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You searched for +publisher:"University of Texas – Austin" +contributor:("Reddick, Richard J."). Showing records 1 – 10 of 10 total matches.

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University of Texas – Austin

1. -9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.

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

 There has been a substantial amount of research conducted that has studied teacher quality in regards to the types of certification training that a teacher… (more)

Subjects/Keywords: Teacher quality; Teacher certification; Alternative teacher certification; Traditional teacher certification; Classroom management; Student discipline; Video scenarios

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APA (6th Edition):

-9486-8462. (2015). Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31392

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

Chicago Manual of Style (16th Edition):

-9486-8462. “Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/31392.

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

MLA Handbook (7th Edition):

-9486-8462. “Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.” 2015. Web. 19 Sep 2019.

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

Vancouver:

-9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/31392.

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

Council of Science Editors:

-9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31392

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


University of Texas – Austin

2. -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 (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 19, 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. 19 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 19]. 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

3. -5768-7948. The effect of refugee resettlement on physical educators’ behaviors and teaching practice.

Degree: PhD, Curriculum and Instruction, 2019, University of Texas – Austin

 Refugee resettlement is the direct result of persecution brought on by politics, war, ethnic violence, or religious persecution. The United States has traditionally been the… (more)

Subjects/Keywords: Refugee; Cultural competency; Physical education

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APA (6th Edition):

-5768-7948. (2019). The effect of refugee resettlement on physical educators’ behaviors and teaching practice. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2747

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

Chicago Manual of Style (16th Edition):

-5768-7948. “The effect of refugee resettlement on physical educators’ behaviors and teaching practice.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://dx.doi.org/10.26153/tsw/2747.

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

MLA Handbook (7th Edition):

-5768-7948. “The effect of refugee resettlement on physical educators’ behaviors and teaching practice.” 2019. Web. 19 Sep 2019.

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

Vancouver:

-5768-7948. The effect of refugee resettlement on physical educators’ behaviors and teaching practice. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Sep 19]. Available from: http://dx.doi.org/10.26153/tsw/2747.

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

Council of Science Editors:

-5768-7948. The effect of refugee resettlement on physical educators’ behaviors and teaching practice. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2747

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


University of Texas – Austin

4. -1116-513X. Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected].

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

 Much has been written about the struggles of [email protected] in higher education. Researchers have noted the many obstacles and barriers to academic success throughout the… (more)

Subjects/Keywords: [email protected]; Latinx; Border; Borderland; Highly educated; Sociocultural; Student success; Identity

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APA (6th Edition):

-1116-513X. (2017). Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62999

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

Chicago Manual of Style (16th Edition):

-1116-513X. “Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/62999.

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

MLA Handbook (7th Edition):

-1116-513X. “Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]” 2017. Web. 19 Sep 2019.

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

Vancouver:

-1116-513X. Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected] [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/62999.

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

Council of Science Editors:

-1116-513X. Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected] [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62999

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


University of Texas – Austin

5. -6449-4853. Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth.

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

 Anxiety disorders are the most common psychological disorders in school-age children. This high prevalence is problematic because anxiety can have detrimental impairments on children and… (more)

Subjects/Keywords: Pediatric anxiety; Child anxiety; Cognitive behavioral therapy; Parent-training; Anxiety treatment; Interpretative phenomenological approach

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APA (6th Edition):

-6449-4853. (2017). Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63486

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

Chicago Manual of Style (16th Edition):

-6449-4853. “Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/63486.

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

MLA Handbook (7th Edition):

-6449-4853. “Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth.” 2017. Web. 19 Sep 2019.

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

Vancouver:

-6449-4853. Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/63486.

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

Council of Science Editors:

-6449-4853. Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63486

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


University of Texas – Austin

6. -6930-995X. Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging.

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

 Community colleges provide opportunities to those students who did not choose the traditional path of higher education. There is a high number of undergraduate minorities… (more)

Subjects/Keywords: Student success courses; Community colleges; Sense of belonging; Validation

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APA (6th Edition):

-6930-995X. (2018). Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68097

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

Chicago Manual of Style (16th Edition):

-6930-995X. “Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/68097.

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

MLA Handbook (7th Edition):

-6930-995X. “Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging.” 2018. Web. 19 Sep 2019.

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

Vancouver:

-6930-995X. Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/68097.

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

Council of Science Editors:

-6930-995X. Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68097

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


University of Texas – Austin

7. -7361-7843. In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program.

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

 In 2000, the Texas Higher Education Coordinating Board adopted Closing the Gaps by 2015: The Texas Higher Education Plan, a blueprint to minimize educational gaps… (more)

Subjects/Keywords: Dual enrollment; First-generation

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APA (6th Edition):

-7361-7843. (2017). In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61927

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

Chicago Manual of Style (16th Edition):

-7361-7843. “In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/61927.

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

MLA Handbook (7th Edition):

-7361-7843. “In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program.” 2017. Web. 19 Sep 2019.

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

Vancouver:

-7361-7843. In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/61927.

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

Council of Science Editors:

-7361-7843. In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61927

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


University of Texas – Austin

8. Carter, Jessica Faith. Lived experiences of black women special education doctoral students at a predominately white institution.

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

 For decades, the United States educational system has struggled to find ways to educate children of color, especially children from these populations with disabilities. One… (more)

Subjects/Keywords: Black women; Doctoral student; Lived experiences

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APA (6th Edition):

Carter, J. F. (2018). Lived experiences of black women special education doctoral students at a predominately white institution. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1396

Chicago Manual of Style (16th Edition):

Carter, Jessica Faith. “Lived experiences of black women special education doctoral students at a predominately white institution.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://dx.doi.org/10.26153/tsw/1396.

MLA Handbook (7th Edition):

Carter, Jessica Faith. “Lived experiences of black women special education doctoral students at a predominately white institution.” 2018. Web. 19 Sep 2019.

Vancouver:

Carter JF. Lived experiences of black women special education doctoral students at a predominately white institution. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 19]. Available from: http://dx.doi.org/10.26153/tsw/1396.

Council of Science Editors:

Carter JF. Lived experiences of black women special education doctoral students at a predominately white institution. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://dx.doi.org/10.26153/tsw/1396


University of Texas – Austin

9. Heitzman, Amy Claire. Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin.

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

 As the numbers of veterans on campus increase as a result of the wars in Iraq and Afghanistan and the reauthorization of the GI Bill,… (more)

Subjects/Keywords: Veteran

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APA (6th Edition):

Heitzman, A. C. (2014). Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30991

Chicago Manual of Style (16th Edition):

Heitzman, Amy Claire. “Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/30991.

MLA Handbook (7th Edition):

Heitzman, Amy Claire. “Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin.” 2014. Web. 19 Sep 2019.

Vancouver:

Heitzman AC. Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/30991.

Council of Science Editors:

Heitzman AC. Choice, transition, engagement, and persistence : the experiences of female student veterans at the University of Texas at Austin. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30991

10. Lee, Kye Hyoung. Formation of educational aspirations among Asian American students.

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

 This study explores how Asian Americans’ educational aspirations are different from other racial groups as well as uncovers differences among Asian American subgroups. This study… (more)

Subjects/Keywords: Educational aspirations; Asian Americans; Model minority myth

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

APA (6th Edition):

Lee, K. H. (2015). Formation of educational aspirations among Asian American students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30996

Chicago Manual of Style (16th Edition):

Lee, Kye Hyoung. “Formation of educational aspirations among Asian American students.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/30996.

MLA Handbook (7th Edition):

Lee, Kye Hyoung. “Formation of educational aspirations among Asian American students.” 2015. Web. 19 Sep 2019.

Vancouver:

Lee KH. Formation of educational aspirations among Asian American students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/30996.

Council of Science Editors:

Lee KH. Formation of educational aspirations among Asian American students. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30996

.