Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of North Texas" +contributor:("Wickstrom, Carol"). Showing records 1 – 30 of 35 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of North Texas

1. Walker, Tonia L. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.

Degree: 2019, University of North Texas

 This qualitative case study explored how school district and campus-level administrators coordinate resources and services for currently enrolled homeless students. Participants in this study included… (more)

Subjects/Keywords: Policy implementation; homelessness; collaboration; social capital

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, T. L. (2019). Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505224/

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):

Walker, Tonia L. “Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.” 2019. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1505224/.

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

MLA Handbook (7th Edition):

Walker, Tonia L. “Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.” 2019. Web. 29 Jan 2020.

Vancouver:

Walker TL. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505224/.

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

Council of Science Editors:

Walker TL. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505224/

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


University of North Texas

2. Willerson, Amy. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.

Degree: 2017, University of North Texas

 This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation… (more)

Subjects/Keywords: Affective validation; Arts education; Artistically gifted and talented; Artistic ways of knowing; Cognitive ethnography; Gifted and talented; Theatre students; Education, Curriculum and Instruction; Theater; Education, General

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Willerson, A. (2017). Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984213/

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):

Willerson, Amy. “Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.” 2017. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc984213/.

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

MLA Handbook (7th Edition):

Willerson, Amy. “Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes.” 2017. Web. 29 Jan 2020.

Vancouver:

Willerson A. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984213/.

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

Council of Science Editors:

Willerson A. Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984213/

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


University of North Texas

3. Young, Whitney J. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".

Degree: 2017, University of North Texas

 Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are… (more)

Subjects/Keywords: Multimodality; At-risk; art; literacy; assessment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Young, W. J. (2017). Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984127/

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):

Young, Whitney J. “Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".” 2017. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc984127/.

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

MLA Handbook (7th Edition):

Young, Whitney J. “Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk".” 2017. Web. 29 Jan 2020.

Vancouver:

Young WJ. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984127/.

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

Council of Science Editors:

Young WJ. Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk". [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984127/

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


University of North Texas

4. Mirza, Hala. Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes.

Degree: 2017, University of North Texas

 Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those… (more)

Subjects/Keywords: funds of knowledge; third space; narrative inquiry; immigrants; graduate students.; Education, Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mirza, H. (2017). Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062873/

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):

Mirza, Hala. “Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes.” 2017. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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

MLA Handbook (7th Edition):

Mirza, Hala. “Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes.” 2017. Web. 29 Jan 2020.

Vancouver:

Mirza H. Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062873/.

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

Council of Science Editors:

Mirza H. Stories about Culture, Education, and Literacy of Immigrant Graduate Students and Their Familes. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062873/

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


University of North Texas

5. Hamilton, Joshua. These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools.

Degree: 2017, University of North Texas

 The schoolhouse is a place in which messages for student consumption are typically found with classroom lectures, text, and activities. As with any social setting,… (more)

Subjects/Keywords: Semiotics; Discourse; Linguistic Landscapes; Ethnography; Visual Discourse; Education, Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hamilton, J. (2017). These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062876/

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):

Hamilton, Joshua. “These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools.” 2017. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1062876/.

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

MLA Handbook (7th Edition):

Hamilton, Joshua. “These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools.” 2017. Web. 29 Jan 2020.

Vancouver:

Hamilton J. These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062876/.

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

Council of Science Editors:

Hamilton J. These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062876/

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


University of North Texas

6. Thompson, Emily Kyle. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.

Degree: 2017, University of North Texas

 Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach… (more)

Subjects/Keywords: preservice teachers; teacher educators; writing instruction; apprenticeship of observation; literacy instruction; beliefs; writing beliefs; Education, Curriculum and Instruction; Education, Teacher Training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thompson, E. K. (2017). Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062868/

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, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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

MLA Handbook (7th Edition):

Thompson, Emily Kyle. “Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation.” 2017. Web. 29 Jan 2020.

Vancouver:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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

Council of Science Editors:

Thompson EK. Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing: The Apprenticeship of Observation. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062868/

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


University of North Texas

7. Jones, Victor Jerrell. Influences on Latino Males' Enrollment in Four-Year Colleges.

Degree: 2018, University of North Texas

 The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and… (more)

Subjects/Keywords: Latino males; college enrollment; college readiness; counselor support; Hispanic male; four-year college; academic achievement; postsecondary goals; post-secondary education; college aspirations; Education, Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, V. J. (2018). Influences on Latino Males' Enrollment in Four-Year Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248394/

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):

Jones, Victor Jerrell. “Influences on Latino Males' Enrollment in Four-Year Colleges.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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

MLA Handbook (7th Edition):

Jones, Victor Jerrell. “Influences on Latino Males' Enrollment in Four-Year Colleges.” 2018. Web. 29 Jan 2020.

Vancouver:

Jones VJ. Influences on Latino Males' Enrollment in Four-Year Colleges. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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

Council of Science Editors:

Jones VJ. Influences on Latino Males' Enrollment in Four-Year Colleges. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248394/

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


University of North Texas

8. McNeel, Michele E. An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies.

Degree: 2018, University of North Texas

 This multiple case study examined the experiences of elementary L2 learners who received instruction in either reciprocal teaching or the think aloud strategy (TAS), and… (more)

Subjects/Keywords: metacognition; L2 learners; think aloud strategy; reciprocal teaching; Education, Language and Literature; Education, Elementary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McNeel, M. E. (2018). An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404525/

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):

McNeel, Michele E. “An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404525/.

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

MLA Handbook (7th Edition):

McNeel, Michele E. “An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies.” 2018. Web. 29 Jan 2020.

Vancouver:

McNeel ME. An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404525/.

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

Council of Science Editors:

McNeel ME. An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404525/

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


University of North Texas

9. Edwards, Jessica Lee Lavina. Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.

Degree: 2018, University of North Texas

 The purpose of this study was to analyze teacher-selected children's literature for its potential use with critical pedagogy in the elementary classroom. This multi-analytical study… (more)

Subjects/Keywords: critical content analysis; critical multicultural analysis, visual analysis, children's literature; critical pedagogy, teacher-selected literature; elementary classrooms; Education, Elementary; Education, Reading; Education, Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edwards, J. L. L. (2018). Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404607/

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):

Edwards, Jessica Lee Lavina. “Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404607/.

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

MLA Handbook (7th Edition):

Edwards, Jessica Lee Lavina. “Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom.” 2018. Web. 29 Jan 2020.

Vancouver:

Edwards JLL. Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404607/.

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

Council of Science Editors:

Edwards JLL. Critique, Hope, and Action: A Critical Content Analysis of Teacher-Selected Literature for the Elementary Classroom. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404607/

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


University of North Texas

10. McCloud, Margie J. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.

Degree: 2018, University of North Texas

 The purpose of the study was to examine the effects of charter schools on African-American students, this study sought to determine if the practice of… (more)

Subjects/Keywords: African-American; charter schools; academic achievement; opportunity gap; achievement gap; connectedness; alignment; rigor; engagement; best practices; meta-analysis; systematic review; Education, Curriculum and Instruction; Education, General

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCloud, M. J. (2018). African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404556/

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):

McCloud, Margie J. “African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404556/.

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

MLA Handbook (7th Edition):

McCloud, Margie J. “African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.” 2018. Web. 29 Jan 2020.

Vancouver:

McCloud MJ. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404556/.

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

Council of Science Editors:

McCloud MJ. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404556/

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


University of North Texas

11. Levingston, Earl Ray. The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies.

Degree: 2018, University of North Texas

 This inquiry is an autoethnography of my experiences as a Black American male serving as a methods of social studies instructor to preservice teachers. Although… (more)

Subjects/Keywords: autoethnography; social studies; Blackness; preservice; race; Education, Curriculum and Instruction; Education, Social Sciences; Education, Higher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Levingston, E. R. (2018). The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404520/

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):

Levingston, Earl Ray. “The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404520/.

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

MLA Handbook (7th Edition):

Levingston, Earl Ray. “The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies.” 2018. Web. 29 Jan 2020.

Vancouver:

Levingston ER. The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404520/.

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

Council of Science Editors:

Levingston ER. The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404520/

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


University of North Texas

12. Pearce, Terisa Ronette. The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute.

Degree: 2010, University of North Texas

 This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute.… (more)

Subjects/Keywords: Community of practice.; professional development; National Writing Project (U.S.); Professional learning communities.; English language  – Rhetoric  – Study and teaching.; English teachers  – Training of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pearce, T. R. (2010). The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28461/

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):

Pearce, Terisa Ronette. “The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute.” 2010. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc28461/.

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

MLA Handbook (7th Edition):

Pearce, Terisa Ronette. “The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute.” 2010. Web. 29 Jan 2020.

Vancouver:

Pearce TR. The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28461/.

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

Council of Science Editors:

Pearce TR. The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28461/

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


University of North Texas

13. Morton, Tami Butler. Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011.

Degree: 2012, University of North Texas

 The purpose of this study was to conduct a critical content analysis of the African American characters found in Newbery Medal award winning books recognized… (more)

Subjects/Keywords: African American characters; Newbery Medal; ethnic identity; intergroup interactions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morton, T. B. (2012). Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177233/

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):

Morton, Tami Butler. “Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011.” 2012. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc177233/.

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

MLA Handbook (7th Edition):

Morton, Tami Butler. “Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011.” 2012. Web. 29 Jan 2020.

Vancouver:

Morton TB. Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177233/.

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

Council of Science Editors:

Morton TB. Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177233/

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


University of North Texas

14. Thibodeaux, Lisa M. The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices.

Degree: 2013, University of North Texas

 The purpose of this study was to attain and analyze data regarding high school English teachers' beliefs about grading practices and their self-reported grading practices,… (more)

Subjects/Keywords: English; grading; education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thibodeaux, L. M. (2013). The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271904/

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):

Thibodeaux, Lisa M. “The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices.” 2013. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc271904/.

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

MLA Handbook (7th Edition):

Thibodeaux, Lisa M. “The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices.” 2013. Web. 29 Jan 2020.

Vancouver:

Thibodeaux LM. The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271904/.

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

Council of Science Editors:

Thibodeaux LM. The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271904/

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


University of North Texas

15. Mereie, Iman Ali. The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics.

Degree: 2019, University of North Texas

 This mixed-methods dissertation used an explanatory sequential design to examine art and mathematics preservice teachers' perceptions and attitudes towards integrating art and mathematics (IAM) after… (more)

Subjects/Keywords: Art integration; Preservice teachers; Mathematics; Attitudes; Art education; Integrating art and math; Education, Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mereie, I. A. (2019). The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538756/

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):

Mereie, Iman Ali. “The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics.” 2019. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1538756/.

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

MLA Handbook (7th Edition):

Mereie, Iman Ali. “The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics.” 2019. Web. 29 Jan 2020.

Vancouver:

Mereie IA. The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538756/.

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

Council of Science Editors:

Mereie IA. The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538756/

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


University of North Texas

16. Araujo, Juan José. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.

Degree: 2011, University of North Texas

 Although studies have addressed high school English language arts (ELA) instruction, little is known about the decision-making process of ELA teachers. How do teachers decide… (more)

Subjects/Keywords: English language learners; professional development; reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Araujo, J. J. (2011). Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84162/

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):

Araujo, Juan José. “Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.” 2011. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc84162/.

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

MLA Handbook (7th Edition):

Araujo, Juan José. “Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms.” 2011. Web. 29 Jan 2020.

Vancouver:

Araujo JJ. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84162/.

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

Council of Science Editors:

Araujo JJ. Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84162/

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


University of North Texas

17. Bauer, Courtney Marie. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.

Degree: 2011, University of North Texas

 This study, conducted at an urban public school, explored the engagements of five, fourth grade, African American students who struggled with reading in school as… (more)

Subjects/Keywords: Critical; literacy; struggling reader

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bauer, C. M. (2011). Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103287/

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):

Bauer, Courtney Marie. “Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.” 2011. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc103287/.

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

MLA Handbook (7th Edition):

Bauer, Courtney Marie. “Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School.” 2011. Web. 29 Jan 2020.

Vancouver:

Bauer CM. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103287/.

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

Council of Science Editors:

Bauer CM. Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103287/

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


University of North Texas

18. Paiva, Deanne. Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice.

Degree: 2016, University of North Texas

 Despite the ruling of Brown vs. The Board of Education of Topeka, segregation in schools is still quite visible with suburban schools educating a student… (more)

Subjects/Keywords: critical literacy; children's literature; Education, Language and Literature; Education, Reading; Education, Elementary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Paiva, D. (2016). Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862856/

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):

Paiva, Deanne. “Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice.” 2016. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc862856/.

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

MLA Handbook (7th Edition):

Paiva, Deanne. “Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice.” 2016. Web. 29 Jan 2020.

Vancouver:

Paiva D. Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862856/.

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

Council of Science Editors:

Paiva D. Elementary Students' Critical Examination of Characters in Children's Literature Depicting Social Justice. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862856/

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


University of North Texas

19. Slay, Laura Elizabeth. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.

Degree: 2018, University of North Texas

 This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions,… (more)

Subjects/Keywords: expository writing; complex systems; middle school; writing workshop; qualitative research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Slay, L. E. (2018). Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248420/

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):

Slay, Laura Elizabeth. “Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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

MLA Handbook (7th Edition):

Slay, Laura Elizabeth. “Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.” 2018. Web. 29 Jan 2020.

Vancouver:

Slay LE. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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

Council of Science Editors:

Slay LE. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248420/

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


University of North Texas

20. Martin, Teddi Eberly. Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California.

Degree: 2014, University of North Texas

 In response to reductionist neoliberal approaches to organizational change that have been prevalent in American education since the 1980s, some educators have begun to employ… (more)

Subjects/Keywords: Complexity thinking; neoliberalism; inquiry; Educational change  – California.; Organizational change  – California.; Complexity (Philosophy)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martin, T. E. (2014). Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500210/

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):

Martin, Teddi Eberly. “Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California.” 2014. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc500210/.

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

MLA Handbook (7th Edition):

Martin, Teddi Eberly. “Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California.” 2014. Web. 29 Jan 2020.

Vancouver:

Martin TE. Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500210/.

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

Council of Science Editors:

Martin TE. Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500210/

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


University of North Texas

21. Ruffu, Russell. Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software.

Degree: 2012, University of North Texas

 This study investigated oral reading fluency development among Hispanic high school English-language learners. Participants included 11 males and 9 females from first-year, second-year, and third-year… (more)

Subjects/Keywords: Speech recognition; ELL; oral reading fluency; high school; technology; text complexity; component stacking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruffu, R. (2012). Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149659/

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):

Ruffu, Russell. “Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software.” 2012. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc149659/.

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

MLA Handbook (7th Edition):

Ruffu, Russell. “Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software.” 2012. Web. 29 Jan 2020.

Vancouver:

Ruffu R. Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149659/.

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

Council of Science Editors:

Ruffu R. Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149659/

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


University of North Texas

22. Stewart, Mary Amanda. Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents.

Degree: 2012, University of North Texas

 Studies indicate that Latina/o immigrant youth engage in a wide range of sophisticated literacy practices outside of school that are often transnational, crossing various linguistic,… (more)

Subjects/Keywords: Literacy; Immigrants; English learners; English (second language); high school students; transnational; sociocultural patterns; social networking; Facebook

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stewart, M. A. (2012). Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149668/

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):

Stewart, Mary Amanda. “Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents.” 2012. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc149668/.

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

MLA Handbook (7th Edition):

Stewart, Mary Amanda. “Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents.” 2012. Web. 29 Jan 2020.

Vancouver:

Stewart MA. Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149668/.

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

Council of Science Editors:

Stewart MA. Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149668/

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


University of North Texas

23. Muimongkol, Supreeya. Prospective Early Childhood Teachers' Conceptions of Science Instruction.

Degree: 2019, University of North Texas

 The purpose of this study was to investigate prospective teachers' conceptions of science instruction prior to the commencement of their early childhood education methods courses.… (more)

Subjects/Keywords: conceptions; science instruction; prospective teachers; early childhood

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Muimongkol, S. (2019). Prospective Early Childhood Teachers' Conceptions of Science Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538755/

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):

Muimongkol, Supreeya. “Prospective Early Childhood Teachers' Conceptions of Science Instruction.” 2019. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1538755/.

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

MLA Handbook (7th Edition):

Muimongkol, Supreeya. “Prospective Early Childhood Teachers' Conceptions of Science Instruction.” 2019. Web. 29 Jan 2020.

Vancouver:

Muimongkol S. Prospective Early Childhood Teachers' Conceptions of Science Instruction. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538755/.

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

Council of Science Editors:

Muimongkol S. Prospective Early Childhood Teachers' Conceptions of Science Instruction. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538755/

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


University of North Texas

24. Szwed, Amanda Rose. Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers.

Degree: 2019, University of North Texas

 The study of self-efficacy in pre-service bilingual education teachers is not a thoroughly researched topic. This dissertation provides qualitative research about the inception of Spanish… (more)

Subjects/Keywords: Self-efficacy; bilingual education; bilingualism; Spanish; pre-service teachers; teacher preparation; Education, Bilingual and Multicultural

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Szwed, A. R. (2019). Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538661/

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):

Szwed, Amanda Rose. “Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers.” 2019. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1538661/.

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

MLA Handbook (7th Edition):

Szwed, Amanda Rose. “Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers.” 2019. Web. 29 Jan 2020.

Vancouver:

Szwed AR. Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538661/.

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

Council of Science Editors:

Szwed AR. Foundations of the Spanish Language Self-Efficacy of Bilingual Education Pre-Service Teachers. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538661/

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


University of North Texas

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

Hooten DB. Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Jan 29]. 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

26. Johnson, Sunni. Struggling Middle School Readers Learning To Make Intertextual Connections With Texts.

Degree: 2011, University of North Texas

 When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking… (more)

Subjects/Keywords: Intertextualconnections; readinginstruction; strugglingreaders

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, S. (2011). Struggling Middle School Readers Learning To Make Intertextual Connections With Texts. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103338/

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):

Johnson, Sunni. “Struggling Middle School Readers Learning To Make Intertextual Connections With Texts.” 2011. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc103338/.

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

MLA Handbook (7th Edition):

Johnson, Sunni. “Struggling Middle School Readers Learning To Make Intertextual Connections With Texts.” 2011. Web. 29 Jan 2020.

Vancouver:

Johnson S. Struggling Middle School Readers Learning To Make Intertextual Connections With Texts. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103338/.

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

Council of Science Editors:

Johnson S. Struggling Middle School Readers Learning To Make Intertextual Connections With Texts. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103338/

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


University of North Texas

27. Morgan, Christi A. Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment.

Degree: 2018, University of North Texas

 Leaders of the 84th Texas Legislature drafted and ratified HB 1164 (2015), prompting the Texas Education Agency to pilot a portfolio assessment option for assessing… (more)

Subjects/Keywords: Educational policy; Texas writing pilot; portfolio assessment; educational leadership; K-12 literacy; Education, Curriculum and Instruction; Education, Tests and Measurements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morgan, C. A. (2018). Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404553/

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):

Morgan, Christi A. “Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment.” 2018. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404553/.

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

MLA Handbook (7th Edition):

Morgan, Christi A. “Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment.” 2018. Web. 29 Jan 2020.

Vancouver:

Morgan CA. Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404553/.

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

Council of Science Editors:

Morgan CA. Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404553/

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


University of North Texas

28. Curry, Daphney Leann. The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep).

Degree: 2014, University of North Texas

 This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment… (more)

Subjects/Keywords: Teacher quality; teacher effectiveness; academic achievement; Reading  – United States.; Reading comprehension  – United States.; Reading teachers  – United States.; Fourth grade (Education); National Assessment of Educational Progress (Project)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Curry, D. L. (2014). The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep). (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500054/

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):

Curry, Daphney Leann. “The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep).” 2014. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc500054/.

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

MLA Handbook (7th Edition):

Curry, Daphney Leann. “The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep).” 2014. Web. 29 Jan 2020.

Vancouver:

Curry DL. The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep). [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500054/.

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

Council of Science Editors:

Curry DL. The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep). [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500054/

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


University of North Texas

29. Walker, Karen Elledge. Preschool Teachers’ Constructions of Early Reading.

Degree: 2014, University of North Texas

 Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is… (more)

Subjects/Keywords: Early reading; preschool; constructions; Reading (Preschool); Reading (Early childhood); Preschool teachers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker, K. E. (2014). Preschool Teachers’ Constructions of Early Reading. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500020/

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):

Walker, Karen Elledge. “Preschool Teachers’ Constructions of Early Reading.” 2014. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc500020/.

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

MLA Handbook (7th Edition):

Walker, Karen Elledge. “Preschool Teachers’ Constructions of Early Reading.” 2014. Web. 29 Jan 2020.

Vancouver:

Walker KE. Preschool Teachers’ Constructions of Early Reading. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500020/.

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

Council of Science Editors:

Walker KE. Preschool Teachers’ Constructions of Early Reading. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500020/

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


University of North Texas

30. Putman, Rebecca S. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.

Degree: 2014, University of North Texas

 Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make… (more)

Subjects/Keywords: early literacy; technology; integrated learning system; propensity scores; kindergarten; Istation; Reading (Early childhood)  – Computer-assisted instruction.; Language arts (Early childhood)  – Computer-assisted instruction.; Computers and literacy.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Putman, R. S. (2014). Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699976/

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):

Putman, Rebecca S. “Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.” 2014. Thesis, University of North Texas. Accessed January 29, 2020. https://digital.library.unt.edu/ark:/67531/metadc699976/.

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

MLA Handbook (7th Edition):

Putman, Rebecca S. “Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.” 2014. Web. 29 Jan 2020.

Vancouver:

Putman RS. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Jan 29]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699976/.

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

Council of Science Editors:

Putman RS. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699976/

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

[1] [2]

.