Science Editors:

Isbell LJ. Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271832/

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


University of North Texas

5. Cardoza, Yanet. An Exploration of Teachers' Adoption of the Bring Your Own Technology Program.

Degree: 2013, University of North Texas

 The purpose of this study was to explore teachers' concerns, use, and actual practices in their adoption of the bring your own technology (BYOT) initiative.… (more)

Subjects/Keywords: BYOT; technology; CBAM

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APA (6th Edition):

Cardoza, Y. (2013). An Exploration of Teachers' Adoption of the Bring Your Own Technology Program. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283863/

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):

Cardoza, Yanet. “An Exploration of Teachers' Adoption of the Bring Your Own Technology Program.” 2013. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc283863/.

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

MLA Handbook (7th Edition):

Cardoza, Yanet. “An Exploration of Teachers' Adoption of the Bring Your Own Technology Program.” 2013. Web. 18 Jul 2019.

Vancouver:

Cardoza Y. An Exploration of Teachers' Adoption of the Bring Your Own Technology Program. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283863/.

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

Council of Science Editors:

Cardoza Y. An Exploration of Teachers' Adoption of the Bring Your Own Technology Program. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283863/

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


University of North Texas

6. Hooten, Dorleen Billman. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.

Degree: 2011, University of North Texas

 New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of… (more)

Subjects/Keywords: Teacher efficacy; first year teachers; novice teachers

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APA (6th Edition):

Hooten, D. B. (2011). Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84221/

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):

Hooten, Dorleen Billman. “Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.” 2011. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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

MLA Handbook (7th Edition):

Hooten, Dorleen Billman. “Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy.” 2011. Web. 18 Jul 2019.

Vancouver:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84221/.

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

Council of Science Editors:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84221/

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


University of North Texas

7. Dixon, Kathryn V. Framing Bilingual Education Policy: Articulation and Implementation in Texas.

Degree: 2014, University of North Texas

 Language education policy and its implementation have been controversial and ongoing issues throughout the United States, especially in the border state of Texas, with its… (more)

Subjects/Keywords: bilingual education; policy; frame analysis; Education, Bilingual  – Law and legislation  – Texas.; Education, Bilingual  – Government policy  – Texas.; Education, Bilingual  – Texas.

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APA (6th Edition):

Dixon, K. V. (2014). Framing Bilingual Education Policy: Articulation and Implementation in Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699899/

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):

Dixon, Kathryn V. “Framing Bilingual Education Policy: Articulation and Implementation in Texas.” 2014. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc699899/.

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

MLA Handbook (7th Edition):

Dixon, Kathryn V. “Framing Bilingual Education Policy: Articulation and Implementation in Texas.” 2014. Web. 18 Jul 2019.

Vancouver:

Dixon KV. Framing Bilingual Education Policy: Articulation and Implementation in Texas. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699899/.

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

Council of Science Editors:

Dixon KV. Framing Bilingual Education Policy: Articulation and Implementation in Texas. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699899/

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


University of North Texas

8. Trotti, Judy. Characteristics of Preservice Teachers Learning Parent Involvement Practices.

Degree: 2008, University of North Texas

 Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the… (more)

Subjects/Keywords: Parent involvement; preservice teachers; demographics; multicultural teaching concerns; preservice demographics; Student teachers.; Education  – Parent participation.

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

APA (6th Edition):

Trotti, J. (2008). Characteristics of Preservice Teachers Learning Parent Involvement Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9022/

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):

Trotti, Judy. “Characteristics of Preservice Teachers Learning Parent Involvement Practices.” 2008. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc9022/.

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

MLA Handbook (7th Edition):

Trotti, Judy. “Characteristics of Preservice Teachers Learning Parent Involvement Practices.” 2008. Web. 18 Jul 2019.

Vancouver:

Trotti J. Characteristics of Preservice Teachers Learning Parent Involvement Practices. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9022/.

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

Council of Science Editors:

Trotti J. Characteristics of Preservice Teachers Learning Parent Involvement Practices. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9022/

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


University of North Texas

9. Revelle, Carol L. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.

Degree: 2009, University of North Texas

 This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy… (more)

Subjects/Keywords: Problem posing; high school research; social action; secondary research; transformation; research paper; Research  – Study and teaching (Secondary); English language  – Study and teaching (Secondary); Information literacy  – Study and teaching (Secondary)

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

APA (6th Edition):

Revelle, C. L. (2009). Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9919/

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):

Revelle, Carol L. “Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.” 2009. Thesis, University of North Texas. Accessed July 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc9919/.

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

MLA Handbook (7th Edition):

Revelle, Carol L. “Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.” 2009. Web. 18 Jul 2019.

Vancouver:

Revelle CL. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Jul 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9919/.

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

Council of Science Editors:

Revelle CL. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9919/

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

.