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You searched for +publisher:"University of Texas – Austin" +contributor:("Ovando, Martha"). Showing records 1 – 30 of 59 total matches.

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University of Texas – Austin

1. -3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning.

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

 As federal and state policies continue to increase the demands for student academic achievement, school districts across the nation must function less as bureaucratic organizations… (more)

Subjects/Keywords: Operational relationships; Organizational learning

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

APA (6th Edition):

-3504-6610. (2017). School district operational relationships : a qualitative exploration of how system linkages support organizational learning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63068

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):

-3504-6610. “School district operational relationships : a qualitative exploration of how system linkages support organizational learning.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63068.

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):

-3504-6610. “School district operational relationships : a qualitative exploration of how system linkages support organizational learning.” 2017. Web. 21 Feb 2019.

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

Vancouver:

-3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63068.

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:

-3504-6610. School district operational relationships : a qualitative exploration of how system linkages support organizational learning. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63068

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. Hicks, Toni Marie. Perceived superintendent responsibilities and applied strategies in collective agreements.

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

 The purpose of this study was two-fold: To explore superintendent responsibilities in reaching collective agreements with teacher organizations and to research and collect data on… (more)

Subjects/Keywords: Collective agreements

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

APA (6th Edition):

Hicks, T. M. (2018). Perceived superintendent responsibilities and applied strategies in collective agreements. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63809

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):

Hicks, Toni Marie. “Perceived superintendent responsibilities and applied strategies in collective agreements.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63809.

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

MLA Handbook (7th Edition):

Hicks, Toni Marie. “Perceived superintendent responsibilities and applied strategies in collective agreements.” 2018. Web. 21 Feb 2019.

Vancouver:

Hicks TM. Perceived superintendent responsibilities and applied strategies in collective agreements. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63809.

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

Council of Science Editors:

Hicks TM. Perceived superintendent responsibilities and applied strategies in collective agreements. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63809

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


University of Texas – Austin

3. Deveaux, Lisa L. Principal Leadership: Implementing RtI in Urban HighSchools.

Degree: 2017, University of Texas – Austin

 The reauthorized 2004 Individuals with Disabilities Act (IDEA) allowed Response to Intervention (RTI) to be employed as an instructional method (IDEA, 2004). Although few researchers… (more)

Subjects/Keywords: High School RtI; Principal Leadership

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

APA (6th Edition):

Deveaux, L. L. (2017). Principal Leadership: Implementing RtI in Urban HighSchools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65224

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):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/65224.

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

MLA Handbook (7th Edition):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Web. 21 Feb 2019.

Vancouver:

Deveaux LL. Principal Leadership: Implementing RtI in Urban HighSchools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/65224.

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

Council of Science Editors:

Deveaux LL. Principal Leadership: Implementing RtI in Urban HighSchools. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65224

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


University of Texas – Austin

4. DeVeaux, Lisa Lillian. Principal leadership : implementing RtI in urban high schools.

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

 The reauthorized 2004 Individuals with Disabilities Act (IDEA) allowed Response to Intervention (RTI) to be employed as an instructional method (IDEA, 2004). Although few researchers… (more)

Subjects/Keywords: High school RtI; Response to Intervention; RtI; Principal leadership; RtI implementation; High school principals; Balanced Leadership Framework; Principal leadership practices

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

APA (6th Edition):

DeVeaux, L. L. (2017). Principal leadership : implementing RtI in urban high schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65651

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):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/65651.

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

MLA Handbook (7th Edition):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Web. 21 Feb 2019.

Vancouver:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/65651.

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

Council of Science Editors:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65651

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


University of Texas – Austin

5. -3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.

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

 As demographics in urban school districts become increasingly diverse, social justice leadership in the K-12 setting is necessary to meet the needs of all students.… (more)

Subjects/Keywords: Social justice leaders; Social justice leadership; School superintendents; School superintendent leadership; Equity in schools; Inclusive schools; Public schools; Urban public schools; Urban school districts; School superintendent leadership traits; K-12 social justice; School district leaders; School system inequity

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

APA (6th Edition):

-3795-249X. (2018). Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65695

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):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/65695.

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):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Web. 21 Feb 2019.

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

Vancouver:

-3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/65695.

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:

-3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65695

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

6. Christenson, Barbara Lynn, 1954-. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.

Degree: Educational Administration, 2010, University of Texas – Austin

 Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act,… (more)

Subjects/Keywords: Texas; Student Success Initiative; TAKS; Texas Assessment of Knowledge and Skills; Grade retention; Social promotion; High-stakes testing

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

APA (6th Edition):

Christenson, Barbara Lynn, 1. (2010). The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-932

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):

Christenson, Barbara Lynn, 1954-. “The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-932.

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

MLA Handbook (7th Edition):

Christenson, Barbara Lynn, 1954-. “The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas.” 2010. Web. 21 Feb 2019.

Vancouver:

Christenson, Barbara Lynn 1. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-932.

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

Council of Science Editors:

Christenson, Barbara Lynn 1. The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-932

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


University of Texas – Austin

7. -6994-9386. Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district.

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

 The challenge of district-wide reform to accelerate the reduction of achievement gaps is a point of emphasis in the American public school system. Today’s superintendents… (more)

Subjects/Keywords: Achievement gaps; Superintendent; Hispanic students; African American students; Texas school district; Superintendent

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

APA (6th Edition):

-6994-9386. (2015). Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/35468

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):

-6994-9386. “Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district.” 2015. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/35468.

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):

-6994-9386. “Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district.” 2015. Web. 21 Feb 2019.

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

Vancouver:

-6994-9386. Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/35468.

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:

-6994-9386. Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/35468

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

8. -1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.

Degree: Educational Administration, 2016, University of Texas – Austin

 School district leaders who have been well-prepared can positively impact student achievement in their school districts. In the area of special education, however, some superintendents… (more)

Subjects/Keywords: Superintendent; Special education; Educational administration

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

APA (6th Edition):

-1789-0084. (2016). Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41299

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):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/41299.

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):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/41299.

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:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41299

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

9. -0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.

Degree: Educational Administration, 2016, University of Texas – Austin

 This dissertation emerges from an acknowledgement that robust research has shown that students of color receive a disproportionate number of disciplinary actions in American public… (more)

Subjects/Keywords: Anti-racist school leadership; Racial discipline gap; Principal; Sensemaking; Principal preparation program; Race

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

APA (6th Edition):

-0404-9229. (2016). Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41626

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):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/41626.

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):

-0404-9229. “Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/41626.

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:

-0404-9229. Sensemaking as a framework for understanding how aspiring anti-racist leaders enact their learnings from a principal preparation program to disrupt the racial discipline gap. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41626

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

10. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

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

APA (6th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 21 Feb 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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


University of Texas – Austin

11. Lee, Pei-Ling. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.

Degree: Educational Administration, 2012, University of Texas – Austin

 The study explored the relationship between program placement policies regarding the education of recently immigrated students and selected outcomes for these newcomers in urban high… (more)

Subjects/Keywords: Placement policies; Placement policies; Newly arrived high school immigrants; Academic performance; High school newcomer academic achievement

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

APA (6th Edition):

Lee, P. (2012). Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

MLA Handbook (7th Edition):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Web. 21 Feb 2019.

Vancouver:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

Council of Science Editors:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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


University of Texas – Austin

12. -6384-2438. Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.

Degree: 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. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63070.

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):

-6384-2438. “Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.” 2017. Web. 21 Feb 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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. 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
Not specified: Masters Thesis or Doctoral Dissertation

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. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

13. Serrata, Luz del Carmen. Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness.

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

 Latino immigrant youth represent twenty-five percent of the nation’s children; yet remain disproportionately represented in degree attainment. A disconnect between college entrance and completion can… (more)

Subjects/Keywords: Latino; Immigrant; Parents; College readiness

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APA (6th Edition):

Serrata, L. d. C. (2017). Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63359

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):

Serrata, Luz del Carmen. “Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness.” 2017. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/63359.

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

MLA Handbook (7th Edition):

Serrata, Luz del Carmen. “Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness.” 2017. Web. 21 Feb 2019.

Vancouver:

Serrata LdC. Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/63359.

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

Council of Science Editors:

Serrata LdC. Escaleras hacia el exito/Ladders to success : understanding how Latino immigrant parents describe, access, and perceive their role regarding college readiness. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63359

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


University of Texas – Austin

14. -9650-0151. Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States.

Degree: Educational Administration, 2016, University of Texas – Austin

 Students attending for-profit colleges and universities represent approximately 11% of the undergraduate population yet little is known about their academic motivation while attending. The Academic… (more)

Subjects/Keywords: Academic motivation scale; Academic motivation; For-profit; College; University; Adult students; Student age; GPA

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APA (6th Edition):

-9650-0151. (2016). Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39605

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):

-9650-0151. “Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States.” 2016. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/39605.

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):

-9650-0151. “Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States.” 2016. Web. 21 Feb 2019.

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

Vancouver:

-9650-0151. Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/39605.

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:

-9650-0151. Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39605

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

15. Ortiz, Moisés. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.

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

 This study examined the description principals of Hispanic-serving urban high schools had of their parent engagement activities through a nationally recognized parent engagement framework, including… (more)

Subjects/Keywords: Hispanic parent engagement; High school; Principal; Parent engagement standards

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APA (6th Edition):

Ortiz, M. (2018). Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67968

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):

Ortiz, Moisés. “Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/67968.

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

MLA Handbook (7th Edition):

Ortiz, Moisés. “Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.” 2018. Web. 21 Feb 2019.

Vancouver:

Ortiz M. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/67968.

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

Council of Science Editors:

Ortiz M. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67968

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


University of Texas – Austin

16. Heater, Barbara Lena. A profile in educational choice : the charter school experience.

Degree: Educational Administration, 2010, University of Texas – Austin

 Contemporary public education is viewed by many to be in turmoil, in part due to a changing population: increases in the number of students of… (more)

Subjects/Keywords: School choice; Charter schools

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APA (6th Edition):

Heater, B. L. (2010). A profile in educational choice : the charter school experience. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1062

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):

Heater, Barbara Lena. “A profile in educational choice : the charter school experience.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1062.

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

MLA Handbook (7th Edition):

Heater, Barbara Lena. “A profile in educational choice : the charter school experience.” 2010. Web. 21 Feb 2019.

Vancouver:

Heater BL. A profile in educational choice : the charter school experience. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1062.

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

Council of Science Editors:

Heater BL. A profile in educational choice : the charter school experience. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1062

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


University of Texas – Austin

17. Lebile, Linda Parker. Examining leadership practices at achieving the dream leader colleges : a multiple case study.

Degree: Educational Administration, 2011, University of Texas – Austin

 Achieving the Dream (AtD) assumes that leadership is critical for student success. These Leader Colleges have been able to demonstrate innovation sustainability through specific practices… (more)

Subjects/Keywords: Leadership; Leadership practices; Innovation sustainability; Student success

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APA (6th Edition):

Lebile, L. P. (2011). Examining leadership practices at achieving the dream leader colleges : a multiple case study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4550

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):

Lebile, Linda Parker. “Examining leadership practices at achieving the dream leader colleges : a multiple case study.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4550.

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

MLA Handbook (7th Edition):

Lebile, Linda Parker. “Examining leadership practices at achieving the dream leader colleges : a multiple case study.” 2011. Web. 21 Feb 2019.

Vancouver:

Lebile LP. Examining leadership practices at achieving the dream leader colleges : a multiple case study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4550.

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

Council of Science Editors:

Lebile LP. Examining leadership practices at achieving the dream leader colleges : a multiple case study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4550

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


University of Texas – Austin

18. Peralez, Krystal Leigh. Students' perception of the transition from an early college high school to a university.

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

 Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap… (more)

Subjects/Keywords: Early college high schools; Transition

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APA (6th Edition):

Peralez, K. L. (2014). Students' perception of the transition from an early college high school to a university. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44105

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):

Peralez, Krystal Leigh. “Students' perception of the transition from an early college high school to a university.” 2014. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/44105.

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

MLA Handbook (7th Edition):

Peralez, Krystal Leigh. “Students' perception of the transition from an early college high school to a university.” 2014. Web. 21 Feb 2019.

Vancouver:

Peralez KL. Students' perception of the transition from an early college high school to a university. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/44105.

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

Council of Science Editors:

Peralez KL. Students' perception of the transition from an early college high school to a university. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/44105

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


University of Texas – Austin

19. Carlson, Dawn Michelle. Practices that are in place at a diverse school where African American students have increased achievement.

Degree: Educational Administration, 2010, University of Texas – Austin

 African American students are disproportionately underachieving in public elementary schools (National Center for Education Statistics, 2003). School staff and school leaders need to understand why… (more)

Subjects/Keywords: African American students; Parents' and teachers' associations; Public schools; Open door policy; Elementary schools; Minority students; Distributive leadership; Academic achievement gap

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APA (6th Edition):

Carlson, D. M. (2010). Practices that are in place at a diverse school where African American students have increased achievement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2250

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):

Carlson, Dawn Michelle. “Practices that are in place at a diverse school where African American students have increased achievement.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2250.

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

MLA Handbook (7th Edition):

Carlson, Dawn Michelle. “Practices that are in place at a diverse school where African American students have increased achievement.” 2010. Web. 21 Feb 2019.

Vancouver:

Carlson DM. Practices that are in place at a diverse school where African American students have increased achievement. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2250.

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

Council of Science Editors:

Carlson DM. Practices that are in place at a diverse school where African American students have increased achievement. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2250

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

20. Burrell, Brenda Joyce. Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools.

Degree: Educational Administration, 2005, University of Texas – Austin

 Although it has been 50 years since the landmark decision Brown v. Board of Education, the education of African American children is still in a… (more)

Subjects/Keywords: African American teachers – United States – Attitudes; Teacher effectiveness – United States; Segregation in education – United States; Multicultural education – United States

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APA (6th Edition):

Burrell, B. J. (2005). Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1519

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):

Burrell, Brenda Joyce. “Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools.” 2005. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/1519.

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

MLA Handbook (7th Edition):

Burrell, Brenda Joyce. “Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools.” 2005. Web. 21 Feb 2019.

Vancouver:

Burrell BJ. Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/1519.

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

Council of Science Editors:

Burrell BJ. Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/1519

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

21. Hall, Dorothy Ledbetter. Balancing accountability and ethics : a case study of an elementary school principle.

Degree: Educational Administration, 2009, University of Texas – Austin

 In recent years, the federal No Child Left Behind (NCLB) Act has increasingly had a major impact on daily decisions in schools, especially for principals'… (more)

Subjects/Keywords: School improvement programs – United States; School management and organization – Moral and ethical aspects; Educational leadership – Moral and ethical aspects; Elementary school principals – Texas – Case studies

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APA (6th Edition):

Hall, D. L. (2009). Balancing accountability and ethics : a case study of an elementary school principle. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18440

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):

Hall, Dorothy Ledbetter. “Balancing accountability and ethics : a case study of an elementary school principle.” 2009. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/18440.

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

MLA Handbook (7th Edition):

Hall, Dorothy Ledbetter. “Balancing accountability and ethics : a case study of an elementary school principle.” 2009. Web. 21 Feb 2019.

Vancouver:

Hall DL. Balancing accountability and ethics : a case study of an elementary school principle. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/18440.

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

Council of Science Editors:

Hall DL. Balancing accountability and ethics : a case study of an elementary school principle. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/18440

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

22. Blincoe, James Maurice, 1963-. The age and condition of Texas high schools as related to student academic achievement.

Degree: Educational Administration, 2008, University of Texas – Austin

 There are many inadequate high school facilities in Texas, and unfortunately many of these are found in areas of low socioeconomic status and high minority… (more)

Subjects/Keywords: High school facilities – Texas – Maintenance and repair; Academic achievement

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APA (6th Edition):

Blincoe, James Maurice, 1. (2008). The age and condition of Texas high schools as related to student academic achievement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18052

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):

Blincoe, James Maurice, 1963-. “The age and condition of Texas high schools as related to student academic achievement.” 2008. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/18052.

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

MLA Handbook (7th Edition):

Blincoe, James Maurice, 1963-. “The age and condition of Texas high schools as related to student academic achievement.” 2008. Web. 21 Feb 2019.

Vancouver:

Blincoe, James Maurice 1. The age and condition of Texas high schools as related to student academic achievement. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/18052.

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

Council of Science Editors:

Blincoe, James Maurice 1. The age and condition of Texas high schools as related to student academic achievement. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/18052

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

23. Pino, Diana Marie. Persistence of first-generation Mexican American university students in a Hispanic serving institution.

Degree: Educational Administration, 2005, University of Texas – Austin

 Mexican Americans are underrepresented in higher education and are less likely to complete a college degree than any other group in the United States. College… (more)

Subjects/Keywords: Mexican Americans – Education (Higher) – United States; Mexican American college students – United States

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APA (6th Edition):

Pino, D. M. (2005). Persistence of first-generation Mexican American university students in a Hispanic serving institution. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1697

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):

Pino, Diana Marie. “Persistence of first-generation Mexican American university students in a Hispanic serving institution.” 2005. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/1697.

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

MLA Handbook (7th Edition):

Pino, Diana Marie. “Persistence of first-generation Mexican American university students in a Hispanic serving institution.” 2005. Web. 21 Feb 2019.

Vancouver:

Pino DM. Persistence of first-generation Mexican American university students in a Hispanic serving institution. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/1697.

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

Council of Science Editors:

Pino DM. Persistence of first-generation Mexican American university students in a Hispanic serving institution. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/1697

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

24. Wilkinson, Herlinda Aguilar, 1958-. Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program.

Degree: Educational Administration, 2011, University of Texas – Austin

 The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative… (more)

Subjects/Keywords: Drop-out recovery; Returning dropouts; Alternative education programs; Credit recovery programs; AEPS; Last chance schools; Alternative education – Texas – Evaluation; Poor children – Education – Texas; Graduation (Statistics)

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APA (6th Edition):

Wilkinson, Herlinda Aguilar, 1. (2011). Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23483

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):

Wilkinson, Herlinda Aguilar, 1958-. “Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program.” 2011. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/23483.

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

MLA Handbook (7th Edition):

Wilkinson, Herlinda Aguilar, 1958-. “Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program.” 2011. Web. 21 Feb 2019.

Vancouver:

Wilkinson, Herlinda Aguilar 1. Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/23483.

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

Council of Science Editors:

Wilkinson, Herlinda Aguilar 1. Returning student characteristics, reasons for reentry, and effective program practices in a selected Texas alternative education program. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/23483

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

25. Kehle, Jo Layne Sunday. The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief.

Degree: Educational Administration, 2008, University of Texas – Austin

 The following study examined leadership characteristics of a modern leader of the Cherokee Nation, Ross O. Swimmer, during his three elections as Principal Chief, 1975-1985.… (more)

Subjects/Keywords: Swimmer, Ross O., – 1945-; Cherokee Indians – Kings and rulers – Case studies; Leadership – Case studies; Indian leadership; Cherokee Indians – Politics and government – 20th century; Cherokee Indians – History

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APA (6th Edition):

Kehle, J. L. S. (2008). The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18071

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):

Kehle, Jo Layne Sunday. “The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief.” 2008. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/18071.

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

MLA Handbook (7th Edition):

Kehle, Jo Layne Sunday. “The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief.” 2008. Web. 21 Feb 2019.

Vancouver:

Kehle JLS. The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/18071.

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

Council of Science Editors:

Kehle JLS. The leadership of Ross O. Swimmer, 1975-1985 : a case study of a modern Cherokee principal chief. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/18071

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

26. Jones, Cathy Anderwald. The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena.

Degree: Educational Administration, 2006, University of Texas – Austin

 This study explored the nature of the leadership experiences of three female middle school principals. It focused on the perceptions of leadership from the viewpoint… (more)

Subjects/Keywords: Women school principals – Texas – Case studies; Middle school principals – Texas – Case studies; Leadership – Sex differences; Educational leadership

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APA (6th Edition):

Jones, C. A. (2006). The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3401

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):

Jones, Cathy Anderwald. “The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena.” 2006. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/3401.

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

MLA Handbook (7th Edition):

Jones, Cathy Anderwald. “The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena.” 2006. Web. 21 Feb 2019.

Vancouver:

Jones CA. The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena. [Internet] [Thesis]. University of Texas – Austin; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/3401.

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

Council of Science Editors:

Jones CA. The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena. [Thesis]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/3401

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

27. Mora, Linda Garcia, 1946-. Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population.

Degree: Educational Administration, 2005, University of Texas – Austin

 The purpose of this study was to determine the influence of the school board/superintendent relationship on academic achievement in one Texas school district that serves… (more)

Subjects/Keywords: School board-superintendent relationships  – Texas; Children of minorities – Education – Texas; Poor children – Education – Texas; School boards – Political aspects – Texas

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APA (6th Edition):

Mora, Linda Garcia, 1. (2005). Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24328

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):

Mora, Linda Garcia, 1946-. “Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population.” 2005. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/24328.

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

MLA Handbook (7th Edition):

Mora, Linda Garcia, 1946-. “Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population.” 2005. Web. 21 Feb 2019.

Vancouver:

Mora, Linda Garcia 1. Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/24328.

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

Council of Science Editors:

Mora, Linda Garcia 1. Board/superintendent relationship in a selected urban district serving high-poverty, majority-minority student population. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/24328

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

28. Pappas, Matthew William, 1969-. Is there a belief in God and immortality among eminent psychology scholars?.

Degree: Educational Administration, 2007, University of Texas – Austin

 In 1914, James Leuba surveyed the eminent psychologists of the United States with regard to their belief in God and immortality (Leuba, 1916). In 1933,… (more)

Subjects/Keywords: Psychology and religion; Psychologists – Religious life; Faith

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APA (6th Edition):

Pappas, Matthew William, 1. (2007). Is there a belief in God and immortality among eminent psychology scholars?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3520

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):

Pappas, Matthew William, 1969-. “Is there a belief in God and immortality among eminent psychology scholars?.” 2007. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/3520.

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

MLA Handbook (7th Edition):

Pappas, Matthew William, 1969-. “Is there a belief in God and immortality among eminent psychology scholars?.” 2007. Web. 21 Feb 2019.

Vancouver:

Pappas, Matthew William 1. Is there a belief in God and immortality among eminent psychology scholars?. [Internet] [Thesis]. University of Texas – Austin; 2007. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/3520.

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

Council of Science Editors:

Pappas, Matthew William 1. Is there a belief in God and immortality among eminent psychology scholars?. [Thesis]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/3520

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


University of Texas – Austin

29. Contreras, Maria Andrea. Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions.

Degree: Educational Administration, 2005, University of Texas – Austin

 The aim of this study was to establish the evolution of the organization and governance dimensions of two Colombian higher education Institutions; included one public… (more)

Subjects/Keywords: Universidad Nacional de Colombia; Colegio Mayor de Nuestra Señora del Rosario (Bogotá, Colombia); Education, Higher – Colombia; College administrators – Colombia

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APA (6th Edition):

Contreras, M. A. (2005). Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1848

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):

Contreras, Maria Andrea. “Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions.” 2005. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/1848.

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

MLA Handbook (7th Edition):

Contreras, Maria Andrea. “Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions.” 2005. Web. 21 Feb 2019.

Vancouver:

Contreras MA. Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions. [Internet] [Thesis]. University of Texas – Austin; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/1848.

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

Council of Science Editors:

Contreras MA. Historical evolution of organization and governance dimensions of two selected Colombian higher education institutions. [Thesis]. University of Texas – Austin; 2005. Available from: http://hdl.handle.net/2152/1848

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


University of Texas – Austin

30. Casey, Patricia Jeanne. Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools.

Degree: Educational Administration, 2004, University of Texas – Austin

 This study sought to explore the experiences of first year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools. The three areas of focus for… (more)

Subjects/Keywords: Education, Bilingual – United States; First year teachers – United States

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

APA (6th Edition):

Casey, P. J. (2004). Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/2156

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):

Casey, Patricia Jeanne. “Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools.” 2004. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/2156.

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

MLA Handbook (7th Edition):

Casey, Patricia Jeanne. “Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools.” 2004. Web. 21 Feb 2019.

Vancouver:

Casey PJ. Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2004. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/2156.

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

Council of Science Editors:

Casey PJ. Providing support for first-year, alternatively certified, bilingual teachers in high-poverty, urban elementary schools. [Thesis]. University of Texas – Austin; 2004. Available from: http://hdl.handle.net/2152/2156

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

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