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You searched for +publisher:"University of Portland" +contributor:("Nicole Ralston"). Showing records 1 – 5 of 5 total matches.

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1. Wagner, Kathryn Marie. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.

Degree: Education, EdD, Education, 2016, University of Portland

  The underlying impact of high school teachers’ mindfulness practices and philosophies in a classroom environment is investigated through a conceptual framework of self-identity, neuro-semantic… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Wagner, K. M. (2016). The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/11

Chicago Manual of Style (16th Edition):

Wagner, Kathryn Marie. “The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.” 2016. Doctoral Dissertation, University of Portland. Accessed February 22, 2019. http://pilotscholars.up.edu/etd/11.

MLA Handbook (7th Edition):

Wagner, Kathryn Marie. “The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers.” 2016. Web. 22 Feb 2019.

Vancouver:

Wagner KM. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. [Internet] [Doctoral dissertation]. University of Portland; 2016. [cited 2019 Feb 22]. Available from: http://pilotscholars.up.edu/etd/11.

Council of Science Editors:

Wagner KM. The Mindfully Embedded Classroom: An Investigation of the Mindfulness Traits, Philosophies, and Practices of High School Teachers. [Doctoral Dissertation]. University of Portland; 2016. Available from: http://pilotscholars.up.edu/etd/11

2. Dudley, Abigail. Culturally Responsive Education and Disproportionality of Latino Males in Special Education.

Degree: Education, EdD, Education, 2018, University of Portland

  Latino male students are disproportionately represented in special education programs at a local level in Oregon. Culturally responsive education (CRE) can be used to… (more)

Subjects/Keywords: Disability and Equity in Education; Education; Social and Philosophical Foundations of Education; Special Education and Teaching

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APA (6th Edition):

Dudley, A. (2018). Culturally Responsive Education and Disproportionality of Latino Males in Special Education. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/44

Chicago Manual of Style (16th Edition):

Dudley, Abigail. “Culturally Responsive Education and Disproportionality of Latino Males in Special Education.” 2018. Doctoral Dissertation, University of Portland. Accessed February 22, 2019. https://pilotscholars.up.edu/etd/44.

MLA Handbook (7th Edition):

Dudley, Abigail. “Culturally Responsive Education and Disproportionality of Latino Males in Special Education.” 2018. Web. 22 Feb 2019.

Vancouver:

Dudley A. Culturally Responsive Education and Disproportionality of Latino Males in Special Education. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 22]. Available from: https://pilotscholars.up.edu/etd/44.

Council of Science Editors:

Dudley A. Culturally Responsive Education and Disproportionality of Latino Males in Special Education. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/44

3. Ketelsen, Teresa. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.

Degree: Education, EdD, Education, 2017, University of Portland

  This study examined the perceptions of first-year Advanced Placement (AP) students; specifically traditionally underrepresented AP students from a high school that attempted to align… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Ketelsen, T. (2017). Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. (Doctoral Dissertation). University of Portland. Retrieved from http://pilotscholars.up.edu/etd/26

Chicago Manual of Style (16th Edition):

Ketelsen, Teresa. “Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.” 2017. Doctoral Dissertation, University of Portland. Accessed February 22, 2019. http://pilotscholars.up.edu/etd/26.

MLA Handbook (7th Edition):

Ketelsen, Teresa. “Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity.” 2017. Web. 22 Feb 2019.

Vancouver:

Ketelsen T. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. [Internet] [Doctoral dissertation]. University of Portland; 2017. [cited 2019 Feb 22]. Available from: http://pilotscholars.up.edu/etd/26.

Council of Science Editors:

Ketelsen T. Student Perspectives in Advanced Placement for First-Year and Traditionally Underrepresented Students: Successes, Challenges, and Shifts in Their Academic Identity. [Doctoral Dissertation]. University of Portland; 2017. Available from: http://pilotscholars.up.edu/etd/26

4. Hortsch, Erin Kelley. A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study.

Degree: Education, EdD, Education, 2018, University of Portland

  American elementary schools are seeing the lowest literacy rates to date across grade-levels. As this literacy rate has dropped across our nation, reading and… (more)

Subjects/Keywords: Curriculum and Instruction; Early Childhood Education; Education; Educational Methods

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

APA (6th Edition):

Hortsch, E. K. (2018). A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/40

Chicago Manual of Style (16th Edition):

Hortsch, Erin Kelley. “A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study.” 2018. Doctoral Dissertation, University of Portland. Accessed February 22, 2019. https://pilotscholars.up.edu/etd/40.

MLA Handbook (7th Edition):

Hortsch, Erin Kelley. “A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study.” 2018. Web. 22 Feb 2019.

Vancouver:

Hortsch EK. A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 22]. Available from: https://pilotscholars.up.edu/etd/40.

Council of Science Editors:

Hortsch EK. A Neuroeducation Approach to Writing Instruction with Kindergarteners: A Case Study. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/40

5. Hetrick, Michele R. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.

Degree: Education, EdD, Education, 2018, University of Portland

  The goal of this study was to determine if the Strong Kids social and emotional learning curriculum (2nd ed.) could serve as a universal… (more)

Subjects/Keywords: Curriculum and Social Inquiry; Education; Educational Methods; Elementary Education

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

APA (6th Edition):

Hetrick, M. R. (2018). Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/41

Chicago Manual of Style (16th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Doctoral Dissertation, University of Portland. Accessed February 22, 2019. https://pilotscholars.up.edu/etd/41.

MLA Handbook (7th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Web. 22 Feb 2019.

Vancouver:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 22]. Available from: https://pilotscholars.up.edu/etd/41.

Council of Science Editors:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/41

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