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You searched for +publisher:"University of Tennessee – Chattanooga" +contributor:("Crawford, Elizabeth K."). Showing records 1 – 30 of 37 total matches.

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1. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/504

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/504.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/504.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/504

2. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/541

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/541.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/541.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/541

3. 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?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/488

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/488.

MLA Handbook (7th Edition):

Harbison, John W. “The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?.” 2016. Web. 15 Apr 2021.

Vancouver:

Harbison JW. The impact of video gaming on managers' adaptive leadership skills: do millennials have an advantage?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2016. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/488.

Council of Science Editors:

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

4. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/573

Chicago Manual of Style (16th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/573.

MLA Handbook (7th Edition):

Beeler, Amanda T. “The role of required volunteerism and service-learning on student perceptions of civic responsibility.” 2018. Web. 15 Apr 2021.

Vancouver:

Beeler AT. The role of required volunteerism and service-learning on student perceptions of civic responsibility. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/573.

Council of Science Editors:

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

5. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/487

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/487.

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. 15 Apr 2021.

Vancouver:

Stark GE. The relationship of the attributional dimensions of emotional differentiation on attributional dimensions of technology readiness for orthotic and prosthetic clinicians. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2016. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/487.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2016. Available from: https://scholar.utc.edu/theses/487

6. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/542

Chicago Manual of Style (16th Edition):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/542.

MLA Handbook (7th Edition):

Bischell, Jordan. “Examining parents' perceptions of and preferences toward the use of comics in the classroom.” 2018. Web. 15 Apr 2021.

Vancouver:

Bischell J. Examining parents' perceptions of and preferences toward the use of comics in the classroom. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/542.

Council of Science Editors:

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

7. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/560

Chicago Manual of Style (16th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/560.

MLA Handbook (7th Edition):

Freeman, Yancy. “The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program.” 2018. Web. 15 Apr 2021.

Vancouver:

Freeman Y. The relationship between traditional student success variables with retention of the Tennessee Lottery Scholarship Program. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/560.

Council of Science Editors:

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

8. 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 (6th Edition):

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

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/558.

MLA Handbook (7th Edition):

Ramnarine, Angelique. “Influential factors of academic performance and course retention in college mathematics: face-to-face versus online.” 2018. Web. 15 Apr 2021.

Vancouver:

Ramnarine A. Influential factors of academic performance and course retention in college mathematics: face-to-face versus online. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/558.

Council of Science Editors:

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

9. 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?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/337

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/337.

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. 15 Apr 2021.

Vancouver:

McDonald SS. Mandatory ethics and jurisprudence training: does it make a difference in disciplinary actions of occupational therapy professionals?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/337.

Council of Science Editors:

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

10. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/160

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/160.

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. 15 Apr 2021.

Vancouver:

Murray CM. Effects of Health Information Technology Adoption on Nursing Home Quality Rating Scores in Minnesota Nursing Homes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/160.

Council of Science Editors:

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

11. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/609

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/609.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/609.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/609

12. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/157

Chicago Manual of Style (16th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/157.

MLA Handbook (7th Edition):

Hale, David E. “Factors that contribute to student achievement: a case study of one high school.” 2015. Web. 15 Apr 2021.

Vancouver:

Hale DE. Factors that contribute to student achievement: a case study of one high school. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/157.

Council of Science Editors:

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

13. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/302.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/302.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302

14. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/502

Chicago Manual of Style (16th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/502.

MLA Handbook (7th Edition):

Baxley, Joel F. “Professional development in arts integration: an activity theory analysis of participating teachers' experiences.” 2017. Web. 15 Apr 2021.

Vancouver:

Baxley JF. Professional development in arts integration: an activity theory analysis of participating teachers' experiences. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/502.

Council of Science Editors:

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

15. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/574

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/574.

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. 15 Apr 2021.

Vancouver:

Ward AP. Expectations of student achievement among primary school teachers in Togo, West Africa: An analysis of beliefs and cultural values. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/574.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/574

16. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/498

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/498.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/498.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/498

17. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/540

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/540.

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. 15 Apr 2021.

Vancouver:

Solomon K. Teachers and 1:1 technology in classroom activities: A quantitative study comparing perceptions and stage of adoption. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/540.

Council of Science Editors:

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

18. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/499

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/499.

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. 15 Apr 2021.

Vancouver:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/499.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/499

19. 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?. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/521

Chicago Manual of Style (16th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/521.

MLA Handbook (7th Edition):

Elliott, Jeffrey. “Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?.” 2017. Web. 15 Apr 2021.

Vancouver:

Elliott J. Community versus traditional classrooms: is there a case for improved academic performance in elementary schools?. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/521.

Council of Science Editors:

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

20. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/546

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/546.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2018. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/546.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2018. Available from: https://scholar.utc.edu/theses/546

21. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/530

Chicago Manual of Style (16th Edition):

Young, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/530.

MLA Handbook (7th Edition):

Young, Stephanie. “An examination of leadership styles among virtual school administrators.” 2017. Web. 15 Apr 2021.

Vancouver:

Young S. An examination of leadership styles among virtual school administrators. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/530.

Council of Science Editors:

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

22. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/621

Chicago Manual of Style (16th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/621.

MLA Handbook (7th Edition):

Walter, Harry R., III. “Middle school teachers' judgment of attributes and processes used in professional development.” 2019. Web. 15 Apr 2021.

Vancouver:

Walter, Harry R. I. Middle school teachers' judgment of attributes and processes used in professional development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/621.

Council of Science Editors:

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

23. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/581

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/581.

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. 15 Apr 2021.

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] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/581.

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. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2019. Available from: https://scholar.utc.edu/theses/581

24. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/500

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. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/500.

MLA Handbook (7th Edition):

Blaser Beard, Jill A. “An examination of student perceptions of knowledge transfer in the first-year composition experience.” 2017. Web. 15 Apr 2021.

Vancouver:

Blaser Beard JA. An examination of student perceptions of knowledge transfer in the first-year composition experience. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/500.

Council of Science Editors:

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

25. 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. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/608

Chicago Manual of Style (16th Edition):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/608.

MLA Handbook (7th Edition):

Battle, Wahtawah. “Archival offender records analysis: examining patient abuses in Tennessee.” 2019. Web. 15 Apr 2021.

Vancouver:

Battle W. Archival offender records analysis: examining patient abuses in Tennessee. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2019. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/608.

Council of Science Editors:

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

26. Tolbert, Matthew. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.

Degree: 2020, University of Tennessee – Chattanooga

 For more than two centuries, traditional college instruction in America has relied upon the use of the lecture as the model for the college classroom… (more)

Subjects/Keywords: Active learning; Critical thinking; Flipped classrooms

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APA (6th Edition):

Tolbert, M. (2020). The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/634

Chicago Manual of Style (16th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/634.

MLA Handbook (7th Edition):

Tolbert, Matthew. “The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course.” 2020. Web. 15 Apr 2021.

Vancouver:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/634.

Council of Science Editors:

Tolbert M. The relationship between the flipped classroom and critical thinking, academic performance, student perceptions, and student evaluations in an introductory psychology course. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/634

27. McPherson, Joyce. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.

Degree: 2020, University of Tennessee – Chattanooga

 This study evaluated the relationship between dialogic inquiry and student engagement within the context of active learning Shakespeare education. Active learning is a pedagogical framework… (more)

Subjects/Keywords: Active learning; Constructivism (Education); Shakespeare, William, 1564-1616 – Study and teaching

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APA (6th Edition):

McPherson, J. (2020). A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/638

Chicago Manual of Style (16th Edition):

McPherson, Joyce. “A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/638.

MLA Handbook (7th Edition):

McPherson, Joyce. “A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education.” 2020. Web. 15 Apr 2021.

Vancouver:

McPherson J. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/638.

Council of Science Editors:

McPherson J. A mixed methods study of the relationship between dialogic inquiry and engagement in active learning Shakespeare education. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/638

28. Greear, Amy. Examining the effect of emergency assistance programs on student retention in rural community colleges.

Degree: 2020, University of Tennessee – Chattanooga

 Community colleges are public educational institutions that are designed to meet students' educational and career goals in an affordable and accessible manner. While community colleges… (more)

Subjects/Keywords: Community college dropouts  – Appalachian Region; Educational attainment  – Appalachian Region; Community college students  – Appalachian Region

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APA (6th Edition):

Greear, A. (2020). Examining the effect of emergency assistance programs on student retention in rural community colleges. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/635

Chicago Manual of Style (16th Edition):

Greear, Amy. “Examining the effect of emergency assistance programs on student retention in rural community colleges.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/635.

MLA Handbook (7th Edition):

Greear, Amy. “Examining the effect of emergency assistance programs on student retention in rural community colleges.” 2020. Web. 15 Apr 2021.

Vancouver:

Greear A. Examining the effect of emergency assistance programs on student retention in rural community colleges. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/635.

Council of Science Editors:

Greear A. Examining the effect of emergency assistance programs on student retention in rural community colleges. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/635

29. Powell, Melissa C. Perceptions of a community-based cooking skills and nutrition education class.

Degree: 2020, University of Tennessee – Chattanooga

 This dissertation examined the perceptions of a community-based cooking skills and nutrition education class that included an availability sample of adult learners who attended monthly… (more)

Subjects/Keywords: Adult students; Cooking – Study and teaching; Nutrition – Study and teaching

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APA (6th Edition):

Powell, M. C. (2020). Perceptions of a community-based cooking skills and nutrition education class. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/637

Chicago Manual of Style (16th Edition):

Powell, Melissa C. “Perceptions of a community-based cooking skills and nutrition education class.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/637.

MLA Handbook (7th Edition):

Powell, Melissa C. “Perceptions of a community-based cooking skills and nutrition education class.” 2020. Web. 15 Apr 2021.

Vancouver:

Powell MC. Perceptions of a community-based cooking skills and nutrition education class. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/637.

Council of Science Editors:

Powell MC. Perceptions of a community-based cooking skills and nutrition education class. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/637

30. Hackathorne, Jessica. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.

Degree: 2020, University of Tennessee – Chattanooga

 As the population ages, there exists a desire to stay active and in one’s own home. Institutionalization is required for some individuals, with the primary… (more)

Subjects/Keywords: Body-mind centering; Occupational therapy for older people; Video games

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APA (6th Edition):

Hackathorne, J. (2020). Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/636

Chicago Manual of Style (16th Edition):

Hackathorne, Jessica. “Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.” 2020. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 15, 2021. https://scholar.utc.edu/theses/636.

MLA Handbook (7th Edition):

Hackathorne, Jessica. “Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults.” 2020. Web. 15 Apr 2021.

Vancouver:

Hackathorne J. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2020. [cited 2021 Apr 15]. Available from: https://scholar.utc.edu/theses/636.

Council of Science Editors:

Hackathorne J. Examining the relationships between body motion gaming or mind-body practice and balance, cognition, and social engagement in community dwelling older adults. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2020. Available from: https://scholar.utc.edu/theses/636

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