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You searched for +publisher:"University of Texas – Austin" +contributor:("Callahan, Rebecca"). Showing records 1 – 13 of 13 total matches.

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University of Texas – Austin

1. Dougherty, Caitlin Anna. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.

Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin

 The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed… (more)

Subjects/Keywords: Bilingual education; Dual language education

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APA (6th Edition):

Dougherty, C. A. (2014). When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25972

Chicago Manual of Style (16th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/25972.

MLA Handbook (7th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Web. 16 Sep 2019.

Vancouver:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/25972.

Council of Science Editors:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25972


University of Texas – Austin

2. -6001-4664. Educational barriers for refugee high school students literature review.

Degree: MA, Curriculum and Instruction, 2017, University of Texas – Austin

 This report contains a review of the literature concerning the schooling experience of recently migrated refugee high school students. The report first distinguishes the refugee… (more)

Subjects/Keywords: Refugee students; Acculturation; High school; Human rights; Refugee schooling experience; Refugee high school experience; Literature review; Recently migrated refugees; Refugee dilemma

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APA (6th Edition):

-6001-4664. (2017). Educational barriers for refugee high school students literature review. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65950

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

Chicago Manual of Style (16th Edition):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Masters Thesis, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/65950.

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

MLA Handbook (7th Edition):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Web. 16 Sep 2019.

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

Vancouver:

-6001-4664. Educational barriers for refugee high school students literature review. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/65950.

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

Council of Science Editors:

-6001-4664. Educational barriers for refugee high school students literature review. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65950

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


University of Texas – Austin

3. Morton, Karisma Lucia. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.

Degree: PhD, Science, Technology, Engineering & Mathematics Education, 2017, University of Texas – Austin

 Achieving equity in math education requires investigations into issues of access as well as experiences of students in their math classrooms. In this dissertation, I… (more)

Subjects/Keywords: Equity; Math education; Black and Hispanic youth

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APA (6th Edition):

Morton, K. L. (2017). Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62329

Chicago Manual of Style (16th Edition):

Morton, Karisma Lucia. “Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/62329.

MLA Handbook (7th Edition):

Morton, Karisma Lucia. “Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.” 2017. Web. 16 Sep 2019.

Vancouver:

Morton KL. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/62329.

Council of Science Editors:

Morton KL. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62329


University of Texas – Austin

4. Song, Jayoung. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.

Degree: PhD, Foreign Language Education, 2014, University of Texas – Austin

 The purpose of my dissertation was to explore whether a virtual world could be a suitable platform for second language assessment. It specifically looked at… (more)

Subjects/Keywords: English as a second language; Second language assessment; Virtual world

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APA (6th Edition):

Song, J. (2014). A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30919

Chicago Manual of Style (16th Edition):

Song, Jayoung. “A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/30919.

MLA Handbook (7th Edition):

Song, Jayoung. “A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests.” 2014. Web. 16 Sep 2019.

Vancouver:

Song J. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/30919.

Council of Science Editors:

Song J. A study of ESL students’ performance and perceptions in face-to-face and virtual-world group oral tests. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30919


University of Texas – Austin

5. Henderson, Kathryn Isabel. Dual language bilingual education program implementation : teacher language ideologies and local language policy.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban… (more)

Subjects/Keywords: Dual language; Bilingual education; Language policy; Language ideology; Program implementation

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APA (6th Edition):

Henderson, K. I. (2015). Dual language bilingual education program implementation : teacher language ideologies and local language policy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30925

Chicago Manual of Style (16th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/30925.

MLA Handbook (7th Edition):

Henderson, Kathryn Isabel. “Dual language bilingual education program implementation : teacher language ideologies and local language policy.” 2015. Web. 16 Sep 2019.

Vancouver:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/30925.

Council of Science Editors:

Henderson KI. Dual language bilingual education program implementation : teacher language ideologies and local language policy. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30925


University of Texas – Austin

6. Ansari, Arya. The antecedents and outcomes of preschool programs for children in America.

Degree: PhD, Human development and family sciences, 2016, University of Texas – Austin

 There has been an increased interest in the early childhood years as a point of intervention and, specifically, on preschool programs, which hold great promise… (more)

Subjects/Keywords: Preschool; Selection; Latino families; Heterogeneity; Sustained effects; Academic achievement

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APA (6th Edition):

Ansari, A. (2016). The antecedents and outcomes of preschool programs for children in America. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39730

Chicago Manual of Style (16th Edition):

Ansari, Arya. “The antecedents and outcomes of preschool programs for children in America.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/39730.

MLA Handbook (7th Edition):

Ansari, Arya. “The antecedents and outcomes of preschool programs for children in America.” 2016. Web. 16 Sep 2019.

Vancouver:

Ansari A. The antecedents and outcomes of preschool programs for children in America. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/39730.

Council of Science Editors:

Ansari A. The antecedents and outcomes of preschool programs for children in America. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39730


University of Texas – Austin

7. Whitehead, Sarah Jey. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.

Degree: PhD, Foreign Language Education, 2014, University of Texas – Austin

 This study is based upon the idea that foreign language (FL) classrooms exist apart from their target language communities. While historically, this has been a… (more)

Subjects/Keywords: Foreign language education; Spanish; Discourse analysis; Authenticity; Imagined communities; Ecology theory; Symbolic capital; Cultural appropriation

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APA (6th Edition):

Whitehead, S. J. (2014). I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30498

Chicago Manual of Style (16th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/30498.

MLA Handbook (7th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Web. 16 Sep 2019.

Vancouver:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/30498.

Council of Science Editors:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30498


University of Texas – Austin

8. -7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 This nine-month critical ethnography documented a TWI (two-way immersion) school and community in a rapidly gentrifying urban context in the southwest US in 2015-2016. This… (more)

Subjects/Keywords: Two-way immersion; Critical pedagogy; Neoliberalism

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APA (6th Edition):

-7472-9548. (2017). Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61911

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

Chicago Manual of Style (16th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/61911.

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

MLA Handbook (7th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Web. 16 Sep 2019.

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

Vancouver:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/61911.

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

Council of Science Editors:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61911

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


University of Texas – Austin

9. Krivitsky, Ludmila. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.

Degree: PhD, Educational Psychology, 2017, University of Texas – Austin

 The purpose this research is to explore the potential role that English as a Second Language (ESL) teachers of refugees can play in promoting and… (more)

Subjects/Keywords: Refugee; Mental health; Education

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APA (6th Edition):

Krivitsky, L. (2017). Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63361

Chicago Manual of Style (16th Edition):

Krivitsky, Ludmila. “Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/63361.

MLA Handbook (7th Edition):

Krivitsky, Ludmila. “Learning wellness in a new language : exploring views of ESL teachers about refugee mental health.” 2017. Web. 16 Sep 2019.

Vancouver:

Krivitsky L. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/63361.

Council of Science Editors:

Krivitsky L. Learning wellness in a new language : exploring views of ESL teachers about refugee mental health. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63361


University of Texas – Austin

10. Zúñiga, Christian Ellen. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.

Degree: PhD, Curriculum and Instruction, 2015, University of Texas – Austin

 This study examines how three heritage bilingual teachers from the Texas U.S.-Mexico border articulate their understanding of bilingualism and how they embody those understandings in… (more)

Subjects/Keywords: Language ideology; Language policy; Teacher as policymaker; Bilingual education

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APA (6th Edition):

Zúñiga, C. E. (2015). Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31386

Chicago Manual of Style (16th Edition):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/31386.

MLA Handbook (7th Edition):

Zúñiga, Christian Ellen. “Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border.” 2015. Web. 16 Sep 2019.

Vancouver:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/31386.

Council of Science Editors:

Zúñiga CE. Defining bilingualism : the language ideologies and linguistic practices of bilingual teachers from the U.S.-Mexico border. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31386

11. Córdoba, David. The relationship between homework and academic achievement.

Degree: MA, Curriculum and Instruction, 2013, University of Texas – Austin

 Homework has been a topic of interest in the public, research and educational arenas throughout the last decades. Yet, researchers disagree on the influence of… (more)

Subjects/Keywords: Homework; Academic achievement; Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Córdoba, D. (2013). The relationship between homework and academic achievement. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22474

Chicago Manual of Style (16th Edition):

Córdoba, David. “The relationship between homework and academic achievement.” 2013. Masters Thesis, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/22474.

MLA Handbook (7th Edition):

Córdoba, David. “The relationship between homework and academic achievement.” 2013. Web. 16 Sep 2019.

Vancouver:

Córdoba D. The relationship between homework and academic achievement. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/22474.

Council of Science Editors:

Córdoba D. The relationship between homework and academic achievement. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22474


University of Texas – Austin

12. May, Melissa Ann. Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom.

Degree: MA, Foreign Language Education, 2014, University of Texas – Austin

Foreign Language Education Advisors/Committee Members: Callahan, Rebecca M. (advisor).

Subjects/Keywords: English language learners; Secondary mathematics; Content-area instruction

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APA (6th Edition):

May, M. A. (2014). Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29089

Chicago Manual of Style (16th Edition):

May, Melissa Ann. “Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/29089.

MLA Handbook (7th Edition):

May, Melissa Ann. “Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom.” 2014. Web. 16 Sep 2019.

Vancouver:

May MA. Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/29089.

Council of Science Editors:

May MA. Academic and linguistic support for ELLs: a review of literature on approaches to teaching English language learners in a secondary mathematics classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/29089

13. Mendoza, Rudy, Jr. A study to examine how Texas urban high schools promote success on college readiness standards for Latino students.

Degree: EdD, Educational Administration, 2017, University of Texas – Austin

 The purpose of this case study was to discover how Texas public schools promote successful college readiness standards for Latino students. The researcher defined college… (more)

Subjects/Keywords: College readiness; Latino secondary students

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APA (6th Edition):

Mendoza, Rudy, J. (2017). A study to examine how Texas urban high schools promote success on college readiness standards for Latino students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61562

Chicago Manual of Style (16th Edition):

Mendoza, Rudy, Jr. “A study to examine how Texas urban high schools promote success on college readiness standards for Latino students.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 16, 2019. http://hdl.handle.net/2152/61562.

MLA Handbook (7th Edition):

Mendoza, Rudy, Jr. “A study to examine how Texas urban high schools promote success on college readiness standards for Latino students.” 2017. Web. 16 Sep 2019.

Vancouver:

Mendoza, Rudy J. A study to examine how Texas urban high schools promote success on college readiness standards for Latino students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2152/61562.

Council of Science Editors:

Mendoza, Rudy J. A study to examine how Texas urban high schools promote success on college readiness standards for Latino students. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61562

.