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You searched for +publisher:"Virginia Tech" +contributor:("Dixon, Benjamin"). Showing records 1 – 12 of 12 total matches.

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Virginia Tech

1. Richards, Anika Tahirah. Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 This study showed that health equity must be achieved through education, awareness, and advocacy. A structured program must be put in place to provide accountability… (more)

Subjects/Keywords: Health Equity; Social Determinants of Health; Virginia Department of Health; "Unnatural Causes...Is Inequality Making Us Sick?; Advocacy

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APA (6th Edition):

Richards, A. T. (2011). Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77312

Chicago Manual of Style (16th Edition):

Richards, Anika Tahirah. “Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign.” 2011. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/77312.

MLA Handbook (7th Edition):

Richards, Anika Tahirah. “Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign.” 2011. Web. 17 Jun 2019.

Vancouver:

Richards AT. Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/77312.

Council of Science Editors:

Richards AT. Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77312


Virginia Tech

2. Hayden, Melanie L. Factors that Influence the College Choice Process for African American Students.

Degree: MA, Educational Leadership and Policy Studies, 2000, Virginia Tech

 Factors that Influence the College Choice Process for African American Students Melanie L. Hayden (ABSTRACT) There has been a slight increase in African American enrollment… (more)

Subjects/Keywords: African American college students; college selection

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APA (6th Edition):

Hayden, M. L. (2000). Factors that Influence the College Choice Process for African American Students. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/32938

Chicago Manual of Style (16th Edition):

Hayden, Melanie L. “Factors that Influence the College Choice Process for African American Students.” 2000. Masters Thesis, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/32938.

MLA Handbook (7th Edition):

Hayden, Melanie L. “Factors that Influence the College Choice Process for African American Students.” 2000. Web. 17 Jun 2019.

Vancouver:

Hayden ML. Factors that Influence the College Choice Process for African American Students. [Internet] [Masters thesis]. Virginia Tech; 2000. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/32938.

Council of Science Editors:

Hayden ML. Factors that Influence the College Choice Process for African American Students. [Masters Thesis]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/32938


Virginia Tech

3. Rector, Vonetta Y. A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions.

Degree: MA, Educational Leadership and Policy Studies, 2002, Virginia Tech

 State systems have begun to implement performance-based policies in higher education that obligate state institutions to demonstrate they are providing quality educational experiences for students… (more)

Subjects/Keywords: student attitudes; retention; African American students; college student satisfaction; college environment

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APA (6th Edition):

Rector, V. Y. (2002). A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/34592

Chicago Manual of Style (16th Edition):

Rector, Vonetta Y. “A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions.” 2002. Masters Thesis, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/34592.

MLA Handbook (7th Edition):

Rector, Vonetta Y. “A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions.” 2002. Web. 17 Jun 2019.

Vancouver:

Rector VY. A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions. [Internet] [Masters thesis]. Virginia Tech; 2002. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/34592.

Council of Science Editors:

Rector VY. A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions. [Masters Thesis]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/34592


Virginia Tech

4. Ligon, Julie Ann. Special Education Transition: A Case Study of the Community Integration Experience.

Degree: PhD, Administration and Supervision of Special Education, 2009, Virginia Tech

 The purpose of this study was to examine and describe transition services vis a vis the community integration of an adult-age special education student with… (more)

Subjects/Keywords: Transition; Community Integration; Social Capital; Special Education

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APA (6th Edition):

Ligon, J. A. (2009). Special Education Transition: A Case Study of the Community Integration Experience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26941

Chicago Manual of Style (16th Edition):

Ligon, Julie Ann. “Special Education Transition: A Case Study of the Community Integration Experience.” 2009. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26941.

MLA Handbook (7th Edition):

Ligon, Julie Ann. “Special Education Transition: A Case Study of the Community Integration Experience.” 2009. Web. 17 Jun 2019.

Vancouver:

Ligon JA. Special Education Transition: A Case Study of the Community Integration Experience. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26941.

Council of Science Editors:

Ligon JA. Special Education Transition: A Case Study of the Community Integration Experience. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26941


Virginia Tech

5. Simpson, Miya T. Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students.

Degree: PhD, Educational Leadership and Policy Studies, 2003, Virginia Tech

 Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the… (more)

Subjects/Keywords: Graduate School Experiences; Social Integration; Academic Integration; Social Transition; Minority Graduate Students; Academic Transition

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APA (6th Edition):

Simpson, M. T. (2003). Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29992

Chicago Manual of Style (16th Edition):

Simpson, Miya T. “Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students.” 2003. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/29992.

MLA Handbook (7th Edition):

Simpson, Miya T. “Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students.” 2003. Web. 17 Jun 2019.

Vancouver:

Simpson MT. Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/29992.

Council of Science Editors:

Simpson MT. Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/29992


Virginia Tech

6. Larroy, Edwin A. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.

Degree: PhD, Teaching and Learning, 2005, Virginia Tech

 The increasing presence of â Latinosâ in higher education presents a challenge to the academy, particularly in understanding their adjustment to the college environment (Umana-Taylor,… (more)

Subjects/Keywords: Latino\a Diaspora; Acculturation and Assimilation; Ethnic Identity; Latinos in Higher Education

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APA (6th Edition):

Larroy, E. A. (2005). Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28126

Chicago Manual of Style (16th Edition):

Larroy, Edwin A. “Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.” 2005. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28126.

MLA Handbook (7th Edition):

Larroy, Edwin A. “Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.” 2005. Web. 17 Jun 2019.

Vancouver:

Larroy EA. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28126.

Council of Science Editors:

Larroy EA. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/28126


Virginia Tech

7. McGinnis, Marvin Harris. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 CHALLENGES OF STUDYING ATTRIBUTES ASSOCIATED WITH AFRICAN AMERICAN MALES WHO ARE NOT SUCCESSFUL WITH TESTING MEASURES by Marvin H. McGinnis Steve R. Parson, Committee Chair… (more)

Subjects/Keywords: African American Males; Student Achievement; high-stakes tests

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APA (6th Edition):

McGinnis, M. H. (2002). Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29186

Chicago Manual of Style (16th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/29186.

MLA Handbook (7th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 17 Jun 2019.

Vancouver:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/29186.

Council of Science Editors:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29186


Virginia Tech

8. Draper, Sonya R. The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories.

Degree: PhD, Teaching and Learning, 2004, Virginia Tech

 This study investigated whether in a modular technology education (MTE) classroom, gender groupings and learning styles predicted degree of curiosity. Based on the assumption that… (more)

Subjects/Keywords: middle school; gender; learning style; curiosity; module; technology education

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APA (6th Edition):

Draper, S. R. (2004). The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11285

Chicago Manual of Style (16th Edition):

Draper, Sonya R. “The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories.” 2004. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/11285.

MLA Handbook (7th Edition):

Draper, Sonya R. “The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories.” 2004. Web. 17 Jun 2019.

Vancouver:

Draper SR. The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/11285.

Council of Science Editors:

Draper SR. The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/11285


Virginia Tech

9. Williams, Eric Garnell. Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants.

Degree: PhD, Educational Leadership and Policy Studies, 2004, Virginia Tech

 College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and… (more)

Subjects/Keywords: McNair Scholars Program; Social Self-Efficacy; Research Self-Efficacy; Academic Self-Efficacy; Self-Efficacy; African American Students

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APA (6th Edition):

Williams, E. G. (2004). Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11286

Chicago Manual of Style (16th Edition):

Williams, Eric Garnell. “Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants.” 2004. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/11286.

MLA Handbook (7th Edition):

Williams, Eric Garnell. “Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants.” 2004. Web. 17 Jun 2019.

Vancouver:

Williams EG. Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/11286.

Council of Science Editors:

Williams EG. Academic, Research, and Social Self-Efficacy among African American Pre-McNair Scholar Participants and African American Post-McNair Scholar Participants. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/11286


Virginia Tech

10. Best, Julia Y. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.

Degree: PhD, Teaching and Learning, 2006, Virginia Tech

  There is a nationwide decline in enrollment, retention and degree completion for African American students in predominantly White institutions (PWIs) in the United States.… (more)

Subjects/Keywords: retention; residential learning communities; African American students; recruitment

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APA (6th Edition):

Best, J. Y. (2006). African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26103

Chicago Manual of Style (16th Edition):

Best, Julia Y. “African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/26103.

MLA Handbook (7th Edition):

Best, Julia Y. “African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution.” 2006. Web. 17 Jun 2019.

Vancouver:

Best JY. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/26103.

Council of Science Editors:

Best JY. African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26103


Virginia Tech

11. LaBoone, Kimberly. Minority Students' Transition Experiences at a Predominantly White Institution.

Degree: PhD, Educational Leadership and Policy Studies, 2006, Virginia Tech

 The process of transition to college is complex and has received attention from many scholars (e. g. Baker & Siryk, 1999; Beal & Noel, 1980;… (more)

Subjects/Keywords: academic transition; social transition; personal-emotional transition; attachment; first-year students; minorities; retention

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APA (6th Edition):

LaBoone, K. (2006). Minority Students' Transition Experiences at a Predominantly White Institution. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27209

Chicago Manual of Style (16th Edition):

LaBoone, Kimberly. “Minority Students' Transition Experiences at a Predominantly White Institution.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/27209.

MLA Handbook (7th Edition):

LaBoone, Kimberly. “Minority Students' Transition Experiences at a Predominantly White Institution.” 2006. Web. 17 Jun 2019.

Vancouver:

LaBoone K. Minority Students' Transition Experiences at a Predominantly White Institution. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/27209.

Council of Science Editors:

LaBoone K. Minority Students' Transition Experiences at a Predominantly White Institution. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27209


Virginia Tech

12. Talley, Jr., Zebedee. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2009, Virginia Tech

  This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and… (more)

Subjects/Keywords: Achievement Gap; Black Middle School Students; Teacher Characteristics; Student Learning; Student Achievement

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APA (6th Edition):

Talley, Jr., Z. (2009). A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28003

Chicago Manual of Style (16th Edition):

Talley, Jr., Zebedee. “A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.” 2009. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28003.

MLA Handbook (7th Edition):

Talley, Jr., Zebedee. “A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.” 2009. Web. 17 Jun 2019.

Vancouver:

Talley, Jr. Z. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28003.

Council of Science Editors:

Talley, Jr. Z. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/28003

.