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You searched for +publisher:"University of Tennessee – Chattanooga" +contributor:("Crawford, Elizabeth K."). Showing records 1 – 30 of 30 total matches.

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1. Quilliams, Jacob. Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district.

Degree: 2019, University of Tennessee – Chattanooga

 The purpose of this study was to better understand how a one to one (1:1) Chromebook classroom initiative diffused in a rural public school system.… (more)

Subjects/Keywords: Educational tests and measurements; Educational technology; Computer-assisted instruction

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APA (6th Edition):

Quilliams, J. (2019). Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/622

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):

Quilliams, Jacob. “Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district.” 2019. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/622.

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

MLA Handbook (7th Edition):

Quilliams, Jacob. “Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district.” 2019. Web. 29 Jan 2020.

Vancouver:

Quilliams J. Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2019. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/622.

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

Council of Science Editors:

Quilliams J. Factors related to teacher adoption rates and the diffusion of a one to one laptop initiative in one rural public school district. [Thesis]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/622

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

2. Willis, Chris M. The effects of co-viewing children’s educational programming on parental communication patterns.

Degree: 2014, University of Tennessee – Chattanooga

 The purpose of this study was to examine the potential impact that children’s educational television programs can have on parents’ communications with their children when… (more)

Subjects/Keywords: Television and children; Television and families; Mass media and children; Parent and child

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APA (6th Edition):

Willis, C. M. (2014). The effects of co-viewing children’s educational programming on parental communication patterns. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/150

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):

Willis, Chris M. “The effects of co-viewing children’s educational programming on parental communication patterns.” 2014. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/150.

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

MLA Handbook (7th Edition):

Willis, Chris M. “The effects of co-viewing children’s educational programming on parental communication patterns.” 2014. Web. 29 Jan 2020.

Vancouver:

Willis CM. The effects of co-viewing children’s educational programming on parental communication patterns. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2014. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/150.

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

Council of Science Editors:

Willis CM. The effects of co-viewing children’s educational programming on parental communication patterns. [Thesis]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/150

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

3. Solomon, Koye. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.

Degree: 2018, University of Tennessee – Chattanooga

 This quantitative research study examined high school teachers’ perceptions concerning the incorporation of 1:1 technology into classroom activities. The study collected data from teachers at… (more)

Subjects/Keywords: Embedded computer systems; Educational technology

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APA (6th Edition):

Solomon, K. (2018). Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/540

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):

Solomon, Koye. “Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/540.

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

MLA Handbook (7th Edition):

Solomon, Koye. “Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption.” 2018. Web. 29 Jan 2020.

Vancouver:

Solomon K. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/540.

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

Council of Science Editors:

Solomon K. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/540

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

4. Elliott, Jeffrey. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.

Degree: 2017, University of Tennessee – Chattanooga

 This causal-comparative case study compares two scheduling practices to determine if there is a significant difference in English Language Arts and/or math scores among fourth… (more)

Subjects/Keywords: Looping (Education); Classroom management; Curriculum planning; Team learning approach in education

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APA (6th Edition):

Elliott, J. (2017). Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/521

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):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/521.

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

MLA Handbook (7th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Web. 29 Jan 2020.

Vancouver:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/521.

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

Council of Science Editors:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/521

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

5. Swafford, Stacy J. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.

Degree: 2017, University of Tennessee – Chattanooga

 This study examined factors that may affect the retention of first-time, full-time college freshmen to sophomore year. Institutions in the Appalachian College Association (ACA) were… (more)

Subjects/Keywords: College freshmen; Prediction of scholastic success; College dropouts  – Prevention

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APA (6th Edition):

Swafford, S. J. (2017). Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/499

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):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/499.

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

MLA Handbook (7th Edition):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Web. 29 Jan 2020.

Vancouver:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/499.

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

Council of Science Editors:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/499

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

6. Engels, Mary Katherine. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.

Degree: 2018, University of Tennessee – Chattanooga

 The desire to understand the American classical music experience and its relationship to transformational leadership is the foundational reason for this study. The experience of… (more)

Subjects/Keywords: Music  – Instruction and study  – Psychological aspects; Leadership; Organization  – Research

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APA (6th Edition):

Engels, M. K. (2018). The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/546

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):

Engels, Mary Katherine. “The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/546.

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

MLA Handbook (7th Edition):

Engels, Mary Katherine. “The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization.” 2018. Web. 29 Jan 2020.

Vancouver:

Engels MK. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/546.

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

Council of Science Editors:

Engels MK. The relationship of the transformational leadership process and group mood among musicians and their effects on artistic quality within the American orchestral organization. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/546

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

7. Young, Stephanie. An examination of leadership styles among virtual school administrators.

Degree: 2017, University of Tennessee – Chattanooga

 In this study, the researcher examined self-perceived school leadership styles of school administrators within the virtual school setting. Through this study, the researcher identified virtual… (more)

Subjects/Keywords: Educational leadership; School management and organization; Leadership  – Ability testing

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APA (6th Edition):

Young, S. (2017). An examination of leadership styles among virtual school administrators. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/530

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, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/530.

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

MLA Handbook (7th Edition):

Young, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Web. 29 Jan 2020.

Vancouver:

Young S. An examination of leadership styles among virtual school administrators. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/530.

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

Council of Science Editors:

Young S. An examination of leadership styles among virtual school administrators. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/530

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

8. Walter, Harry R., III. Middle school teachers' judgment of attributes and processes used in professional development.

Degree: 2019, University of Tennessee – Chattanooga

 Most people would agree that education is imperative to the development of young people. However, the education that students need, and are receiving, is in… (more)

Subjects/Keywords: Teachers  – Training of; Teachers  – In-service training

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APA (6th Edition):

Walter, Harry R., I. (2019). Middle school teachers' judgment of attributes and processes used in professional development. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/621

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):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/621.

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

MLA Handbook (7th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Web. 29 Jan 2020.

Vancouver:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2019. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/621.

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

Council of Science Editors:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Thesis]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/621

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

9. Bass, Laura K. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.

Degree: 2019, University of Tennessee – Chattanooga

 This mixed-methods study concentrated on students who participated in a 2-day freshman orientation program and registered for courses at a midsize metropolitan 4-year public university(more)

Subjects/Keywords: College students; Student registration; Academic achievement; Vocational guidance

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APA (6th Edition):

Bass, L. K. (2019). Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/581

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):

Bass, Laura K. “Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.” 2019. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/581.

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

MLA Handbook (7th Edition):

Bass, Laura K. “Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university.” 2019. Web. 29 Jan 2020.

Vancouver:

Bass LK. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2019. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/581.

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

Council of Science Editors:

Bass LK. Registration and course selection processes of entering freshmen and the effects on academic success and retention at a midsize public university. [Thesis]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/581

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

10. Blaser Beard, Jill A. An examination of student perceptions of knowledge transfer in the first-year composition experience.

Degree: 2017, University of Tennessee – Chattanooga

 Guided by four research questions, this mixed methods study examined students’ perceptions of their ability to transfer skills learned in the first-year composition (FYC) course… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching  – United States; English language  – Composition and exercises

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APA (6th Edition):

Blaser Beard, J. A. (2017). An examination of student perceptions of knowledge transfer in the first-year composition experience. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/500

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):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/500.

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

MLA Handbook (7th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Web. 29 Jan 2020.

Vancouver:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/500.

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

Council of Science Editors:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/500

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

11. Battle, Wahtawah. Archival offender records analysis: examining patient abuses in Tennessee.

Degree: 2019, University of Tennessee – Chattanooga

 This quantitative causal-comparative study was designed to examine potential relationships between independent variables (job level, dependency of patient, work environments, sex, and race) related to… (more)

Subjects/Keywords: Medical ethics; Medical jurisprudence

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APA (6th Edition):

Battle, W. (2019). Archival offender records analysis: examining patient abuses in Tennessee. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/608

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):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/608.

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

MLA Handbook (7th Edition):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Web. 29 Jan 2020.

Vancouver:

Battle W. Archival offender records analysis: examining patient abuses in Tennessee. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2019. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/608.

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

Council of Science Editors:

Battle W. Archival offender records analysis: examining patient abuses in Tennessee. [Thesis]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/608

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

12. Deal, Charles T. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.

Degree: 2017, University of Tennessee – Chattanooga

 The purpose of this study was to determine factors that influence giving decisions of former athletes at a small regional university. A former athlete survey… (more)

Subjects/Keywords: Educational fund raising; Universities and colleges  – Alumni and alumnae  – Charitable contributions

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APA (6th Edition):

Deal, C. T. (2017). Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/504

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):

Deal, Charles T. “Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/504.

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

MLA Handbook (7th Edition):

Deal, Charles T. “Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater.” 2017. Web. 29 Jan 2020.

Vancouver:

Deal CT. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/504.

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

Council of Science Editors:

Deal CT. Factors influencing the level of financial support provided by former athletes from a NCAA Division I-A Football Championship Series (FCS) university to their alma mater. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/504

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

13. Reece, Scott. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.

Degree: 2018, University of Tennessee – Chattanooga

 This study looked for significant relationships between employee communication satisfaction and employee work engagement, employee work engagement and job performance, and employee communication satisfaction and… (more)

Subjects/Keywords: Business communication; Communication in organizations

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APA (6th Edition):

Reece, S. (2018). An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/541

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):

Reece, Scott. “An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/541.

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

MLA Handbook (7th Edition):

Reece, Scott. “An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation.” 2018. Web. 29 Jan 2020.

Vancouver:

Reece S. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/541.

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

Council of Science Editors:

Reece S. An examination of the relationship between the organizational communication process, employee work engagement, and job performance in a high-speed, high-volume manufacturing operation. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/541

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

14. Harbison, John W. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.

Degree: 2016, University of Tennessee – Chattanooga

 The aging Baby Boomer Generation, coupled with the large coming of age Millennial Generation and the need for more adaptive and flexible employees in business,… (more)

Subjects/Keywords: Leadership  – Management; Career development; Human-computer interaction

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APA (6th Edition):

Harbison, J. W. (2016). The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/488

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):

Harbison, John W. “The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.” 2016. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/488.

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

MLA Handbook (7th Edition):

Harbison, John W. “The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.” 2016. Web. 29 Jan 2020.

Vancouver:

Harbison JW. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2016. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/488.

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

Council of Science Editors:

Harbison JW. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. [Thesis]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/488

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

15. Beeler, Amanda T. The role of required volunteerism and service-learning on student perceptions of civic responsibility.

Degree: 2018, University of Tennessee – Chattanooga

 Civic education has historically been one of the fundamental goals of U.S. higher education. However, the importance placed on teaching civic responsibility in this environment… (more)

Subjects/Keywords: Education, Higher  – Social aspects  – United States; Experiential learning  – United States; Service learning  – United States

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APA (6th Edition):

Beeler, A. T. (2018). The role of required volunteerism and service-learning on student perceptions of civic responsibility. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/573

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):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/573.

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

MLA Handbook (7th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Web. 29 Jan 2020.

Vancouver:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/573.

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

Council of Science Editors:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/573

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

16. Stark, Gerald E. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.

Degree: 2016, University of Tennessee – Chattanooga

 Some individuals and groups seem to adopt emerging ideas and innovations more readily than others. Since any emerging innovation or technology inherently comes with a… (more)

Subjects/Keywords: Bowenian family therapy; Differentiation (Sociology); Medical technology; Medical innovations

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APA (6th Edition):

Stark, G. E. (2016). The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/487

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):

Stark, Gerald E. “The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.” 2016. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/487.

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

MLA Handbook (7th Edition):

Stark, Gerald E. “The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians.” 2016. Web. 29 Jan 2020.

Vancouver:

Stark GE. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2016. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/487.

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

Council of Science Editors:

Stark GE. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. [Thesis]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/487

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

17. Bischell, Jordan. Examining parents' perceptions of and preferences toward the use of comics in the classroom.

Degree: 2018, University of Tennessee – Chattanooga

 While many researchers openly acknowledge the educational benefits of comics, the academic use of the medium has been met with much fear and apprehension from… (more)

Subjects/Keywords: Comic books, strips, etc. in education; Graphic novels

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APA (6th Edition):

Bischell, J. (2018). Examining parents' perceptions of and preferences toward the use of comics in the classroom. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/542

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):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/542.

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

MLA Handbook (7th Edition):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Web. 29 Jan 2020.

Vancouver:

Bischell J. Examining parents' perceptions of and preferences toward the use of comics in the classroom. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/542.

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

Council of Science Editors:

Bischell J. Examining parents' perceptions of and preferences toward the use of comics in the classroom. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/542

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

18. Freeman, Yancy. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.

Degree: 2018, University of Tennessee – Chattanooga

 The purpose of this study was to evaluate whether a relationship existed between a set of prescribed student success quality indicators and retention of the… (more)

Subjects/Keywords: College attendance  – Tennessee; Academic achievement  – Tennessee  – Evaluation; Lotteries  – Tennessee

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APA (6th Edition):

Freeman, Y. (2018). The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/560

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):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/560.

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

MLA Handbook (7th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Web. 29 Jan 2020.

Vancouver:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/560.

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

Council of Science Editors:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/560

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

19. Ramnarine, Angelique. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.

Degree: 2018, University of Tennessee – Chattanooga

 Many lower-level mathematics courses were redesigned in the Fall 2012 semester, after the Complete College Tennessee Act of 2010 eliminated developmental programs from state universities.… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher); Education, Higher  – Effect of technological innovations on  – United States

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

APA (6th Edition):

Ramnarine, A. (2018). Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/558

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):

Ramnarine, Angelique. “Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/558.

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

MLA Handbook (7th Edition):

Ramnarine, Angelique. “Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.” 2018. Web. 29 Jan 2020.

Vancouver:

Ramnarine A. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/558.

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

Council of Science Editors:

Ramnarine A. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/558

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

20. McDonald, Susan Spratling. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.

Degree: 2013, University of Tennessee – Chattanooga

 There have been few studies examining disciplinary actions by state boards of occupational therapy. Researchers have mainly studied mandatory continuing competence but not the influence… (more)

Subjects/Keywords: Occupational therapy  – Moral and ethical aspects

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APA (6th Edition):

McDonald, S. S. (2013). Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/337

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):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/337.

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

MLA Handbook (7th Edition):

McDonald, Susan Spratling. “Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?.” 2013. Web. 29 Jan 2020.

Vancouver:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2013. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/337.

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

Council of Science Editors:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Thesis]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/337

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

21. Murray, Cathy M. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.

Degree: 2015, University of Tennessee – Chattanooga

 Adoption of health information technology (HIT) may be instrumental in improving quality of care in Minnesota nursing homes. The purpose of this non-experimental, quantitative study… (more)

Subjects/Keywords: Nursing homes  – Standards  – Minnesota; Older people  – Long-term care  – Minnesota  – Evaluation; Nursing homes  – Quality control

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APA (6th Edition):

Murray, C. M. (2015). Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/160

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):

Murray, Cathy M. “Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.” 2015. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/160.

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

MLA Handbook (7th Edition):

Murray, Cathy M. “Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes.” 2015. Web. 29 Jan 2020.

Vancouver:

Murray CM. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2015. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/160.

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

Council of Science Editors:

Murray CM. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. [Thesis]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/160

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

22. Vance, Ross Ian. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.

Degree: 2019, University of Tennessee – Chattanooga

 As society advances in technology, it is important that our educational systems have a unified understanding of how technology should be used inside the classroom… (more)

Subjects/Keywords: Educational technology  – Case studies; Academic achievement

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APA (6th Edition):

Vance, R. I. (2019). A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/609

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):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/609.

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

MLA Handbook (7th Edition):

Vance, Ross Ian. “A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology.” 2019. Web. 29 Jan 2020.

Vancouver:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2019. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/609.

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

Council of Science Editors:

Vance RI. A comparison of student perceptions of academic, social, and emotional self-efficacy in classrooms with divergent approaches to integrating instructional technology. [Thesis]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/609

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

23. Hale, David E. Factors that contribute to student achievement: a case study of one high school.

Degree: 2015, University of Tennessee – Chattanooga

 ABSTRACT The purpose of this study was to determine if there were definable factors, which contributed to or impacted the ACT scores, end of course… (more)

Subjects/Keywords: Educational equalization; Academic achievement  – Evaluation; Educational tests and measurements

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APA (6th Edition):

Hale, D. E. (2015). Factors that contribute to student achievement: a case study of one high school. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157

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):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/157.

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

MLA Handbook (7th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 29 Jan 2020.

Vancouver:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2015. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/157.

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

Council of Science Editors:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Thesis]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/157

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

24. Johnson, Rowan Farrington. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.

Degree: 2013, University of Tennessee – Chattanooga

 This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing… (more)

Subjects/Keywords: Computer-assisted instruction  – Evaluation; Blended learning  – Evaluation

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APA (6th Edition):

Johnson, R. F. (2013). Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

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, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/302.

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

MLA Handbook (7th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Web. 29 Jan 2020.

Vancouver:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2013. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/302.

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

Council of Science Editors:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Thesis]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302

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

25. Baxley, Joel F. Professional development in arts integration: an activity theory analysis of participating teachers' experiences.

Degree: 2017, University of Tennessee – Chattanooga

 This study examines the tensions and changes experienced by teachers participating in two professional development programs in arts integration through the lens of cultural historical… (more)

Subjects/Keywords: Arts  – Study and teaching; Arts in education

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APA (6th Edition):

Baxley, J. F. (2017). Professional development in arts integration: an activity theory analysis of participating teachers' experiences. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/502

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):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/502.

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

MLA Handbook (7th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Web. 29 Jan 2020.

Vancouver:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/502.

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

Council of Science Editors:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/502

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

26. Ward, Andrew Paul. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.

Degree: 2018, University of Tennessee – Chattanooga

 The purpose of this research study was to analyze and explore the beliefs and cultural values that influence teacher expectations of student achievement in Togo,… (more)

Subjects/Keywords: Academic achievement  – Cross-cultural studies; Education  – Africa, West

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APA (6th Edition):

Ward, A. P. (2018). Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/574

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):

Ward, Andrew Paul. “Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/574.

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

MLA Handbook (7th Edition):

Ward, Andrew Paul. “Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values.” 2018. Web. 29 Jan 2020.

Vancouver:

Ward AP. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/574.

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

Council of Science Editors:

Ward AP. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/574

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

27. McCord, Jeff D. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.

Degree: 2017, University of Tennessee – Chattanooga

 This study examined the relationship between the short-term mission trip experience and participation in spiritual-formation disciplines for individuals identifying with mainline protestant Christian traditions. The… (more)

Subjects/Keywords: Short-term missions; Spiritual formation

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APA (6th Edition):

McCord, J. D. (2017). Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/498

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):

McCord, Jeff D. “Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/498.

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

MLA Handbook (7th Edition):

McCord, Jeff D. “Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions.” 2017. Web. 29 Jan 2020.

Vancouver:

McCord JD. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/498.

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

Council of Science Editors:

McCord JD. Faith-based instructional interventions: the relationship of the short-term mission trip with the spiritual-formation disciplines of mainline Protestant Christian traditions. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/498

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

28. Hayes, Terri. Educational and employment outcomes for students who complete a high school career and technical concentration.

Degree: 2018, University of Tennessee – Chattanooga

 Participating in career technical education has been associated with increased completion of secondary and postsecondary educational programs among other positive effects for students. Selected academic… (more)

Subjects/Keywords: Technical education; Vocational education; Career education

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APA (6th Edition):

Hayes, T. (2018). Educational and employment outcomes for students who complete a high school career and technical concentration. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/547

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):

Hayes, Terri. “Educational and employment outcomes for students who complete a high school career and technical concentration.” 2018. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/547.

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

MLA Handbook (7th Edition):

Hayes, Terri. “Educational and employment outcomes for students who complete a high school career and technical concentration.” 2018. Web. 29 Jan 2020.

Vancouver:

Hayes T. Educational and employment outcomes for students who complete a high school career and technical concentration. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2018. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/547.

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

Council of Science Editors:

Hayes T. Educational and employment outcomes for students who complete a high school career and technical concentration. [Thesis]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/547

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

29. Breakey, Michael George. A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management.

Degree: 2017, University of Tennessee – Chattanooga

 The population of higher education in America consists of nearly 20 million students enrolled in more than 4,000 colleges across the country. College enrollment in… (more)

Subjects/Keywords: College freshmen; College student orientation; Prediction of scholastic success; Academic achievement

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APA (6th Edition):

Breakey, M. G. (2017). A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/528

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):

Breakey, Michael George. “A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/528.

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

MLA Handbook (7th Edition):

Breakey, Michael George. “A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management.” 2017. Web. 29 Jan 2020.

Vancouver:

Breakey MG. A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/528.

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

Council of Science Editors:

Breakey MG. A study of the relationship between a college success course and student perception of the self-regulatory skills of concentration, motivation, and time management. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/528

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

30. Caraccio, Michael. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.

Degree: 2017, University of Tennessee – Chattanooga

 “Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school students are chronically disengaged from school” (Crotty, 2013, para.… (more)

Subjects/Keywords: Motivation in education; Achievement motivation

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

APA (6th Edition):

Caraccio, M. (2017). An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. (Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/527

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):

Caraccio, Michael. “An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.” 2017. Thesis, University of Tennessee – Chattanooga. Accessed January 29, 2020. https://scholar.utc.edu/theses/527.

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

MLA Handbook (7th Edition):

Caraccio, Michael. “An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools.” 2017. Web. 29 Jan 2020.

Vancouver:

Caraccio M. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. [Internet] [Thesis]. University of Tennessee – Chattanooga; 2017. [cited 2020 Jan 29]. Available from: https://scholar.utc.edu/theses/527.

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

Council of Science Editors:

Caraccio M. An investigation of the relationship between academic achievement and high school students' perceived level of satisfaction of needs in selected Southeast Tennessee schools. [Thesis]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/527

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

.