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You searched for +publisher:"University of Texas – Austin" +contributor:("Bryant, Brian R"). Showing records 1 – 6 of 6 total matches.

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University of Texas – Austin

1. -3620-565X. Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students.

Degree: Special Education, 2015, University of Texas – Austin

 Students who are not ready for college must take developmental courses, predominately in math more than reading or writing, because of the need to pass… (more)

Subjects/Keywords: Mathematics; Developmental; Postsecondary; Culturally diverse; Multimedia; Computer-based

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

APA (6th Edition):

-3620-565X. (2015). Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32889

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

Chicago Manual of Style (16th Edition):

-3620-565X. “Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/32889.

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

MLA Handbook (7th Edition):

-3620-565X. “Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3620-565X. Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/32889.

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

Council of Science Editors:

-3620-565X. Multimedia-enhanced developmental mathematics for postsecondary culturally diverse students. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32889

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


University of Texas – Austin

2. -9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.

Degree: Special Education, 2018, University of Texas – Austin

 While there is a significant amount of research centered around minority youth and their barriers toward transition back into a traditional school setting, the research… (more)

Subjects/Keywords: Disabilities; Transition

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

APA (6th Edition):

-9750-1562. (2018). Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/64105

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

Chicago Manual of Style (16th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/64105.

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

MLA Handbook (7th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/64105.

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

Council of Science Editors:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/64105

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


University of Texas – Austin

3. -3286-3313. Exploring differences of the compatibility effect in first graders with different mathematics learning abilities.

Degree: Special Education, 2015, University of Texas – Austin

 The ability to understand and process numerical magnitudes is a key component underlying the development of number knowledge and mathematical skills. Number comparison tasks are… (more)

Subjects/Keywords: The compatibility effect; Two-digit number comparison; Numerical magnitude processing; Mathematics learning abilities; Mathematics learning disabilities

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

APA (6th Edition):

-3286-3313. (2015). Exploring differences of the compatibility effect in first graders with different mathematics learning abilities. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31699

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

Chicago Manual of Style (16th Edition):

-3286-3313. “Exploring differences of the compatibility effect in first graders with different mathematics learning abilities.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/31699.

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

MLA Handbook (7th Edition):

-3286-3313. “Exploring differences of the compatibility effect in first graders with different mathematics learning abilities.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3286-3313. Exploring differences of the compatibility effect in first graders with different mathematics learning abilities. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/31699.

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

Council of Science Editors:

-3286-3313. Exploring differences of the compatibility effect in first graders with different mathematics learning abilities. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31699

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

4. -5637-7232. Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?.

Degree: Special Education, 2015, University of Texas – Austin

 This exploratory study compares the efficiency of two Arabic early literacy curricula that vary in the order they introduce letters and the level of emphasis… (more)

Subjects/Keywords: Arabic; Early literacy; Letter knowledge; Confusion; Vocabulary; Comprehension; Arabic as a foreign language; Curricula

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

APA (6th Edition):

-5637-7232. (2015). Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32143

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

Chicago Manual of Style (16th Edition):

-5637-7232. “Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/32143.

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

MLA Handbook (7th Edition):

-5637-7232. “Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5637-7232. Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/32143.

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

Council of Science Editors:

-5637-7232. Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32143

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

5. -7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.

Degree: Special Education, 2015, University of Texas – Austin

 In this non-experimental, mixed methods dissertation study, a cohort of special education preservice teachers (N = 24) from a university-based teacher preparation program in Central… (more)

Subjects/Keywords: Preservice teachers; Self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-7314-9151. (2015). Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31611

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

Chicago Manual of Style (16th Edition):

-7314-9151. “Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/31611.

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

MLA Handbook (7th Edition):

-7314-9151. “Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.” 2015. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/31611.

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

Council of Science Editors:

-7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31611

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

6. Pfannenstiel, Kathleen Lynn. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.

Degree: Special Education, 2011, University of Texas – Austin

 Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction… (more)

Subjects/Keywords: Mathematics; Multiplication facts; Division facts; Self-regulation; Systematic instruction

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

APA (6th Edition):

Pfannenstiel, K. L. (2011). Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4115

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):

Pfannenstiel, Kathleen Lynn. “Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-4115.

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

MLA Handbook (7th Edition):

Pfannenstiel, Kathleen Lynn. “Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction.” 2011. Web. 21 Feb 2019.

Vancouver:

Pfannenstiel KL. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4115.

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

Council of Science Editors:

Pfannenstiel KL. Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4115

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

.