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You searched for repository:mankato. Showing records 1 – 30 of 62 total matches.

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1. Momsen, Kyle Matthew. Perspectives of Female Leaders in Athletic Training.

Degree: 2014, Minnesota State University – Mankato

 Previous research has found that women face barriers in athletic training and it appears that they are not represented in leadership positions in numbers equal… (more)

Subjects/Keywords: athletic training; female leaders; leadership; qualitative; Sports Sciences; Sports Studies; Women's Studies

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APA (6th Edition):

Momsen, K. M. (2014). Perspectives of Female Leaders in Athletic Training. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/356

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):

Momsen, Kyle Matthew. “Perspectives of Female Leaders in Athletic Training.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/356.

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

MLA Handbook (7th Edition):

Momsen, Kyle Matthew. “Perspectives of Female Leaders in Athletic Training.” 2014. Web. 22 Oct 2017.

Vancouver:

Momsen KM. Perspectives of Female Leaders in Athletic Training. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/356.

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

Council of Science Editors:

Momsen KM. Perspectives of Female Leaders in Athletic Training. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/356

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

2. Romsa, Katelyn. Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction.

Degree: 2011, Minnesota State University – Mankato

 This quantitative study explored questions developed to (a) help improve the quality of retention and satisfaction services at a comprehensive public university in the Midwest… (more)

Subjects/Keywords: faculty; freshman; GPA; interactions; NSSE; satisfaction; Educational Administration and Supervision

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APA (6th Edition):

Romsa, K. (2011). Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/74

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):

Romsa, Katelyn. “Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction.” 2011. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/74.

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

MLA Handbook (7th Edition):

Romsa, Katelyn. “Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction.” 2011. Web. 22 Oct 2017.

Vancouver:

Romsa K. Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction. [Internet] [Thesis]. Minnesota State University – Mankato; 2011. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/74.

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

Council of Science Editors:

Romsa K. Freshman Student-Faculty Interactions and GPA: Predictors of Retention and Overall Satisfaction. [Thesis]. Minnesota State University – Mankato; 2011. Available from: http://cornerstone.lib.mnsu.edu/etds/74

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

3. Wentzel, Marguerite Josephine. An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation.

Degree: 2013, Minnesota State University – Mankato

 This quantitative study explored the roles of general self-efficacy, academic self-efficacy, and motivation and its effect on at-risk students' course failures. Deci and Ryan's (1996)… (more)

Subjects/Keywords: self-efficacy; motivation; school failure; at-risk students; Student Counseling and Personnel Services

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APA (6th Edition):

Wentzel, M. J. (2013). An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/75

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):

Wentzel, Marguerite Josephine. “An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/75.

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

MLA Handbook (7th Edition):

Wentzel, Marguerite Josephine. “An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation.” 2013. Web. 22 Oct 2017.

Vancouver:

Wentzel MJ. An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/75.

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

Council of Science Editors:

Wentzel MJ. An Investigation of the Relationship Between School Failure and At-Risk Students' General Self-Efficacy, Academic Self-Efficacy, and Motivation. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/75

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

4. Mahlberg, Jamie Lynn. An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses.

Degree: 2013, Minnesota State University – Mankato

 This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester,… (more)

Subjects/Keywords: pedagogy; community college education; assessment; developmental education; goal orientation; motivation; self-assessment; Curriculum and Instruction; Education

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APA (6th Edition):

Mahlberg, J. L. (2013). An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/88

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):

Mahlberg, Jamie Lynn. “An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/88.

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

MLA Handbook (7th Edition):

Mahlberg, Jamie Lynn. “An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses.” 2013. Web. 22 Oct 2017.

Vancouver:

Mahlberg JL. An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/88.

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

Council of Science Editors:

Mahlberg JL. An Examination of the Influence of Formative Self-Assessment on College Student Mastery Orientation in College Courses. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/88

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

5. Qureshi, Mariam Zia. The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents.

Degree: 2013, Minnesota State University – Mankato

 This research study examined the general question "What do Asian American parents believe to be important characteristics of an effective elementary teacher?" In order to… (more)

Subjects/Keywords: Asian American; defficiencies in U.S. educational system; effective teacher; parental perceptions; respect for teachers; respect for teaching profession; teachers' expectations; Asian American Studies; Educational Leadership; Elementary Education and Teaching

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APA (6th Edition):

Qureshi, M. Z. (2013). The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/91

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):

Qureshi, Mariam Zia. “The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/91.

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

MLA Handbook (7th Edition):

Qureshi, Mariam Zia. “The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents.” 2013. Web. 22 Oct 2017.

Vancouver:

Qureshi MZ. The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/91.

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

Council of Science Editors:

Qureshi MZ. The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/91

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

6. Abel, Nicholas Russell. Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience.

Degree: 2013, Minnesota State University – Mankato

 The goal of academic resilience research is to identify factors and processes which lead to academic success among groups of students generally found to be… (more)

Subjects/Keywords: academic achievement; academic resilience; achievement gap; high school students; perceived discrimination; trait emotional intelligence; African American Studies; Education; Student Counseling and Personnel Services

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APA (6th Edition):

Abel, N. R. (2013). Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/72

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):

Abel, Nicholas Russell. “Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/72.

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

MLA Handbook (7th Edition):

Abel, Nicholas Russell. “Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience.” 2013. Web. 22 Oct 2017.

Vancouver:

Abel NR. Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/72.

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

Council of Science Editors:

Abel NR. Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/72

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

7. Dowd, Mary C. A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators.

Degree: 2012, Minnesota State University – Mankato

 Although previous studies examined the ethical dilemmas faced by student affairs administrators (Janosik, Creamer, & Humphrey, 2004; Janosik, 2007), no such study explored the ethical… (more)

Subjects/Keywords: ASCA; student conduct; Education; Educational Leadership; Ethics and Political Philosophy

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APA (6th Edition):

Dowd, M. C. (2012). A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/84

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):

Dowd, Mary C. “A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators.” 2012. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/84.

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

MLA Handbook (7th Edition):

Dowd, Mary C. “A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators.” 2012. Web. 22 Oct 2017.

Vancouver:

Dowd MC. A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators. [Internet] [Thesis]. Minnesota State University – Mankato; 2012. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/84.

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

Council of Science Editors:

Dowd MC. A National Study of the Ethical Dilemmas Faced by Student Conduct Administrators. [Thesis]. Minnesota State University – Mankato; 2012. Available from: http://cornerstone.lib.mnsu.edu/etds/84

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

8. Romsa, Bryan. Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study.

Degree: 2013, Minnesota State University – Mankato

 This quantitative, quasi-experimental study examined the effectiveness of a service learning activity on the perceived leadership behaviors of sport management undergraduate students at a mid-sized,… (more)

Subjects/Keywords: service learning; leadership; sports management; college students; Education; Educational Leadership; Sports Management

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APA (6th Edition):

Romsa, B. (2013). Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/92

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):

Romsa, Bryan. “Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/92.

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

MLA Handbook (7th Edition):

Romsa, Bryan. “Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study.” 2013. Web. 22 Oct 2017.

Vancouver:

Romsa B. Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/92.

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

Council of Science Editors:

Romsa B. Undergraduate Sport Management Students' Perceptions of Leadership Behaviors through Service Learning: A Quantitative, Quasi-Experimental Study. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/92

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

9. VonBank, Anthony H. Building a Culture of Innovation: A Case Study in Digital Integration.

Degree: 2013, Minnesota State University – Mankato

 This case study dissertation examines the implementation of digital technology in a mid-sized public school district in southern Minnesota. The methodology involved unstructured interviews and… (more)

Subjects/Keywords: educational technology; culture; education; innovation; leadership; teaching; technology; Education; Educational Leadership

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APA (6th Edition):

VonBank, A. H. (2013). Building a Culture of Innovation: A Case Study in Digital Integration. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/93

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):

VonBank, Anthony H. “Building a Culture of Innovation: A Case Study in Digital Integration.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/93.

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

MLA Handbook (7th Edition):

VonBank, Anthony H. “Building a Culture of Innovation: A Case Study in Digital Integration.” 2013. Web. 22 Oct 2017.

Vancouver:

VonBank AH. Building a Culture of Innovation: A Case Study in Digital Integration. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/93.

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

Council of Science Editors:

VonBank AH. Building a Culture of Innovation: A Case Study in Digital Integration. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/93

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

10. Haley, Randy. Measuring Success for English Language Learners from a Multi-dimensional Perspective.

Degree: 2013, Minnesota State University – Mankato

 This research study used a sequential mixed methods design to examine the perceptions and assumptions of educators working with ELL students in Southwest Minnesota. The… (more)

Subjects/Keywords: English language learners; sense of belonging; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Haley, R. (2013). Measuring Success for English Language Learners from a Multi-dimensional Perspective. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/85

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):

Haley, Randy. “Measuring Success for English Language Learners from a Multi-dimensional Perspective.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/85.

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

MLA Handbook (7th Edition):

Haley, Randy. “Measuring Success for English Language Learners from a Multi-dimensional Perspective.” 2013. Web. 22 Oct 2017.

Vancouver:

Haley R. Measuring Success for English Language Learners from a Multi-dimensional Perspective. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/85.

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

Council of Science Editors:

Haley R. Measuring Success for English Language Learners from a Multi-dimensional Perspective. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/85

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

11. Bird, Lori Kay. Student Teacher Perceptions of the Impact of Mentoring on Student Teaching.

Degree: 2012, Minnesota State University – Mankato

 Mentoring is an essential component of the student teaching experience. The support provided by highly prepared and effective mentors contributes to the success of student… (more)

Subjects/Keywords: co-teaching; mentoring; mentoring factors; role of mentor; student teaching; Education; Educational Leadership

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APA (6th Edition):

Bird, L. K. (2012). Student Teacher Perceptions of the Impact of Mentoring on Student Teaching. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/82

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):

Bird, Lori Kay. “Student Teacher Perceptions of the Impact of Mentoring on Student Teaching.” 2012. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/82.

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

MLA Handbook (7th Edition):

Bird, Lori Kay. “Student Teacher Perceptions of the Impact of Mentoring on Student Teaching.” 2012. Web. 22 Oct 2017.

Vancouver:

Bird LK. Student Teacher Perceptions of the Impact of Mentoring on Student Teaching. [Internet] [Thesis]. Minnesota State University – Mankato; 2012. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/82.

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

Council of Science Editors:

Bird LK. Student Teacher Perceptions of the Impact of Mentoring on Student Teaching. [Thesis]. Minnesota State University – Mankato; 2012. Available from: http://cornerstone.lib.mnsu.edu/etds/82

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

12. Clarke, Katie Carol. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.

Degree: 2014, Minnesota State University – Mankato

 The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest… (more)

Subjects/Keywords: collaboration; professional development; professional learning communities; teacher learning; Educational Leadership

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APA (6th Edition):

Clarke, K. C. (2014). The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/341

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):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/341.

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

MLA Handbook (7th Edition):

Clarke, Katie Carol. “The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives.” 2014. Web. 22 Oct 2017.

Vancouver:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/341.

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

Council of Science Editors:

Clarke KC. The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/341

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

13. Weyandt, Anne F. Examining Culture and Structure: A Case Study of Three Middle Colleges.

Degree: 2013, Minnesota State University – Mankato

 The purpose of this case study was to examine and extrapolate the primary design elements of middle/early colleges in Minnesota that are most likely to… (more)

Subjects/Keywords: culture; early college; middle college; Minnesota; structure; students; Education; Educational Leadership

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APA (6th Edition):

Weyandt, A. F. (2013). Examining Culture and Structure: A Case Study of Three Middle Colleges. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/94

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):

Weyandt, Anne F. “Examining Culture and Structure: A Case Study of Three Middle Colleges.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/94.

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

MLA Handbook (7th Edition):

Weyandt, Anne F. “Examining Culture and Structure: A Case Study of Three Middle Colleges.” 2013. Web. 22 Oct 2017.

Vancouver:

Weyandt AF. Examining Culture and Structure: A Case Study of Three Middle Colleges. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/94.

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

Council of Science Editors:

Weyandt AF. Examining Culture and Structure: A Case Study of Three Middle Colleges. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/94

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

14. Klein, Liesa. Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD.

Degree: 2013, Minnesota State University – Mankato

 Research has demonstrated that increased options can have a negative impact on choice experience, post-choice affect, and purchasing behavior in adults. While the use of… (more)

Subjects/Keywords: school psychology; behavioral sciences; ADHD; choice overload hypothesis; Educational Psychology; Psychology

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APA (6th Edition):

Klein, L. (2013). Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/231

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):

Klein, Liesa. “Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/231.

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

MLA Handbook (7th Edition):

Klein, Liesa. “Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD.” 2013. Web. 22 Oct 2017.

Vancouver:

Klein L. Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/231.

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

Council of Science Editors:

Klein L. Choice Amount and Choice-Making in Children: A Comparison of Children with and without Symptoms of ADHD. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/231

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

15. Berry, Timothy Alan. Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap.

Degree: 2013, Minnesota State University – Mankato

 Problems facing black male students in K-12 education are as multiple as they are complex. Regarding this issue, the research literature revealed three major themes… (more)

Subjects/Keywords: achievement gap; black males; critical race theory; engagement strategies; project-based learning; Education; Educational Leadership

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APA (6th Edition):

Berry, T. A. (2013). Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/81

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):

Berry, Timothy Alan. “Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/81.

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

MLA Handbook (7th Edition):

Berry, Timothy Alan. “Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap.” 2013. Web. 22 Oct 2017.

Vancouver:

Berry TA. Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/81.

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

Council of Science Editors:

Berry TA. Contextual Pedagogy: A Praxis Engaging Black Male High School Students Toward Eliminating the Achievement Gap. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/81

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

16. Sato, Masahiko. Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity.

Degree: 2014, Minnesota State University – Mankato

 This qualitative study explored experiences of racial and ethnic minority supervisors in cross-cultural supervision in the counseling related fields in the U.S. or Canada. Five… (more)

Subjects/Keywords: cross-cultural; ethnicity; experiences; minority; race; supervision; Counseling Psychology

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APA (6th Edition):

Sato, M. (2014). Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/313

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):

Sato, Masahiko. “Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/313.

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

MLA Handbook (7th Edition):

Sato, Masahiko. “Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity.” 2014. Web. 22 Oct 2017.

Vancouver:

Sato M. Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/313.

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

Council of Science Editors:

Sato M. Experiences and Perspectives of Clinical Supervisors in Cross-Cultural Supervision: The Impact of Supervisor Race and Ethnicity. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/313

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

17. Meier, Kelly S. Factors Influencing the Institutionalization of Diversity in Higher Education.

Degree: 2012, Minnesota State University – Mankato

 To understand the impact of diversity in higher education, it is important to consider the critical role that diversity plays in the educational process. This… (more)

Subjects/Keywords: cultural diversity; diversity; diversity recruitment; diversity retention; institutionalization; multiculturalism; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Higher Education; Higher Education Administration

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APA (6th Edition):

Meier, K. S. (2012). Factors Influencing the Institutionalization of Diversity in Higher Education. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/89

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):

Meier, Kelly S. “Factors Influencing the Institutionalization of Diversity in Higher Education.” 2012. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/89.

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

MLA Handbook (7th Edition):

Meier, Kelly S. “Factors Influencing the Institutionalization of Diversity in Higher Education.” 2012. Web. 22 Oct 2017.

Vancouver:

Meier KS. Factors Influencing the Institutionalization of Diversity in Higher Education. [Internet] [Thesis]. Minnesota State University – Mankato; 2012. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/89.

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

Council of Science Editors:

Meier KS. Factors Influencing the Institutionalization of Diversity in Higher Education. [Thesis]. Minnesota State University – Mankato; 2012. Available from: http://cornerstone.lib.mnsu.edu/etds/89

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

18. DeJager, Brett William. Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support.

Degree: 2013, Minnesota State University – Mankato

 The present study assessed the effectiveness of Prevent-Teach-Reinforce (P-T-R), an assessment-based model for students with behavior problems, using an A-B-A-B design with follow-up. Participants included… (more)

Subjects/Keywords: school psychology; FBA; function-based; prevent; P-T-R; reinforce; teach; Educational Psychology; Psychology

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APA (6th Edition):

DeJager, B. W. (2013). Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/230

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):

DeJager, Brett William. “Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/230.

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

MLA Handbook (7th Edition):

DeJager, Brett William. “Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support.” 2013. Web. 22 Oct 2017.

Vancouver:

DeJager BW. Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/230.

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

Council of Science Editors:

DeJager BW. Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/230

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

19. Fiksdal, Britta Leigh. A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms.

Degree: 2014, Minnesota State University – Mankato

 Previous research has shown that token economy systems and response cost procedures are effective in reducing disruptive behaviors in classrooms and increasing academic engagement. Few… (more)

Subjects/Keywords: classroom management; academic performance; token economy system; response cost procedures; School Psychology

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APA (6th Edition):

Fiksdal, B. L. (2014). A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/343

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):

Fiksdal, Britta Leigh. “A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/343.

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

MLA Handbook (7th Edition):

Fiksdal, Britta Leigh. “A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms.” 2014. Web. 22 Oct 2017.

Vancouver:

Fiksdal BL. A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/343.

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

Council of Science Editors:

Fiksdal BL. A Comparison of the Effectiveness of a Token Economy System, a Response Cost Condition, and a Combination Condition in Reducing Problem Behaviors and Increasing Student Academic Engagement and Performance in Two First Grade Classrooms. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/343

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

20. Bjerken, Kevin S. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.

Degree: 2013, Minnesota State University – Mankato

 This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of… (more)

Subjects/Keywords: cognitive coaching; professional development; staff development; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Bjerken, K. S. (2013). Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/83

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):

Bjerken, Kevin S. “Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/83.

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

MLA Handbook (7th Edition):

Bjerken, Kevin S. “Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices.” 2013. Web. 22 Oct 2017.

Vancouver:

Bjerken KS. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/83.

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

Council of Science Editors:

Bjerken KS. Building Self-Directed Teachers: A Case Study of Teachers' Perspectives of the Effects of Cognitive Coaching on Professional Practices. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/83

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

21. Sytsma, Marcia Ruth. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.

Degree: 2014, Minnesota State University – Mankato

 A cross-age peer tutoring program was implemented in a small rural school in west central Belize, Central America. All students at the school were native… (more)

Subjects/Keywords: education; reading instruction; Belize; DIBELS; fluency; instructional intervention; peer tutoring; reading; Educational Psychology

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APA (6th Edition):

Sytsma, M. R. (2014). Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/319

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):

Sytsma, Marcia Ruth. “Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/319.

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

MLA Handbook (7th Edition):

Sytsma, Marcia Ruth. “Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.” 2014. Web. 22 Oct 2017.

Vancouver:

Sytsma MR. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/319.

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

Council of Science Editors:

Sytsma MR. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/319

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

22. Peterson, Paul. Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies.

Degree: 2012, Minnesota State University – Mankato

 This dissertation examines the relevancy of the K-12 Minnesota Principal Competencies as perceived by practicing Minnesota principals. Two research strategies were used in this mixed-methods… (more)

Subjects/Keywords: competencies; leadership; policy; principal; Educational Leadership

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APA (6th Edition):

Peterson, P. (2012). Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/90

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):

Peterson, Paul. “Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies.” 2012. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/90.

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

MLA Handbook (7th Edition):

Peterson, Paul. “Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies.” 2012. Web. 22 Oct 2017.

Vancouver:

Peterson P. Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies. [Internet] [Thesis]. Minnesota State University – Mankato; 2012. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/90.

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

Council of Science Editors:

Peterson P. Principal Perceptions of the Relevancy of the K-12 Minnesota Principal Competencies. [Thesis]. Minnesota State University – Mankato; 2012. Available from: http://cornerstone.lib.mnsu.edu/etds/90

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

23. Christenson, Angela Maxine. A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET).

Degree: 2013, Minnesota State University – Mankato

 With increased accountability due to the Individuals with Disabilities Education Improvement Act (IDEA), the provision of services to children with disabilities in the least restrictive… (more)

Subjects/Keywords: job analysis; least restrictive environment; paraprofessional; school psychology; special education; Education; Educational Psychology; Psychology

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APA (6th Edition):

Christenson, A. M. (2013). A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET). (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/229

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):

Christenson, Angela Maxine. “A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET).” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/229.

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

MLA Handbook (7th Edition):

Christenson, Angela Maxine. “A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET).” 2013. Web. 22 Oct 2017.

Vancouver:

Christenson AM. A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET). [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/229.

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

Council of Science Editors:

Christenson AM. A Systematic Analysis of Paraprofessional Job Expectations: Development of the Paraprofessional Survey of Expectations Tool (P-SET). [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/229

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

24. Kaufman, Jason Alexis. Organizational Culture as a Function of Institutional Type in Higher Education.

Degree: 2013, Minnesota State University – Mankato

 The purpose of the present study was to examine whether organizational culture varies as a function of institutional type in higher education, and to identify… (more)

Subjects/Keywords: educational leadership; higher education; leadership; organizational culture; Education; Educational Leadership; Higher Education; Higher Education Administration

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

APA (6th Edition):

Kaufman, J. A. (2013). Organizational Culture as a Function of Institutional Type in Higher Education. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/86

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):

Kaufman, Jason Alexis. “Organizational Culture as a Function of Institutional Type in Higher Education.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/86.

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

MLA Handbook (7th Edition):

Kaufman, Jason Alexis. “Organizational Culture as a Function of Institutional Type in Higher Education.” 2013. Web. 22 Oct 2017.

Vancouver:

Kaufman JA. Organizational Culture as a Function of Institutional Type in Higher Education. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/86.

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

Council of Science Editors:

Kaufman JA. Organizational Culture as a Function of Institutional Type in Higher Education. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/86

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

25. Allen, Sheri L. Implementing Positive Behavior Interventions and Supports at the Secondary Level.

Degree: 2014, Minnesota State University – Mankato

 This dissertation examines the implementation of Positive Behavior Intervention and Supports (PBIS) at the secondary school level. The study used a mixed-method research approach. Concurrently,… (more)

Subjects/Keywords: behavior; positive; supports; positive behavior intervention and support; implementation; secondary; PBIS; Educational Leadership; Educational Methods; Secondary Education and Teaching

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

APA (6th Edition):

Allen, S. L. (2014). Implementing Positive Behavior Interventions and Supports at the Secondary Level. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/369

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):

Allen, Sheri L. “Implementing Positive Behavior Interventions and Supports at the Secondary Level.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/369.

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

MLA Handbook (7th Edition):

Allen, Sheri L. “Implementing Positive Behavior Interventions and Supports at the Secondary Level.” 2014. Web. 22 Oct 2017.

Vancouver:

Allen SL. Implementing Positive Behavior Interventions and Supports at the Secondary Level. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/369.

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

Council of Science Editors:

Allen SL. Implementing Positive Behavior Interventions and Supports at the Secondary Level. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/369

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

26. Drake, Elizabeth. Leadership Curricula of Professional Athletic Training Programs.

Degree: 2014, Minnesota State University – Mankato

 Nationally-recognized athletic training organizations have identified leadership knowledge, skills, and competencies as essential for athletic trainers to be successful in the current healthcare environment and… (more)

Subjects/Keywords: educational leadership; athletic training; allied health professions; Educational Leadership; Higher Education; Sports Sciences

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

APA (6th Edition):

Drake, E. (2014). Leadership Curricula of Professional Athletic Training Programs. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/372

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):

Drake, Elizabeth. “Leadership Curricula of Professional Athletic Training Programs.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/372.

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

MLA Handbook (7th Edition):

Drake, Elizabeth. “Leadership Curricula of Professional Athletic Training Programs.” 2014. Web. 22 Oct 2017.

Vancouver:

Drake E. Leadership Curricula of Professional Athletic Training Programs. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/372.

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

Council of Science Editors:

Drake E. Leadership Curricula of Professional Athletic Training Programs. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/372

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

27. Ebsen, Sara Ann. The Development of a Teacher-Rating Measure of Positive Behavior.

Degree: 2014, Minnesota State University – Mankato

 Positive Behavior Interventions and Supports (PBIS) is a systems-level prevention model for problem behavior in K-12 schools. As the number of schools implementing PBIS continues… (more)

Subjects/Keywords: evaluations; fidelity; measures; outcomes; PBIS; positive behavior; Educational Methods; School Psychology; Teacher Education and Professional Development

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

APA (6th Edition):

Ebsen, S. A. (2014). The Development of a Teacher-Rating Measure of Positive Behavior. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/373

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):

Ebsen, Sara Ann. “The Development of a Teacher-Rating Measure of Positive Behavior.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/373.

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

MLA Handbook (7th Edition):

Ebsen, Sara Ann. “The Development of a Teacher-Rating Measure of Positive Behavior.” 2014. Web. 22 Oct 2017.

Vancouver:

Ebsen SA. The Development of a Teacher-Rating Measure of Positive Behavior. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/373.

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

Council of Science Editors:

Ebsen SA. The Development of a Teacher-Rating Measure of Positive Behavior. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/373

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

28. Hillmann, Matthew John. Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation.

Degree: 2014, Minnesota State University – Mankato

 This dissertation investigated the attributes of effective and ineffective teachers, the conditions that would prompt Minnesota principals to recommend an ineffective teacher for remediation, and… (more)

Subjects/Keywords: principal; leadership; effective teaching; ineffective teaching; remediation; Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Hillmann, M. J. (2014). Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/375

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):

Hillmann, Matthew John. “Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/375.

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

MLA Handbook (7th Edition):

Hillmann, Matthew John. “Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation.” 2014. Web. 22 Oct 2017.

Vancouver:

Hillmann MJ. Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/375.

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

Council of Science Editors:

Hillmann MJ. Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/375

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

29. Strunk, Laura L. Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?.

Degree: 2014, Minnesota State University – Mankato

 The overall purpose of this research study was to gain an understanding of the significance of the policy and practice of seclusion and restraint interventions… (more)

Subjects/Keywords: interventions; policy; practice; restraint; schools; seclusion; Educational Administration and Supervision; Educational Psychology; School Psychology

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

APA (6th Edition):

Strunk, L. L. (2014). Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/381

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):

Strunk, Laura L. “Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?.” 2014. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/381.

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

MLA Handbook (7th Edition):

Strunk, Laura L. “Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?.” 2014. Web. 22 Oct 2017.

Vancouver:

Strunk LL. Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/381.

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

Council of Science Editors:

Strunk LL. Seclusion and Restraint Policy and Practice: Are We Doing the Right Thing?. [Thesis]. Minnesota State University – Mankato; 2014. Available from: http://cornerstone.lib.mnsu.edu/etds/381

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

30. Nolan, Julene Douty. International and Cross-Cultural Application of the Good Behavior Game.

Degree: 2013, Minnesota State University – Mankato

 Disruptive classroom behavior is frequently cited as a critical component in teacher job dissatisfaction and burnout. As corporal punishment is eliminated in many classrooms worldwide,… (more)

Subjects/Keywords: school psychology; behavioral intervention; Caribbean student population; classroom intervention; disruptive classroom behavior; diverse classrooms; Good Behavior Game; Educational Psychology; Psychology

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

APA (6th Edition):

Nolan, J. D. (2013). International and Cross-Cultural Application of the Good Behavior Game. (Thesis). Minnesota State University – Mankato. Retrieved from http://cornerstone.lib.mnsu.edu/etds/232

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):

Nolan, Julene Douty. “International and Cross-Cultural Application of the Good Behavior Game.” 2013. Thesis, Minnesota State University – Mankato. Accessed October 22, 2017. http://cornerstone.lib.mnsu.edu/etds/232.

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

MLA Handbook (7th Edition):

Nolan, Julene Douty. “International and Cross-Cultural Application of the Good Behavior Game.” 2013. Web. 22 Oct 2017.

Vancouver:

Nolan JD. International and Cross-Cultural Application of the Good Behavior Game. [Internet] [Thesis]. Minnesota State University – Mankato; 2013. [cited 2017 Oct 22]. Available from: http://cornerstone.lib.mnsu.edu/etds/232.

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

Council of Science Editors:

Nolan JD. International and Cross-Cultural Application of the Good Behavior Game. [Thesis]. Minnesota State University – Mankato; 2013. Available from: http://cornerstone.lib.mnsu.edu/etds/232

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

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