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You searched for +publisher:"University of Texas – Austin" +contributor:("Reddick, Richard"). Showing records 1 – 30 of 70 total matches.

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University of Texas – Austin

1. Lowe, Tracie Ann Jeannette. Examining the activism experiences of Black women graduate students.

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

 The purpose of this study was to examine the activism experiences of Black women graduate students. Understanding how these women defined activism in their terms,… (more)

Subjects/Keywords: Black women; Graduate students; Student activism; Activism; Higher education activism

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

APA (6th Edition):

Lowe, T. A. J. (2018). Examining the activism experiences of Black women graduate students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65883

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):

Lowe, Tracie Ann Jeannette. “Examining the activism experiences of Black women graduate students.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/65883.

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

MLA Handbook (7th Edition):

Lowe, Tracie Ann Jeannette. “Examining the activism experiences of Black women graduate students.” 2018. Web. 19 Feb 2019.

Vancouver:

Lowe TAJ. Examining the activism experiences of Black women graduate students. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/65883.

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

Council of Science Editors:

Lowe TAJ. Examining the activism experiences of Black women graduate students. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65883

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


University of Texas – Austin

2. -7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District.

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

 In “Américo-Paredes” Independent School District (APISD), there is a prevailing sense of unity and pride, represented by a popular phrase: ¡Somos familia! While some organizations… (more)

Subjects/Keywords: Education; School; Schooling; Ethnography; Critical ethnography; Colonization; Texas; Critical race theory; Testimonio; Oral history

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APA (6th Edition):

-7039-8726. (2018). Colonization 2.0: the evolution of inequality in a South Texas School District. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68713

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):

-7039-8726. “Colonization 2.0: the evolution of inequality in a South Texas School District.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/68713.

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):

-7039-8726. “Colonization 2.0: the evolution of inequality in a South Texas School District.” 2018. Web. 19 Feb 2019.

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

Vancouver:

-7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/68713.

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:

-7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68713

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


University of Texas – Austin

3. -3663-6150. A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present.

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

 The case study of the Franklin Lindsay Student Aid Fund is an historical examination of a sixty-two year-old private foundation originally created to help White… (more)

Subjects/Keywords: Gigi Do; Franklin Lindsay Student Aid Fund; Private loans; Civil rights; Brown v. Board of Education

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

APA (6th Edition):

-3663-6150. (2016). A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39751

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):

-3663-6150. “A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39751.

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):

-3663-6150. “A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present.” 2016. Web. 19 Feb 2019.

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

Vancouver:

-3663-6150. A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39751.

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:

-3663-6150. A case study of the Franklin Lindsay Student Aid Fund and its intersection with Black college student access to higher education in Texas from the post-Civil War era to the present. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39751

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

4. Jones, Ashley Paige. Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections.

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

 Identity development or formation is a complex process that varies depending upon the individual and context (Evans, et al., 2010). Although sexual identity development certainly… (more)

Subjects/Keywords: Spirituality; Sexual orientation; LGBQ; Intersectionality; Higher education

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

APA (6th Edition):

Jones, A. P. (2018). Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68061

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, Ashley Paige. “Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/68061.

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

MLA Handbook (7th Edition):

Jones, Ashley Paige. “Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections.” 2018. Web. 19 Feb 2019.

Vancouver:

Jones AP. Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/68061.

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

Council of Science Editors:

Jones AP. Spirituality and sexual orientation of LGBQ+ undergraduate students : influences of campus environment in exploration of identity intersections. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68061

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


University of Texas – Austin

5. -1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.

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

 Non-profit organizations like A Better Chance (ABC) have changed the trajectory of the lives of its students and their families. Over 14,000 students over the… (more)

Subjects/Keywords: Boarding schools; A Better Chance; ABC; African American male students; Latino male students; Boarding school students; Minority boarding school students; African American boarding school students; Latino boarding school students; Minority identity development; Minority student social capital; Minority student displacement; Minority student resilience; Minority education

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

APA (6th Edition):

-1615-8577. (2018). Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65649

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):

-1615-8577. “Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/65649.

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):

-1615-8577. “Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment.” 2018. Web. 19 Feb 2019.

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

Vancouver:

-1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/65649.

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:

-1615-8577. Hearing their voices : the lived experiences & sacrifices of African American & Latino males in the boarding school environment. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65649

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. -8175-5277. Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs.

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

 Teacher retention at “No Excuses” Charter Management Organizations (NECMOs) lags behind traditional and public charter schools. This study focused on three NECMO schools in a… (more)

Subjects/Keywords: Teacher retention; Charter schools; “No Excuses”; Charter Management Organizations; Teacher stayer

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

APA (6th Edition):

-8175-5277. (2018). Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68096

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):

-8175-5277. “Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/68096.

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):

-8175-5277. “Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs.” 2018. Web. 19 Feb 2019.

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

Vancouver:

-8175-5277. Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/68096.

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:

-8175-5277. Why are the stayers staying with “No Excuses” Charter Management Organizations (CMOs)? : a qualitative study on teacher retention at “No Excuses” CMOs. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68096

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

7. -6930-995X. Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging.

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

APA (6th Edition):

-6930-995X. (2018). Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Texas – Austin. Accessed February 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
Not specified: Masters Thesis or Doctoral Dissertation

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 Feb 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] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-6930-995X. Community college student success courses : an examination of faculty-student engagement and students' experiences with sense of belonging. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

8. -8095-8635. A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving.

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

 This dissertation document is a manuscript-length document, which I plan to submit for publication to Teachers College Record in the fall of 2017. As a… (more)

Subjects/Keywords: Teacher thriving; Charter school teachers; Teacher stress

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

APA (6th Edition):

-8095-8635. (2018). A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68492

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):

-8095-8635. “A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/68492.

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):

-8095-8635. “A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving.” 2018. Web. 19 Feb 2019.

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

Vancouver:

-8095-8635. A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/68492.

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:

-8095-8635. A qualitative inquiry of elementary charter school teachers’ experiences of coping and thriving. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68492

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. -8404-4868. Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences.

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

 This study builds on the literature demonstrating systemic effects of PTSD on spouses of military veterans. An interpretive phenomenological approach was utilized for interviewing and… (more)

Subjects/Keywords: Veterans; PTSD; Military spouses; Trauma

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

APA (6th Edition):

-8404-4868. (2015). Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32829

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):

-8404-4868. “Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32829.

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):

-8404-4868. “Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences.” 2015. Web. 19 Feb 2019.

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

Vancouver:

-8404-4868. Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32829.

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:

-8404-4868. Living with the invisibly wounded: how female partners of male OEF/OIF/OND veterans with PTSD understand their experiences. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32829

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. -3239-9808. Complicating choice : nuanced portrayals of parental choice decisions.

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

 School choice has become a policy solution for families and children attending persistently low performing schools for the past 40 years. Since 1960, choice programs… (more)

Subjects/Keywords: School choice; Urban schools; Parental decisions

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

APA (6th Edition):

-3239-9808. (2016). Complicating choice : nuanced portrayals of parental choice decisions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39693

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):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39693.

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):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Web. 19 Feb 2019.

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

Vancouver:

-3239-9808. Complicating choice : nuanced portrayals of parental choice decisions. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39693.

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:

-3239-9808. Complicating choice : nuanced portrayals of parental choice decisions. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39693

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

11. Taylor, Melissa Anne. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.

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

 Increasing numbers of underemployed bachelor degree holders are seeking career-tooling opportunities at community colleges in an enrollment phenomenon known as post-baccalaureate reverse transfer (PRTS). Limited… (more)

Subjects/Keywords: Post-baccalaureate reverse transfer; Career pathways

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

APA (6th Edition):

Taylor, M. A. (2016). Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39745

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):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39745.

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

MLA Handbook (7th Edition):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Web. 19 Feb 2019.

Vancouver:

Taylor MA. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39745.

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

Council of Science Editors:

Taylor MA. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39745

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


University of Texas – Austin

12. Welton, Anjalé DeVawn. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.

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

 Low-income students of color have the difficult task of navigating their educational pathways in an era of resegregation, where they have higher chances of being… (more)

Subjects/Keywords: Social networks; Postsecondary access; Integration; Segregation; High schools

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

APA (6th Edition):

Welton, A. D. (2011). Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2803

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):

Welton, Anjalé DeVawn. “Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2803.

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

MLA Handbook (7th Edition):

Welton, Anjalé DeVawn. “Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.” 2011. Web. 19 Feb 2019.

Vancouver:

Welton AD. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2803.

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

Council of Science Editors:

Welton AD. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2803

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


University of Texas – Austin

13. Baumgart, Glen E. Understanding the faculty experience in teaching social justice through service learning instruction.

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

 This study explored the motivations of college faculty who teach social justice lessons through their service learning courses. In recent decades, universities have begun to… (more)

Subjects/Keywords: Faculty; Faculty development; Service learning; Social justice; Diversity; Higher education

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APA (6th Edition):

Baumgart, G. E. (2011). Understanding the faculty experience in teaching social justice through service learning instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3870

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):

Baumgart, Glen E. “Understanding the faculty experience in teaching social justice through service learning instruction.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3870.

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

MLA Handbook (7th Edition):

Baumgart, Glen E. “Understanding the faculty experience in teaching social justice through service learning instruction.” 2011. Web. 19 Feb 2019.

Vancouver:

Baumgart GE. Understanding the faculty experience in teaching social justice through service learning instruction. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3870.

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

Council of Science Editors:

Baumgart GE. Understanding the faculty experience in teaching social justice through service learning instruction. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3870

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


University of Texas – Austin

14. -7425-1687. Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships.

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

 Community engagement in higher education has continued to increase and adapt to the needs and changes in society. Through community-university partnerships, colleges and universities are… (more)

Subjects/Keywords: Community-university partnership; Higher education; Mutual benefit; Reciprocity; Community engagement; Community partners

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APA (6th Edition):

-7425-1687. (2017). Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61545

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):

-7425-1687. “Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/61545.

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):

-7425-1687. “Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships.” 2017. Web. 19 Feb 2019.

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

Vancouver:

-7425-1687. Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/61545.

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:

-7425-1687. Engaging the community in community engagement : community partners, mutual benefit, and reciprocity in community-university partnerships. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61545

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. Dean, Dallawrence Edward. Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students.

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

 Research has found that study abroad experiences positively influence undergraduate baccalaureate degree attainment, career goals, and self-awareness (Gonyea, 2008). However, scholars agree there are still… (more)

Subjects/Keywords: Study abroad; Travel; International mobility; Globalization; Black; African American; Latinx; Latino; Latina; Short-term; Higher education; Diversity

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

APA (6th Edition):

Dean, D. E. (2017). Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61561

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):

Dean, Dallawrence Edward. “Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/61561.

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

MLA Handbook (7th Edition):

Dean, Dallawrence Edward. “Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students.” 2017. Web. 19 Feb 2019.

Vancouver:

Dean DE. Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/61561.

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

Council of Science Editors:

Dean DE. Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students: Comfortable being uncomfortable : the study abroad experiences of Black and Latinx students. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61561

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


University of Texas – Austin

16. Struve, Laura Elizabeth. Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences.

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

 Women have made tremendous gains in degree attainment at all academic levels, including doctoral degrees. However, as women become the new majorities of their fields,… (more)

Subjects/Keywords: Women; Doctoral students; Careers; Career choice; Barriers; Social cognitive career theory; Alt-ac

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APA (6th Edition):

Struve, L. E. (2017). Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60415

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):

Struve, Laura Elizabeth. “Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/60415.

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

MLA Handbook (7th Edition):

Struve, Laura Elizabeth. “Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences.” 2017. Web. 19 Feb 2019.

Vancouver:

Struve LE. Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/60415.

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

Council of Science Editors:

Struve LE. Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60415

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


University of Texas – Austin

17. -1039-8895. Flying solo : the experiences of African American development officers at predominately white institutions.

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

 As higher education student, faculty, staff, and alumni populations continue to diversify, the development field’s diversity needs to diversify as well (Gasman & Bowman, 2013).… (more)

Subjects/Keywords: Development professionals; Higher education fundraising; Higher education administrators; Diversity in fundraising

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APA (6th Edition):

-1039-8895. (2017). Flying solo : the experiences of African American development officers at predominately white institutions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61926

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):

-1039-8895. “Flying solo : the experiences of African American development officers at predominately white institutions.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/61926.

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):

-1039-8895. “Flying solo : the experiences of African American development officers at predominately white institutions.” 2017. Web. 19 Feb 2019.

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

Vancouver:

-1039-8895. Flying solo : the experiences of African American development officers at predominately white institutions. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/61926.

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:

-1039-8895. Flying solo : the experiences of African American development officers at predominately white institutions. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61926

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

18. -7361-7843. In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program.

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

APA (6th Edition):

-7361-7843. (2017). In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Texas – Austin. Accessed February 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
Not specified: Masters Thesis or Doctoral Dissertation

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 Feb 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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7361-7843. In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

19. -1116-513X. Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected].

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

APA (6th Edition):

-1116-513X. (2017). Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-1116-513X. “Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]” 2017. Thesis, University of Texas – Austin. Accessed February 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
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-1116-513X. “Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected]” 2017. Web. 19 Feb 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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-1116-513X. Examining the sociocultural influences on the academic identity development of highly educated borderland [email protected] [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

20. -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 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
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. 19 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 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
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

21. Sedlár, Jaromír. The relationship between strategy and fundraising in higher education : toward a new theoretical model.

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

 Fundraising is a multi-billion phenomenon in American higher education. However, despite its crucial importance, it remains one of the least studied aspects of higher education.… (more)

Subjects/Keywords: Fundraising; Strategy; Higher education; Dynamic capabilities

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

APA (6th Edition):

Sedlár, J. (2018). The relationship between strategy and fundraising in higher education : toward a new theoretical model. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63357

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):

Sedlár, Jaromír. “The relationship between strategy and fundraising in higher education : toward a new theoretical model.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63357.

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

MLA Handbook (7th Edition):

Sedlár, Jaromír. “The relationship between strategy and fundraising in higher education : toward a new theoretical model.” 2018. Web. 19 Feb 2019.

Vancouver:

Sedlár J. The relationship between strategy and fundraising in higher education : toward a new theoretical model. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63357.

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

Council of Science Editors:

Sedlár J. The relationship between strategy and fundraising in higher education : toward a new theoretical model. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63357

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


University of Texas – Austin

22. -9238-6603. Educating leaders : executive Ed. D. program experiences.

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

 In this dissertation, I present an investigation of higher education leadership doctoral programs for mid- and senior-level administrators, specifically executive education programs. I interviewed graduates… (more)

Subjects/Keywords: Executive education; Phenomenology

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

APA (6th Edition):

-9238-6603. (2017). Educating leaders : executive Ed. D. program experiences. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63483

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):

-9238-6603. “Educating leaders : executive Ed. D. program experiences.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63483.

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):

-9238-6603. “Educating leaders : executive Ed. D. program experiences.” 2017. Web. 19 Feb 2019.

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

Vancouver:

-9238-6603. Educating leaders : executive Ed. D. program experiences. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63483.

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:

-9238-6603. Educating leaders : executive Ed. D. program experiences. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63483

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

23. -6449-4853. Understanding participants’ perspectives : a qualitative study of a cognitive-behavioral intervention with a parent-training component for anxious youth.

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

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

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. Thesis, University of Texas – Austin. Accessed February 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
Not specified: Masters Thesis or Doctoral Dissertation

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 Feb 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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 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
Not specified: Masters Thesis or Doctoral Dissertation

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


University of Texas – Austin

24. -9486-8462. Middle school teachers, certification, classroom management, and student discipline : a study of early career teachers in Central Texas schools.

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

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

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. Thesis, University of Texas – Austin. Accessed February 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
Not specified: Masters Thesis or Doctoral Dissertation

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 Feb 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] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 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
Not specified: Masters Thesis or Doctoral Dissertation

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


University of Texas – Austin

25. -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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 19, 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. 19 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 19]. 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

26. Alsandor, Danielle Juanice. Forging a path to success : the persistence and resilience of low-income college students.

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

 The rate of persistence among low-income college students continues to lag far behind that of high-income college students (Engle & Tinto, 2008; Mortenson, 2007). Research… (more)

Subjects/Keywords: Low-income; College students; Resilience; Persistence

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APA (6th Edition):

Alsandor, D. J. (2011). Forging a path to success : the persistence and resilience of low-income college students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4105

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):

Alsandor, Danielle Juanice. “Forging a path to success : the persistence and resilience of low-income college students.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-4105.

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

MLA Handbook (7th Edition):

Alsandor, Danielle Juanice. “Forging a path to success : the persistence and resilience of low-income college students.” 2011. Web. 19 Feb 2019.

Vancouver:

Alsandor DJ. Forging a path to success : the persistence and resilience of low-income college students. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4105.

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

Council of Science Editors:

Alsandor DJ. Forging a path to success : the persistence and resilience of low-income college students. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4105

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


University of Texas – Austin

27. Nava, Michael E., 1972-. Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs.

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

 The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty,… (more)

Subjects/Keywords: First-generation college students; College freshmen; Academic integration; TRIO Programs; College retention; Comprehensive academic support programs; Higher education; FYE program

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APA (6th Edition):

Nava, Michael E., 1. (2010). Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-870

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):

Nava, Michael E., 1972-. “Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-870.

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

MLA Handbook (7th Edition):

Nava, Michael E., 1972-. “Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs.” 2010. Web. 19 Feb 2019.

Vancouver:

Nava, Michael E. 1. Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-870.

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

Council of Science Editors:

Nava, Michael E. 1. Exploring new paths : the first-year experiences for first-generation college students and the impact of participating in comprehensive programs. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-870

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


University of Texas – Austin

28. Martinez, Melissa Ann. Traversing literal and figurative borders in South Texas : Mexican Americans and college choice.

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

 College choice is often described as a three-stage developmental process where students progress through the following phases: predisposition, search and choice (Cabrera & La Nasa,… (more)

Subjects/Keywords: College choice; Mexican Americans; Social capital; Chicana feminist theory

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APA (6th Edition):

Martinez, M. A. (2010). Traversing literal and figurative borders in South Texas : Mexican Americans and college choice. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1801

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):

Martinez, Melissa Ann. “Traversing literal and figurative borders in South Texas : Mexican Americans and college choice.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1801.

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

MLA Handbook (7th Edition):

Martinez, Melissa Ann. “Traversing literal and figurative borders in South Texas : Mexican Americans and college choice.” 2010. Web. 19 Feb 2019.

Vancouver:

Martinez MA. Traversing literal and figurative borders in South Texas : Mexican Americans and college choice. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1801.

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

Council of Science Editors:

Martinez MA. Traversing literal and figurative borders in South Texas : Mexican Americans and college choice. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1801

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


University of Texas – Austin

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

Degree: 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. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30991

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):

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

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

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 Feb 2019.

Vancouver:

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

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

Council of Science Editors:

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

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


University of Texas – Austin

30. -1855-9887. Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences.

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

 Diversity of social identities among college students has received increasing attention in higher education research, with a particular focus on singular dimensions of identity. However,… (more)

Subjects/Keywords: Higher education; Student development; Disability; Gender; Sexuality

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

APA (6th Edition):

-1855-9887. (2015). Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30997

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):

-1855-9887. “Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/30997.

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):

-1855-9887. “Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences.” 2015. Web. 19 Feb 2019.

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

Vancouver:

-1855-9887. Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/30997.

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:

-1855-9887. Intersections of disability, gender, and sexuality in higher education : exploring students’ social identities and campus experiences. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/30997

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

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