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You searched for +publisher:"University of Texas – Austin" +contributor:("Cantu, Norma V."). Showing records 1 – 7 of 7 total matches.

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1. Jackson, Tina Marie. Pathways to fast tracking African American community college students to STEM careers.

Degree: PhD, Educational Administration, 2014, University of Texas – Austin

 The United States is currently facing a shortage of qualified Science Technology Engineering & Mathematics workers. As a result, many STEM jobs are being filled… (more)

Subjects/Keywords: STEM; African American students; Community colleges

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

APA (6th Edition):

Jackson, T. M. (2014). Pathways to fast tracking African American community college students to STEM careers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28380

Chicago Manual of Style (16th Edition):

Jackson, Tina Marie. “Pathways to fast tracking African American community college students to STEM careers.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/28380.

MLA Handbook (7th Edition):

Jackson, Tina Marie. “Pathways to fast tracking African American community college students to STEM careers.” 2014. Web. 23 Sep 2019.

Vancouver:

Jackson TM. Pathways to fast tracking African American community college students to STEM careers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/28380.

Council of Science Editors:

Jackson TM. Pathways to fast tracking African American community college students to STEM careers. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28380


University of Texas – Austin

2. Dominguez, Aaron Alonzo. Can district and charter school partnerships work? : a look at emerging collaborative models.

Degree: EdD, Educational Leadership and Policy, 2018, University of Texas – Austin

 The model of competition has existed between district and charter schools for nearly thirty years and has been well researched; however, the idea of collaboration… (more)

Subjects/Keywords: School competition; School collaboration; School partnership; Collaborative schools; Charter schools; District schools; Charter and district school partnerships; District-charter partnerships

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

APA (6th Edition):

Dominguez, A. A. (2018). Can district and charter school partnerships work? : a look at emerging collaborative models. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65658

Chicago Manual of Style (16th Edition):

Dominguez, Aaron Alonzo. “Can district and charter school partnerships work? : a look at emerging collaborative models.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/65658.

MLA Handbook (7th Edition):

Dominguez, Aaron Alonzo. “Can district and charter school partnerships work? : a look at emerging collaborative models.” 2018. Web. 23 Sep 2019.

Vancouver:

Dominguez AA. Can district and charter school partnerships work? : a look at emerging collaborative models. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/65658.

Council of Science Editors:

Dominguez AA. Can district and charter school partnerships work? : a look at emerging collaborative models. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65658


University of Texas – Austin

3. Heitzman, Shirley Marie. Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas.

Degree: EdD, Educational Administration, 2018, University of Texas – Austin

 School districts that successfully pass a school bond election after a failed bond election offer a unique opportunity to investigate variables involved in both the… (more)

Subjects/Keywords: K-12 facilities; School bond referendum; School bond referenda; Bolman and Deal; School facilities; School facilities renovations; School bond referendum passage; School bond referenda passage; School bond passage; Texas school bond passage; School bond elections

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

APA (6th Edition):

Heitzman, S. M. (2018). Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65657

Chicago Manual of Style (16th Edition):

Heitzman, Shirley Marie. “Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/65657.

MLA Handbook (7th Edition):

Heitzman, Shirley Marie. “Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas.” 2018. Web. 23 Sep 2019.

Vancouver:

Heitzman SM. Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/65657.

Council of Science Editors:

Heitzman SM. Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65657


University of Texas – Austin

4. -6384-2438. Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.

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

 Perceived Experiences That Positively Contribute to High-Achieving African American Male Student Success at a Large Urban Community College Shantay R. Grays, Ed.D. The University of… (more)

Subjects/Keywords: African American males; Black males; Higher education; Community college; Student success; Persistence; Perceptions; Retention; Student support

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

APA (6th Edition):

-6384-2438. (2017). Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63070

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

Chicago Manual of Style (16th Edition):

-6384-2438. “Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/63070.

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

MLA Handbook (7th Edition):

-6384-2438. “Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.” 2017. Web. 23 Sep 2019.

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

Vancouver:

-6384-2438. Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/63070.

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

Council of Science Editors:

-6384-2438. Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63070

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


University of Texas – Austin

5. Hinojosa, Saul U. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.

Degree: EdD, Educational Administration, 2015, University of Texas – Austin

 Implementing a Response to Intervention (RTI) system within a public school district includes several variables, one of which is identifying the contributing factors that are… (more)

Subjects/Keywords: Response to intervention (RTI); Hispanic students; Teacher perceptions

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

APA (6th Edition):

Hinojosa, S. U. (2015). An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32520

Chicago Manual of Style (16th Edition):

Hinojosa, Saul U. “An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/32520.

MLA Handbook (7th Edition):

Hinojosa, Saul U. “An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students.” 2015. Web. 23 Sep 2019.

Vancouver:

Hinojosa SU. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/32520.

Council of Science Editors:

Hinojosa SU. An analysis of factors impacting response to intervention (RTI) tier assignments for Hispanic students. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32520

6. Lim, Soojin, Ph.D. The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university.

Degree: PhD, Educational administration, 2016, University of Texas – Austin

 The purpose of this study was to examine the impact of the recently modified Top Ten Percent Policy (TTPP) on diversity in the admissions for… (more)

Subjects/Keywords: Top ten percent policy; Diversity; University admission policy; Texas

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

APA (6th Edition):

Lim, Soojin, P. D. (2016). The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41978

Chicago Manual of Style (16th Edition):

Lim, Soojin, Ph D. “The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/41978.

MLA Handbook (7th Edition):

Lim, Soojin, Ph D. “The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university.” 2016. Web. 23 Sep 2019.

Vancouver:

Lim, Soojin PD. The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/41978.

Council of Science Editors:

Lim, Soojin PD. The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41978

7. -7103-3860. The effects of student psychology on remedial math success : a case study on non-academic interventions.

Degree: PhD, Educational Administration, 2015, University of Texas – Austin

 This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial… (more)

Subjects/Keywords: Psychology; Student; Remedial math; Non-academic interventions

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

APA (6th Edition):

-7103-3860. (2015). The effects of student psychology on remedial math success : a case study on non-academic interventions. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31000

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

Chicago Manual of Style (16th Edition):

-7103-3860. “The effects of student psychology on remedial math success : a case study on non-academic interventions.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 23, 2019. http://hdl.handle.net/2152/31000.

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

MLA Handbook (7th Edition):

-7103-3860. “The effects of student psychology on remedial math success : a case study on non-academic interventions.” 2015. Web. 23 Sep 2019.

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

Vancouver:

-7103-3860. The effects of student psychology on remedial math success : a case study on non-academic interventions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2152/31000.

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

Council of Science Editors:

-7103-3860. The effects of student psychology on remedial math success : a case study on non-academic interventions. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31000

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

.