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You searched for +publisher:"University of Texas – Austin" +contributor:("Sharpe, Edwin R."). Showing records 1 – 25 of 25 total matches.

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University of Texas – Austin

1. Simmons, Rona Samone. Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices.

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

 This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact… (more)

Subjects/Keywords: Superintendent instructional leadership; School superintendents; Superintendent beliefs; Superintendent knowledge; Superintendent practices; School principals’ perceptions; Principal instructional leadership

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

APA (6th Edition):

Simmons, R. S. (2017). Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65653

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):

Simmons, Rona Samone. “Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices.” 2017. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65653.

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

MLA Handbook (7th Edition):

Simmons, Rona Samone. “Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices.” 2017. Web. 19 Aug 2019.

Vancouver:

Simmons RS. Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65653.

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

Council of Science Editors:

Simmons RS. Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65653

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


University of Texas – Austin

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

Degree: 2017, University of Texas – Austin

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

Subjects/Keywords: High School RtI; Principal Leadership

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65224.

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

MLA Handbook (7th Edition):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Web. 19 Aug 2019.

Vancouver:

Deveaux LL. Principal Leadership: Implementing RtI in Urban HighSchools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65224.

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

Council of Science Editors:

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

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


University of Texas – Austin

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65651.

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

MLA Handbook (7th Edition):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Web. 19 Aug 2019.

Vancouver:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65651.

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

Council of Science Editors:

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

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


University of Texas – Austin

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

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

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

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

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APA (6th Edition):

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

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, Shirley Marie. “Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas.” 2018. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65657.

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

MLA Handbook (7th Edition):

Heitzman, Shirley Marie. “Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas.” 2018. Web. 19 Aug 2019.

Vancouver:

Heitzman SM. Variables influencing the successful passage of school bond referenda as identified by selected stakeholders in Texas. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65657.

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

Council of Science Editors:

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

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


University of Texas – Austin

5. -9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.

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

 Nearly three decades after it became a leading reform effort in education, decentralization – broadly defined as the transfer of decision-making from central administrations to… (more)

Subjects/Keywords: School district decentralization; School equity; Education; Site-based management; School-based management; Urban school districts; Economically disadvantaged students; Low-income students; Minority students

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

APA (6th Edition):

-9406-4731. (2018). Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65665

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):

-9406-4731. “Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.” 2018. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65665.

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):

-9406-4731. “Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.” 2018. Web. 19 Aug 2019.

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

Vancouver:

-9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65665.

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:

-9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65665

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. -7612-1541. Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change.

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

 Educators and politicians have grappled to discover and implement strategies to improve student achievement results. Districts’ efforts to recruit and retain effective principals and teachers… (more)

Subjects/Keywords: Turnaround principals; Turnaround schools; School culture; School climate; School district supports; School turnaround strategies; Perceptions of turnaround principals; Supervisors of turnaround principals; SIG; School Improvement Grants

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

APA (6th Edition):

-7612-1541. (2018). Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65689

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):

-7612-1541. “Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change.” 2018. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65689.

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):

-7612-1541. “Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change.” 2018. Web. 19 Aug 2019.

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

Vancouver:

-7612-1541. Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65689.

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:

-7612-1541. Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65689

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. Peña, Raúl. Superintendent perspectives of public school accountability and local control of schools.

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

 The Every Student Succeeds Act (2015) transferred flexibility for accountability rules to states to control following the national accountability era of the No Child Left… (more)

Subjects/Keywords: Superintendent perspectives; Public school accountability; Local control of schools; NCLB; No Child Left Behind Act; ESSA; Every Student Succeeds Act; School accountability rules; Shared school accountability; School accountability policy; School compliance; High stakes tests; School governance; School leadership

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

APA (6th Edition):

Peña, R. (2018). Superintendent perspectives of public school accountability and local control of schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65694

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):

Peña, Raúl. “Superintendent perspectives of public school accountability and local control of schools.” 2018. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65694.

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

MLA Handbook (7th Edition):

Peña, Raúl. “Superintendent perspectives of public school accountability and local control of schools.” 2018. Web. 19 Aug 2019.

Vancouver:

Peña R. Superintendent perspectives of public school accountability and local control of schools. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65694.

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

Council of Science Editors:

Peña R. Superintendent perspectives of public school accountability and local control of schools. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65694

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


University of Texas – Austin

8. -3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/65695.

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

MLA Handbook (7th Edition):

-3795-249X. “Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader.” 2018. Web. 19 Aug 2019.

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

Vancouver:

-3795-249X. Leading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/65695.

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

Council of Science Editors:

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

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


University of Texas – Austin

9. Kim, Kyu Tae. A multifocal analysis of Korean educational policies on the teaching profession.

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

 Korean education policies were derived from the 5.31 Education Reform oriented to the increase of autonomy and accountability for school effectiveness and the quality instruction… (more)

Subjects/Keywords: Korean education policy; Policy analysis; Macro analysis; Micro analysis; Structural analysis; Educational reform; Policy implementation

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

APA (6th Edition):

Kim, K. T. (2011). A multifocal analysis of Korean educational policies on the teaching profession. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2714

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):

Kim, Kyu Tae. “A multifocal analysis of Korean educational policies on the teaching profession.” 2011. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2714.

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

MLA Handbook (7th Edition):

Kim, Kyu Tae. “A multifocal analysis of Korean educational policies on the teaching profession.” 2011. Web. 19 Aug 2019.

Vancouver:

Kim KT. A multifocal analysis of Korean educational policies on the teaching profession. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2714.

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

Council of Science Editors:

Kim KT. A multifocal analysis of Korean educational policies on the teaching profession. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2714

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


University of Texas – Austin

10. Page, Matthew Braden. Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts.

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

 Consistent reductions in state and federal financial support for America’s public colleges and universities have resulted in an increased institutional reliance upon non- traditional revenue… (more)

Subjects/Keywords: Alumni giving; Higher education; Philanthropy; Young alumni

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APA (6th Edition):

Page, M. B. (2011). Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4787

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):

Page, Matthew Braden. “Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts.” 2011. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4787.

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

MLA Handbook (7th Edition):

Page, Matthew Braden. “Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts.” 2011. Web. 19 Aug 2019.

Vancouver:

Page MB. Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4787.

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

Council of Science Editors:

Page MB. Creating a culture of giving : an exploration of the role of young alumni in institutional philanthropic efforts: Exploration of the role of young alumni in institutional philanthropic efforts. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4787

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


University of Texas – Austin

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

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 August 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 Aug 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 Aug 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

12. Martinez, Hector, Ed. D. Instructional and structural factors related to successful dropout prevention and recovery programs.

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

 The purpose of this study was to identify the salient factors that influence student dropouts and students on the verge of dropping out to return… (more)

Subjects/Keywords: Dropouts; Dropout prevention; Dropout recovery

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APA (6th Edition):

Martinez, Hector, E. D. (2015). Instructional and structural factors related to successful dropout prevention and recovery programs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34050

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, Hector, Ed D. “Instructional and structural factors related to successful dropout prevention and recovery programs.” 2015. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/34050.

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

MLA Handbook (7th Edition):

Martinez, Hector, Ed D. “Instructional and structural factors related to successful dropout prevention and recovery programs.” 2015. Web. 19 Aug 2019.

Vancouver:

Martinez, Hector ED. Instructional and structural factors related to successful dropout prevention and recovery programs. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/34050.

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

Council of Science Editors:

Martinez, Hector ED. Instructional and structural factors related to successful dropout prevention and recovery programs. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34050

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


University of Texas – Austin

13. -3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.

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

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. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/61380.

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):

-3835-1597. “When and where I enter : a phenomenological study of Black women at a selective predominantly White institution.” 2017. Web. 19 Aug 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] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Aug 19]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-3835-1597. When and where I enter : a phenomenological study of Black women at a selective predominantly White institution. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation

14. -4860-8264. Accomplishing organizational change : project management process maturity at U.S. community colleges.

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

 Community colleges are being asked to improve student success outcomes and operate more like a business – managing for quality, efficiency, and innovation. Higher education… (more)

Subjects/Keywords: Higher education; Project management; Maturity; PMMM; Community colleges; Benchmarking; Capability

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

APA (6th Edition):

-4860-8264. (2017). Accomplishing organizational change : project management process maturity at U.S. community colleges. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47337

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):

-4860-8264. “Accomplishing organizational change : project management process maturity at U.S. community colleges.” 2017. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/47337.

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):

-4860-8264. “Accomplishing organizational change : project management process maturity at U.S. community colleges.” 2017. Web. 19 Aug 2019.

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

Vancouver:

-4860-8264. Accomplishing organizational change : project management process maturity at U.S. community colleges. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/47337.

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:

-4860-8264. Accomplishing organizational change : project management process maturity at U.S. community colleges. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47337

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

15. -9955-7930. The implementation of instructional coaching : building district systems of support.

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

 Educators continue to search for research-based support for the implementation of strategies and processes associated with improving education. Instructional coaching is one promising and positive… (more)

Subjects/Keywords: Instructional coaching; District implementation; Effectiveness measures

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APA (6th Edition):

-9955-7930. (2015). The implementation of instructional coaching : building district systems of support. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32521

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):

-9955-7930. “The implementation of instructional coaching : building district systems of support.” 2015. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/32521.

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):

-9955-7930. “The implementation of instructional coaching : building district systems of support.” 2015. Web. 19 Aug 2019.

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

Vancouver:

-9955-7930. The implementation of instructional coaching : building district systems of support. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/32521.

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:

-9955-7930. The implementation of instructional coaching : building district systems of support. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32521

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

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

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

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

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

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APA (6th Edition):

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

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):

Lim, Soojin, Ph D. “The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university.” 2016. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/41978.

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

MLA Handbook (7th Edition):

Lim, Soojin, Ph D. “The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university.” 2016. Web. 19 Aug 2019.

Vancouver:

Lim, Soojin PD. The impact of modified top ten percent policy (TTPP) on diversity in university admissions in the Texas flagship university. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/41978.

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

Council of Science Editors:

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

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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

18. -7103-3860. The effects of student psychology on remedial math success : a case study on non-academic interventions.

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-7103-3860. “The effects of student psychology on remedial math success : a case study on non-academic interventions.” 2015. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/31000.

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):

-7103-3860. “The effects of student psychology on remedial math success : a case study on non-academic interventions.” 2015. Web. 19 Aug 2019.

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

Vancouver:

-7103-3860. The effects of student psychology on remedial math success : a case study on non-academic interventions. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/31000.

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

Council of Science Editors:

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

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

19. Kahlon, Amardeep Kaur. Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication.

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

 Asian Indian Americans are a highly successful subset of Asian Americans. According to a 2012 Pew Center report, this population has the highest level of… (more)

Subjects/Keywords: Intergenerational relations; Asian Indian American; Asian American; Traditional; Stress; Family honor; Academic expectations; Academic performance; Pressure to succeed; Parenting; Intergenerational conflict

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APA (6th Edition):

Kahlon, A. K. (2012). Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-6003

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):

Kahlon, Amardeep Kaur. “Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication.” 2012. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-6003.

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

MLA Handbook (7th Edition):

Kahlon, Amardeep Kaur. “Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication.” 2012. Web. 19 Aug 2019.

Vancouver:

Kahlon AK. Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6003.

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

Council of Science Editors:

Kahlon AK. Great expectations : narratives of second generation Asian Indian American college students about academic achievement and related intergenerational communication. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6003

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

20. Sandoval, Monica Martinez. Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4.

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

 The primary purpose of this study was to examine the current practice of the superintendent’s evaluation process in three public school districts in Texas. This… (more)

Subjects/Keywords: Superintendent; Evaluation; Performance assessment

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APA (6th Edition):

Sandoval, M. M. (2012). Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19640

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):

Sandoval, Monica Martinez. “Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4.” 2012. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/19640.

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

MLA Handbook (7th Edition):

Sandoval, Monica Martinez. “Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4.” 2012. Web. 19 Aug 2019.

Vancouver:

Sandoval MM. Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/19640.

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

Council of Science Editors:

Sandoval MM. Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19640

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

21. Vaughan, Brenda Sisco. Educational ideals vs. architectural expression : the genesis of building excellence.

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

 EDUCATIONAL IDEALS VS. ARCHITECTURAL EXPRESSION: THE GENESIS OF BUILDING EXCELLENCE Brenda Sisco Vaughan, Ph.D. The University of Texas at Austin, 2011 Supervisor: William F. Lasher… (more)

Subjects/Keywords: Higher education administration; Campus planning; University campus architecture; University of Texas at Austin architecture; Rice University architecture; Iteractive qualitative analysis

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APA (6th Edition):

Vaughan, B. S. (2011). Educational ideals vs. architectural expression : the genesis of building excellence. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2695

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):

Vaughan, Brenda Sisco. “Educational ideals vs. architectural expression : the genesis of building excellence.” 2011. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2695.

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

MLA Handbook (7th Edition):

Vaughan, Brenda Sisco. “Educational ideals vs. architectural expression : the genesis of building excellence.” 2011. Web. 19 Aug 2019.

Vancouver:

Vaughan BS. Educational ideals vs. architectural expression : the genesis of building excellence. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2695.

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

Council of Science Editors:

Vaughan BS. Educational ideals vs. architectural expression : the genesis of building excellence. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2695

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

22. Ruzicka, Smita Sundaresan. Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students.

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

 South Asian Americans are one of the fastest growing sub-groups within the Asian American population in the United States today. Between 1960 and 1990, the… (more)

Subjects/Keywords: South Asian American; Desi women; University of Texas at Austin; College students; Universities; Mothers and daughters; Minority students; Ethnic identity

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APA (6th Edition):

Ruzicka, S. S. (2011). Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2896

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):

Ruzicka, Smita Sundaresan. “Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students.” 2011. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2896.

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

MLA Handbook (7th Edition):

Ruzicka, Smita Sundaresan. “Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students.” 2011. Web. 19 Aug 2019.

Vancouver:

Ruzicka SS. Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2896.

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

Council of Science Editors:

Ruzicka SS. Desi women on the forty acres : exploring intergenerational issues and identity development of South Asian American college students. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2896

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

23. Dorow, Roberta Rusch. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.

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

 The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the… (more)

Subjects/Keywords: Transition lanning; Higher education; Students with disabilities; Community colleges; Texas; Untied States

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APA (6th Edition):

Dorow, R. R. (2010). Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2369

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):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

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

MLA Handbook (7th Edition):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Web. 19 Aug 2019.

Vancouver:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

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

Council of Science Editors:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369

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

24. Oliver, Jason Scott. A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators.

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

 A review of the research revealed a shortage of findings in the identification of programmatic features found to be effective in reducing attrition rates and… (more)

Subjects/Keywords: Teacher induction; Texas

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APA (6th Edition):

Oliver, J. S. (2016). A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39607

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):

Oliver, Jason Scott. “A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators.” 2016. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/39607.

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

MLA Handbook (7th Edition):

Oliver, Jason Scott. “A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators.” 2016. Web. 19 Aug 2019.

Vancouver:

Oliver JS. A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/39607.

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

Council of Science Editors:

Oliver JS. A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39607

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

25. Romo, Enrique. Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas.

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

 This study sought to research and documents the experiences of a group of Mexican undocumented college graduates in the state of Texas. Mexican students were… (more)

Subjects/Keywords: Undocumented; Mexican; Texas; Degrees; Social capital; College choice; LatCrit; Cultural wealth; Aspirational capital; Testimonios

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

APA (6th Edition):

Romo, E. (2012). Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5096

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):

Romo, Enrique. “Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas.” 2012. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5096.

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

MLA Handbook (7th Edition):

Romo, Enrique. “Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas.” 2012. Web. 19 Aug 2019.

Vancouver:

Romo E. Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5096.

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

Council of Science Editors:

Romo E. Degreed and in the shadows : journeys and Testimonios from Mexican undocumented college graduates in Texas. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5096

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

.