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You searched for +publisher:"University of Texas – Austin" +contributor:("Saenz, Victor"). Showing records 1 – 30 of 36 total matches.

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University of Texas – Austin

1. Lu, Charles, active 2013. STEM(ming) up from niños to científicos.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 The simultaneous phenomena of a shortage in the STEM (Science, Technology, Engineering, and Math) labor force coupled with the growing Latino population in the U.S.… (more)

Subjects/Keywords: STEM; Science identity; Latino; Hispanic

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APA (6th Edition):

Lu, Charles, a. 2. (2013). STEM(ming) up from niños to científicos. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21845

Chicago Manual of Style (16th Edition):

Lu, Charles, active 2013. “STEM(ming) up from niños to científicos.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/21845.

MLA Handbook (7th Edition):

Lu, Charles, active 2013. “STEM(ming) up from niños to científicos.” 2013. Web. 21 Nov 2019.

Vancouver:

Lu, Charles a2. STEM(ming) up from niños to científicos. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/21845.

Council of Science Editors:

Lu, Charles a2. STEM(ming) up from niños to científicos. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21845


University of Texas – Austin

2. Campbell, Lauren Christine. Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program.

Degree: PhD, Higher Education Leadership, 2014, University of Texas – Austin

 The gender gap in American college attendance has grown over four decades (see for example, Sax, 2008). The National Center for Educational Statistics noted that… (more)

Subjects/Keywords: Student engagement; Male college students; Interdisciplinary

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APA (6th Edition):

Campbell, L. C. (2014). Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25043

Chicago Manual of Style (16th Edition):

Campbell, Lauren Christine. “Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/25043.

MLA Handbook (7th Edition):

Campbell, Lauren Christine. “Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program.” 2014. Web. 21 Nov 2019.

Vancouver:

Campbell LC. Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/25043.

Council of Science Editors:

Campbell LC. Challenging male stereotypes : male student engagement in a co-curricular, interdisciplinary program. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25043


University of Texas – Austin

3. Castro, Delinda Marivel. College ready Hispanic students : a case study of institutional collaboration.

Degree: EdD, Educational Leadership and Policy, 2019, University of Texas – Austin

 In 2017, Hispanics had the lowest percentage of earned bachelor degrees awarded. Additionally, graduate or professional degree attainment for U.S. Hispanics was 13.2% compared to… (more)

Subjects/Keywords: Hispanic students; College ready; Institutional collaboration; Hispanic student college readiness; School district college readiness strategies; School district organizational structures; High school-college collaboration; High school-university collaboration; School district case study

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APA (6th Edition):

Castro, D. M. (2019). College ready Hispanic students : a case study of institutional collaboration. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2890

Chicago Manual of Style (16th Edition):

Castro, Delinda Marivel. “College ready Hispanic students : a case study of institutional collaboration.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://dx.doi.org/10.26153/tsw/2890.

MLA Handbook (7th Edition):

Castro, Delinda Marivel. “College ready Hispanic students : a case study of institutional collaboration.” 2019. Web. 21 Nov 2019.

Vancouver:

Castro DM. College ready Hispanic students : a case study of institutional collaboration. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Nov 21]. Available from: http://dx.doi.org/10.26153/tsw/2890.

Council of Science Editors:

Castro DM. College ready Hispanic students : a case study of institutional collaboration. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2890


University of Texas – Austin

4. -1554-0045. How do tier one public research universities build relationships with Latino alumni major gift donors.

Degree: PhD, Educational Leadership and Policy, 2019, University of Texas – Austin

 Alumni giving is a primary revenue stream for higher education institutions (Blackbaud, 2013; Council for Aid to Education, 2015; Marr, Mullin, & Siegfried, 2005). Conley… (more)

Subjects/Keywords: Philanthropy; Higher education; Advancement; Fundraising; Latino; Higher education finance; Alumni relations

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APA (6th Edition):

-1554-0045. (2019). How do tier one public research universities build relationships with Latino alumni major gift donors. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2164

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

Chicago Manual of Style (16th Edition):

-1554-0045. “How do tier one public research universities build relationships with Latino alumni major gift donors.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://dx.doi.org/10.26153/tsw/2164.

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

MLA Handbook (7th Edition):

-1554-0045. “How do tier one public research universities build relationships with Latino alumni major gift donors.” 2019. Web. 21 Nov 2019.

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

Vancouver:

-1554-0045. How do tier one public research universities build relationships with Latino alumni major gift donors. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Nov 21]. Available from: http://dx.doi.org/10.26153/tsw/2164.

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

Council of Science Editors:

-1554-0045. How do tier one public research universities build relationships with Latino alumni major gift donors. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2164

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


University of Texas – Austin

5. -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: PhD, 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 (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. (Doctoral Dissertation). 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

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. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/39751.

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

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. 21 Nov 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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Nov 21]. 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

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. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39751

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Author name may be incomplete


University of Texas – Austin

6. -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 November 21, 2019. http://hdl.handle.net/2152/63070.

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

MLA Handbook (7th Edition):

-6384-2438. “Perceived experiences that positively contribute to high-achieving African American male student success at a large urban community college.” 2017. Web. 21 Nov 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 Nov 21]. Available from: http://hdl.handle.net/2152/63070.

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

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

7. -8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning.

Degree: PhD, Mathematics Education, 2017, University of Texas – Austin

 Cooperative learning, or the instructional use of small groups so that students actively work together to increase their own and each other’s learning, is a… (more)

Subjects/Keywords: Cooperative learning; Collaborative learning; Small-group learning; Mathematics instruction; Two-year college; Community college

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APA (6th Edition):

-8970-9176. (2017). Understanding two year college mathematics faculty perceptions and use of cooperative learning. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61912

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

Chicago Manual of Style (16th Edition):

-8970-9176. “Understanding two year college mathematics faculty perceptions and use of cooperative learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/61912.

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

MLA Handbook (7th Edition):

-8970-9176. “Understanding two year college mathematics faculty perceptions and use of cooperative learning.” 2017. Web. 21 Nov 2019.

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

Vancouver:

-8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/61912.

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

Council of Science Editors:

-8970-9176. Understanding two year college mathematics faculty perceptions and use of cooperative learning. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61912

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


University of Texas – Austin

8. -3266-6208. Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college.

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

 Latina/os are the fastest growing demographic group in the United States but deterministic views of race and ethnicity have created a habitual way of assessing… (more)

Subjects/Keywords: AfroLatina/os; Persistence; Identity development; Sense of belonging

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APA (6th Edition):

-3266-6208. (2016). Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68386

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

Chicago Manual of Style (16th Edition):

-3266-6208. “Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/68386.

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

MLA Handbook (7th Edition):

-3266-6208. “Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college.” 2016. Web. 21 Nov 2019.

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

Vancouver:

-3266-6208. Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/68386.

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

Council of Science Editors:

-3266-6208. Invisible no more : AfroLatina/o undergraduate student's sense of belonging and persistence at a small urban Northeastern college. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/68386

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


University of Texas – Austin

9. Malinowska, Aleksandra Maria. The K-12, postsecondary, and labor outcomes of the Texas migrant student population.

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

 The children of migrant workers are one of the most marginalized populations in the United States. Instability and poverty impact many aspects of most migrant… (more)

Subjects/Keywords: Texas migrant education; Migration; Education policy

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APA (6th Edition):

Malinowska, A. M. (2018). The K-12, postsecondary, and labor outcomes of the Texas migrant student population. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65691

Chicago Manual of Style (16th Edition):

Malinowska, Aleksandra Maria. “The K-12, postsecondary, and labor outcomes of the Texas migrant student population.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/65691.

MLA Handbook (7th Edition):

Malinowska, Aleksandra Maria. “The K-12, postsecondary, and labor outcomes of the Texas migrant student population.” 2018. Web. 21 Nov 2019.

Vancouver:

Malinowska AM. The K-12, postsecondary, and labor outcomes of the Texas migrant student population. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/65691.

Council of Science Editors:

Malinowska AM. The K-12, postsecondary, and labor outcomes of the Texas migrant student population. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65691


University of Texas – Austin

10. -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 November 21, 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. 21 Nov 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 Nov 21]. 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

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

Degree: PhD, Educational Leadership and Policy, 2017, University of Texas – Austin

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Texas – Austin

12. -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 November 21, 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. 21 Nov 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 Nov 21]. 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

13. -9238-6603. Educating leaders : executive Ed. D. program experiences.

Degree: PhD, Educational Leadership and Policy, 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 (6th Edition):

-9238-6603. (2017). Educating leaders : executive Ed. D. program experiences. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-9238-6603. “Educating leaders : executive Ed. D. program experiences.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/63483.

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

MLA Handbook (7th Edition):

-9238-6603. “Educating leaders : executive Ed. D. program experiences.” 2017. Web. 21 Nov 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] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. 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

Council of Science Editors:

-9238-6603. Educating leaders : executive Ed. D. program experiences. [Doctoral Dissertation]. 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


University of Texas – Austin

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

Degree: PhD, 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. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60415

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. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/60415.

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. 21 Nov 2019.

Vancouver:

Struve LE. Tenure-track, alt-ac, or post-ac : understanding career choice for women doctoral students in the social sciences. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/60415.

Council of Science Editors:

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


University of Texas – Austin

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

Degree: EdD, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/39745.

MLA Handbook (7th Edition):

Taylor, Melissa Anne. “Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers.” 2016. Web. 21 Nov 2019.

Vancouver:

Taylor MA. Investigating community college enrollment of post-baccalaureate students : pathways to high-value careers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/39745.

Council of Science Editors:

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


University of Texas – Austin

16. -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 November 21, 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. 21 Nov 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 Nov 21]. 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

17. -3239-9808. Complicating choice : nuanced portrayals of parental choice decisions.

Degree: PhD, 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 (6th Edition):

-3239-9808. (2016). Complicating choice : nuanced portrayals of parental choice decisions. (Doctoral Dissertation). 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

Chicago Manual of Style (16th Edition):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/39693.

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

MLA Handbook (7th Edition):

-3239-9808. “Complicating choice : nuanced portrayals of parental choice decisions.” 2016. Web. 21 Nov 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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2019 Nov 21]. 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

Council of Science Editors:

-3239-9808. Complicating choice : nuanced portrayals of parental choice decisions. [Doctoral Dissertation]. 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


University of Texas – Austin

18. -4331-9797. The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas.

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

 This multiple case study (Yin, 2014) applies Kingdon’s (1984) multiple streams approach (MSA) to the examination of how politics in Texas shapes state financial aid… (more)

Subjects/Keywords: Higher education; College affordability; Policymaking; Politics

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APA (6th Edition):

-4331-9797. (2018). The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63327

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

Chicago Manual of Style (16th Edition):

-4331-9797. “The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/63327.

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

MLA Handbook (7th Edition):

-4331-9797. “The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas.” 2018. Web. 21 Nov 2019.

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

Vancouver:

-4331-9797. The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/63327.

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

Council of Science Editors:

-4331-9797. The politics of college affordability : a multiple streams analysis of financial aid policymaking in Texas. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63327

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


University of Texas – Austin

19. -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 November 21, 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. 21 Nov 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 Nov 21]. 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

20. Samuel, Justin Thankachan. Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students.

Degree: PhD, Educational Leadership and Policy, 2019, University of Texas – Austin

 South Asian Americans (SAAs) are a burgeoning subpopulation in higher education settings. SAAs are not a monolithic group; they are affiliated with a variety of… (more)

Subjects/Keywords: College; Higher education; Student affairs; Belonging; South Asian; Desi; Spirituality; Faith; Religious identity; Intersectionality; Asian American

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APA (6th Edition):

Samuel, J. T. (2019). Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3859

Chicago Manual of Style (16th Edition):

Samuel, Justin Thankachan. “Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://dx.doi.org/10.26153/tsw/3859.

MLA Handbook (7th Edition):

Samuel, Justin Thankachan. “Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students.” 2019. Web. 21 Nov 2019.

Vancouver:

Samuel JT. Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Nov 21]. Available from: http://dx.doi.org/10.26153/tsw/3859.

Council of Science Editors:

Samuel JT. Faith and chai : exploring sense of belonging and intersections of cultural and spiritual identities in South Asian American college students. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3859


University of Texas – Austin

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

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

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

Subjects/Keywords: Early college high schools; Transition

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Texas – Austin

22. Maldonado, Samuel. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.

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

 The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's.… (more)

Subjects/Keywords: Achievement; Educational value-added assessment system; Effectiveness; Process; Products; Progress; Student learning growth; Teacher appraisal and development system; Value-added analysis; Value added methods

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APA (6th Edition):

Maldonado, S. (2014). Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32518

Chicago Manual of Style (16th Edition):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/32518.

MLA Handbook (7th Edition):

Maldonado, Samuel. “Effects of student performance assessment outcomes as a criterion in the teacher evaluation process.” 2014. Web. 21 Nov 2019.

Vancouver:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/32518.

Council of Science Editors:

Maldonado S. Effects of student performance assessment outcomes as a criterion in the teacher evaluation process. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/32518


University of Texas – Austin

23. -3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.

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

 Black females are the majority of Black students enrolled at both PWIs and HBCUs. HBCUs award a significant number of degrees to Black students despite… (more)

Subjects/Keywords: Black; Female; Students; PWI; Feminist; Experiences

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APA (6th Edition):

-3835-1597. (2017). When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61380

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

Chicago Manual of Style (16th Edition):

-3835-1597. “When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/61380.

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

MLA Handbook (7th Edition):

-3835-1597. “When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.” 2017. Web. 21 Nov 2019.

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

Vancouver:

-3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/61380.

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

Council of Science Editors:

-3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61380

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

24. Wasielewski, Miguel Vincent. A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university.

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

 Increasing national emphasis on college completion and affordability has prompted institutional efforts to focus on increasing efficient degree attainment within four-years. Traditional predictors of four-year… (more)

Subjects/Keywords: Four-year graduation; Persistence; Non-academic factors

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APA (6th Edition):

Wasielewski, M. V. (2014). A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24785

Chicago Manual of Style (16th Edition):

Wasielewski, Miguel Vincent. “A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/24785.

MLA Handbook (7th Edition):

Wasielewski, Miguel Vincent. “A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university.” 2014. Web. 21 Nov 2019.

Vancouver:

Wasielewski MV. A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/24785.

Council of Science Editors:

Wasielewski MV. A study of the non-academic factors influencing four-year degree completion among African Americans and Latinos at a public research university. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24785

25. Valdez, Patrick Lee. Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 This study contributes to the existing knowledge about the history of Hispanic-Serving Institution (HSI) legislation passed into law by the 102nd United States Congress by… (more)

Subjects/Keywords: Hispanic-serving institutions; HSI history; Hispanic higher education history; Latino higher education history

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APA (6th Edition):

Valdez, P. L. (2013). Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21872

Chicago Manual of Style (16th Edition):

Valdez, Patrick Lee. “Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/21872.

MLA Handbook (7th Edition):

Valdez, Patrick Lee. “Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992.” 2013. Web. 21 Nov 2019.

Vancouver:

Valdez PL. Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/21872.

Council of Science Editors:

Valdez PL. Hispanic-serving institution legislation : an analysis of policy formation between 1979 and 1992. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21872

26. Taylor, Meredith A. Academic library use and undergraduate engagement and persistence.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 Once considered the "heart of the university," many academic libraries are facing heightened pressures to prove their relevance and value to administrators, faculty, and students,… (more)

Subjects/Keywords: Academic libraries; Library use; Undergraduate; Persistence; Engagement

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APA (6th Edition):

Taylor, M. A. (2013). Academic library use and undergraduate engagement and persistence. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21864

Chicago Manual of Style (16th Edition):

Taylor, Meredith A. “Academic library use and undergraduate engagement and persistence.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/21864.

MLA Handbook (7th Edition):

Taylor, Meredith A. “Academic library use and undergraduate engagement and persistence.” 2013. Web. 21 Nov 2019.

Vancouver:

Taylor MA. Academic library use and undergraduate engagement and persistence. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/21864.

Council of Science Editors:

Taylor MA. Academic library use and undergraduate engagement and persistence. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21864

27. Nevils, Henry Lane. The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 In August and September of 2005, Hurricanes Katrina and Rita devastated the Gulf Coast with damages estimated at $85 billion. Hurricane Katrina was so devastating… (more)

Subjects/Keywords: Constructivist grounded theory; Hurricane Katrina; Hurricane Rita; Nunez Community College; SOWELA Technical Community College; Louisiana; St. Bernard Parish; Lake Charles

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APA (6th Edition):

Nevils, H. L. (2013). The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23198

Chicago Manual of Style (16th Edition):

Nevils, Henry Lane. “The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/23198.

MLA Handbook (7th Edition):

Nevils, Henry Lane. “The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita.” 2013. Web. 21 Nov 2019.

Vancouver:

Nevils HL. The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/23198.

Council of Science Editors:

Nevils HL. The actions of institutional leadership at two Louisiana community colleges in the aftermath of Hurricanes Katrina and Rita. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23198

28. Hatch, Deryl Keith. Student engagement and the design of high-impact practices at community colleges.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

 This study investigates the relationship of student engagement with the design of structured group learning experiences (SGLEs) implemented by increasing numbers of community colleges. Using… (more)

Subjects/Keywords: Community colleges; High-impact practices; Program structure; Student engagement

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APA (6th Edition):

Hatch, D. K. (2013). Student engagement and the design of high-impact practices at community colleges. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21775

Chicago Manual of Style (16th Edition):

Hatch, Deryl Keith. “Student engagement and the design of high-impact practices at community colleges.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/21775.

MLA Handbook (7th Edition):

Hatch, Deryl Keith. “Student engagement and the design of high-impact practices at community colleges.” 2013. Web. 21 Nov 2019.

Vancouver:

Hatch DK. Student engagement and the design of high-impact practices at community colleges. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/21775.

Council of Science Editors:

Hatch DK. Student engagement and the design of high-impact practices at community colleges. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21775

29. -9089-6522. Latina superintendents in Texas : developing leaders in a climate of change.

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

 There are several studies on the school superintendent and the job has evolved since its early inception in the 1800s. However, the role of the… (more)

Subjects/Keywords: Latina superintendents; Charter schools; Texas education policy; Latina mentorship; Latina leadership; Latina school leadership; Texas schools; Texas charter schools; School superintendency

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

APA (6th Edition):

-9089-6522. (2017). Latina superintendents in Texas : developing leaders in a climate of change. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60391

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

Chicago Manual of Style (16th Edition):

-9089-6522. “Latina superintendents in Texas : developing leaders in a climate of change.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/60391.

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

MLA Handbook (7th Edition):

-9089-6522. “Latina superintendents in Texas : developing leaders in a climate of change.” 2017. Web. 21 Nov 2019.

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

Vancouver:

-9089-6522. Latina superintendents in Texas : developing leaders in a climate of change. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/60391.

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

Council of Science Editors:

-9089-6522. Latina superintendents in Texas : developing leaders in a climate of change. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60391

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

30. Cantu, Karla Irasema. Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs.

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

 Coping with stress is essential for a CEO to remain effective as a leader of a community college. The mastery of self-development techniques for CEOs,… (more)

Subjects/Keywords: Community college; Coping

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

APA (6th Edition):

Cantu, K. I. (2014). Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30495

Chicago Manual of Style (16th Edition):

Cantu, Karla Irasema. “Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/30495.

MLA Handbook (7th Edition):

Cantu, Karla Irasema. “Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs.” 2014. Web. 21 Nov 2019.

Vancouver:

Cantu KI. Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/30495.

Council of Science Editors:

Cantu KI. Performance and pressure : a mixed methodological study on the coping and managing of community college CEOs. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30495

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