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You searched for subject:( Educational success). Showing records 1 – 30 of 402 total matches.

[1] [2] [3] [4] [5] … [14]

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1. Fernandes, Maria Emília Santos Cabral de Geraldes. Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia.

Degree: 2012, RCAAP

O insucesso escolar visto essencialmente através da retenção e abandono escolar, ganha cada vez mais importância numa sociedade em que o alargamento do ensino obrigatório… (more)

Subjects/Keywords: Insucesso; Sucesso Escolar; Sucesso Educativo; School Failure; School Success; Educational Success

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

APA (6th Edition):

Fernandes, M. E. S. C. d. G. (2012). Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11896

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):

Fernandes, Maria Emília Santos Cabral de Geraldes. “Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia.” 2012. Thesis, RCAAP. Accessed February 29, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11896.

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

MLA Handbook (7th Edition):

Fernandes, Maria Emília Santos Cabral de Geraldes. “Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia.” 2012. Web. 29 Feb 2020.

Vancouver:

Fernandes MESCdG. Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia. [Internet] [Thesis]. RCAAP; 2012. [cited 2020 Feb 29]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11896.

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

Council of Science Editors:

Fernandes MESCdG. Turmas Mais Sucesso : expectativas e perspetivas dos atores envolvidos num projeto : um estudo de caso na Escola Secundária do Castêlo da Maia. [Thesis]. RCAAP; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11896

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

2. Bergstrom, Lisa. What Effect Does Homeschooling Have on Test Scores and Socialization of Children?.

Degree: 2012, University of Wisconsin – Superior

 Homeschooling has grown in popularity in the last decade. While public schools have requirements for attendance and standardized testing, homeschooled children and families have these… (more)

Subjects/Keywords: success; homeschool; children; Educational Leadership; social

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

APA (6th Edition):

Bergstrom, L. (2012). What Effect Does Homeschooling Have on Test Scores and Socialization of Children?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/61574

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):

Bergstrom, Lisa. “What Effect Does Homeschooling Have on Test Scores and Socialization of Children?.” 2012. Thesis, University of Wisconsin – Superior. Accessed February 29, 2020. http://digital.library.wisc.edu/1793/61574.

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

MLA Handbook (7th Edition):

Bergstrom, Lisa. “What Effect Does Homeschooling Have on Test Scores and Socialization of Children?.” 2012. Web. 29 Feb 2020.

Vancouver:

Bergstrom L. What Effect Does Homeschooling Have on Test Scores and Socialization of Children?. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2020 Feb 29]. Available from: http://digital.library.wisc.edu/1793/61574.

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

Council of Science Editors:

Bergstrom L. What Effect Does Homeschooling Have on Test Scores and Socialization of Children?. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/61574

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


University of Missouri – Columbia

3. Schmidt, Emily E. The impact of lecture capture on academic performance.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology usage in the classroom has grown since the 1990s and student access to high… (more)

Subjects/Keywords: lecture capture; educational technology; student success; Tegrity

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APA (6th Edition):

Schmidt, E. E. (2012). The impact of lecture capture on academic performance. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15398

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):

Schmidt, Emily E. “The impact of lecture capture on academic performance.” 2012. Thesis, University of Missouri – Columbia. Accessed February 29, 2020. http://hdl.handle.net/10355/15398.

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

MLA Handbook (7th Edition):

Schmidt, Emily E. “The impact of lecture capture on academic performance.” 2012. Web. 29 Feb 2020.

Vancouver:

Schmidt EE. The impact of lecture capture on academic performance. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10355/15398.

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

Council of Science Editors:

Schmidt EE. The impact of lecture capture on academic performance. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15398

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


The Ohio State University

4. Sheppard, William. An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E.

Degree: PhD, EDU Policy and Leadership, 2011, The Ohio State University

 The impact of physical abuse on children has been heavily researched relative to their behavior and outcomes in life. Several studies have framed child abuse… (more)

Subjects/Keywords: Educational Psychology; Phyiscal Child Abuse School Success

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APA (6th Edition):

Sheppard, W. (2011). An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702

Chicago Manual of Style (16th Edition):

Sheppard, William. “An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E.” 2011. Doctoral Dissertation, The Ohio State University. Accessed February 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702.

MLA Handbook (7th Edition):

Sheppard, William. “An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E.” 2011. Web. 29 Feb 2020.

Vancouver:

Sheppard W. An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Feb 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702.

Council of Science Editors:

Sheppard W. An Ecological Approach to Understanding Physical Child Abuse and the Impact on Academics: Differences between Behaviors in Physically Abused and Nonabused Children Regarding Parental Disciplinary Practices, Family Interaction and Family Events and Their E. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1324070702


University of Zambia

5. Sibongile, Chisangano O’Connell. RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA .

Degree: 2018, University of Zambia

 This study sought to examine relevance of counselling services for academic success of pupils in five selected secondary schools in Luwingu District in Northern Province… (more)

Subjects/Keywords: Educational counselling – Zambia; Counselling and academic success

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

APA (6th Edition):

Sibongile, C. O. (2018). RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5879

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):

Sibongile, Chisangano O’Connell. “RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA .” 2018. Thesis, University of Zambia. Accessed February 29, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5879.

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

MLA Handbook (7th Edition):

Sibongile, Chisangano O’Connell. “RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA .” 2018. Web. 29 Feb 2020.

Vancouver:

Sibongile CO. RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA . [Internet] [Thesis]. University of Zambia; 2018. [cited 2020 Feb 29]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5879.

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

Council of Science Editors:

Sibongile CO. RELEVANCE OF COUNSELLING SERVICES TO ACADEMIC SUCCESS OF PUPILS IN SELECTED SECONDARY SCHOOLS IN LUWINGU DISTRICT OF NORTHERN PROVINCE, ZAMBIA . [Thesis]. University of Zambia; 2018. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5879

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


Temple University

6. Testa, Bradley. Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania.

Degree: 2015, Temple University

Educational Leadership

Ed.D.

The K-12 principalship is a role unlike any other. The demands and responsibilities placed on this position are numerous, while the gratification… (more)

Subjects/Keywords: Educational leadership; Educational administration; Education;

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

APA (6th Edition):

Testa, B. (2015). Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,327464

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):

Testa, Bradley. “Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania.” 2015. Thesis, Temple University. Accessed February 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,327464.

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

MLA Handbook (7th Edition):

Testa, Bradley. “Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania.” 2015. Web. 29 Feb 2020.

Vancouver:

Testa B. Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania. [Internet] [Thesis]. Temple University; 2015. [cited 2020 Feb 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,327464.

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

Council of Science Editors:

Testa B. Principals' Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,327464

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


Temple University

7. Gale, Matthew Ryan. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.

Degree: 2017, Temple University

Educational Administration

Ed.D.

Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are… (more)

Subjects/Keywords: Educational administration; Educational leadership; Education;

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

APA (6th Edition):

Gale, M. R. (2017). PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,429561

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):

Gale, Matthew Ryan. “PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.” 2017. Thesis, Temple University. Accessed February 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,429561.

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

MLA Handbook (7th Edition):

Gale, Matthew Ryan. “PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.” 2017. Web. 29 Feb 2020.

Vancouver:

Gale MR. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. [Internet] [Thesis]. Temple University; 2017. [cited 2020 Feb 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,429561.

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

Council of Science Editors:

Gale MR. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,429561

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


Temple University

8. Mendrinos, Niki. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.

Degree: 2014, Temple University

Educational Administration

Ed.D.

Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Mendrinos, N. (2014). BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,305470

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):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Thesis, Temple University. Accessed February 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,305470.

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

MLA Handbook (7th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Web. 29 Feb 2020.

Vancouver:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Internet] [Thesis]. Temple University; 2014. [cited 2020 Feb 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470.

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

Council of Science Editors:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470

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

9. Nielsen, Amber Rose. Parental Involvement and Student Success.

Degree: 2013, University of Wisconsin – Superior

Thesis (M.A.) University of Wisconsin, Superior, 2012. 160 pages. Includes references (page 139) and appendixes (pages 140-160).

Home is a student's first classroom, and parents… (more)

Subjects/Keywords: Instruction; Educational Leadership; Cathedral School; academic success; student success; parental involvement; parents

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

APA (6th Edition):

Nielsen, A. R. (2013). Parental Involvement and Student Success. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/64497

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):

Nielsen, Amber Rose. “Parental Involvement and Student Success.” 2013. Thesis, University of Wisconsin – Superior. Accessed February 29, 2020. http://digital.library.wisc.edu/1793/64497.

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

MLA Handbook (7th Edition):

Nielsen, Amber Rose. “Parental Involvement and Student Success.” 2013. Web. 29 Feb 2020.

Vancouver:

Nielsen AR. Parental Involvement and Student Success. [Internet] [Thesis]. University of Wisconsin – Superior; 2013. [cited 2020 Feb 29]. Available from: http://digital.library.wisc.edu/1793/64497.

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

Council of Science Editors:

Nielsen AR. Parental Involvement and Student Success. [Thesis]. University of Wisconsin – Superior; 2013. Available from: http://digital.library.wisc.edu/1793/64497

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


Universidade do Minho

10. Santana, Luciana Alaíde Alves. O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB .

Degree: 2017, Universidade do Minho

 O objetivo foi compreender os fatores que, na perspectiva dos egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia (UFRB) no semestre/2014.2,… (more)

Subjects/Keywords: Sucesso educativo; Ensino Superior; Sucesso Acadêmico; Educational success; Higher education; Academic success

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

APA (6th Edition):

Santana, L. A. A. (2017). O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB . (Doctoral Dissertation). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/48707

Chicago Manual of Style (16th Edition):

Santana, Luciana Alaíde Alves. “O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB .” 2017. Doctoral Dissertation, Universidade do Minho. Accessed February 29, 2020. http://hdl.handle.net/1822/48707.

MLA Handbook (7th Edition):

Santana, Luciana Alaíde Alves. “O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB .” 2017. Web. 29 Feb 2020.

Vancouver:

Santana LAA. O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB . [Internet] [Doctoral dissertation]. Universidade do Minho; 2017. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/1822/48707.

Council of Science Editors:

Santana LAA. O sucesso educativo de estudantes egressos de cursos de graduação da Universidade Federal do Recôncavo da Bahia – UFRB . [Doctoral Dissertation]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/48707

11. Shaw, Angela. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

 The purpose of this qualitative research is to discover and describe the successes and institutional barriers along the educational pipeline for Latinas who are the… (more)

Subjects/Keywords: College Success; Counterstories; Educational Pipeline; Latinas; Narratives; Education

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APA (6th Edition):

Shaw, A. (2012). Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/35

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):

Shaw, Angela. “Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.” 2012. Thesis, University of San Francisco. Accessed February 29, 2020. https://repository.usfca.edu/diss/35.

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

MLA Handbook (7th Edition):

Shaw, Angela. “Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success.” 2012. Web. 29 Feb 2020.

Vancouver:

Shaw A. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2020 Feb 29]. Available from: https://repository.usfca.edu/diss/35.

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

Council of Science Editors:

Shaw A. Sealing The Cracks of The Educational Pipeline: Counterstories That Reveal Cultural Resiliency and Collective Responsibility in Latinas’ K-16 Success. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/35

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

12. Greenan, Jessica. Teacher success in technology integration.

Degree: 2015, SUNY College at Fredonia

 The following study investigated how teachers successfully integrated technology into their classrooms by overcoming many barriers. Barriers included time, money, access, professional development, and understanding… (more)

Subjects/Keywords: Educational technology  – United States  – Case studies.; Prediction of teacher success.; Causation.

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

APA (6th Edition):

Greenan, J. (2015). Teacher success in technology integration. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65749

Chicago Manual of Style (16th Edition):

Greenan, Jessica. “Teacher success in technology integration. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed February 29, 2020. http://hdl.handle.net/1951/65749.

MLA Handbook (7th Edition):

Greenan, Jessica. “Teacher success in technology integration. ” 2015. Web. 29 Feb 2020.

Vancouver:

Greenan J. Teacher success in technology integration. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/1951/65749.

Council of Science Editors:

Greenan J. Teacher success in technology integration. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65749


University of South Carolina

13. Deering, Kimberly Lane. Exploring Third Grader Students' Perceptions of School Success.

Degree: PhD, Educational Studies, 2010, University of South Carolina

  School counselors are increasingly being held responsible for creating programs and services that promote school success and that interface with the academic goals of… (more)

Subjects/Keywords: Education; Educational Methods; elementary; guidance; school counseling; school success

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APA (6th Edition):

Deering, K. L. (2010). Exploring Third Grader Students' Perceptions of School Success. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/332

Chicago Manual of Style (16th Edition):

Deering, Kimberly Lane. “Exploring Third Grader Students' Perceptions of School Success.” 2010. Doctoral Dissertation, University of South Carolina. Accessed February 29, 2020. https://scholarcommons.sc.edu/etd/332.

MLA Handbook (7th Edition):

Deering, Kimberly Lane. “Exploring Third Grader Students' Perceptions of School Success.” 2010. Web. 29 Feb 2020.

Vancouver:

Deering KL. Exploring Third Grader Students' Perceptions of School Success. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2020 Feb 29]. Available from: https://scholarcommons.sc.edu/etd/332.

Council of Science Editors:

Deering KL. Exploring Third Grader Students' Perceptions of School Success. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/332


University of Johannesburg

14. Brits, David Wilhelmus. Building and validating a competency model delivered by a corporate university.

Degree: 2013, University of Johannesburg

D.Phil. (Leadership in Performance & Change)

Over the past four to five years, the role of central banks has grown increasingly important globally in respect… (more)

Subjects/Keywords: Industrial management; Success in business; Competency-based educational tests

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APA (6th Edition):

Brits, D. W. (2013). Building and validating a competency model delivered by a corporate university. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8466

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):

Brits, David Wilhelmus. “Building and validating a competency model delivered by a corporate university.” 2013. Thesis, University of Johannesburg. Accessed February 29, 2020. http://hdl.handle.net/10210/8466.

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

MLA Handbook (7th Edition):

Brits, David Wilhelmus. “Building and validating a competency model delivered by a corporate university.” 2013. Web. 29 Feb 2020.

Vancouver:

Brits DW. Building and validating a competency model delivered by a corporate university. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10210/8466.

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

Council of Science Editors:

Brits DW. Building and validating a competency model delivered by a corporate university. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8466

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


University of Saskatchewan

15. Bazylak, Darryl. A study of factors contributing to the success of female Aboriginal students in an inner city high school.

Degree: 2002, University of Saskatchewan

 This study was based on the premise that Aboriginal students possess valuable knowledge and insights with regard to factors leading to their educational success. This… (more)

Subjects/Keywords: aboriginal students; educational success

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APA (6th Edition):

Bazylak, D. (2002). A study of factors contributing to the success of female Aboriginal students in an inner city high school. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-02162007-144204

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):

Bazylak, Darryl. “A study of factors contributing to the success of female Aboriginal students in an inner city high school.” 2002. Thesis, University of Saskatchewan. Accessed February 29, 2020. http://hdl.handle.net/10388/etd-02162007-144204.

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

MLA Handbook (7th Edition):

Bazylak, Darryl. “A study of factors contributing to the success of female Aboriginal students in an inner city high school.” 2002. Web. 29 Feb 2020.

Vancouver:

Bazylak D. A study of factors contributing to the success of female Aboriginal students in an inner city high school. [Internet] [Thesis]. University of Saskatchewan; 2002. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10388/etd-02162007-144204.

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

Council of Science Editors:

Bazylak D. A study of factors contributing to the success of female Aboriginal students in an inner city high school. [Thesis]. University of Saskatchewan; 2002. Available from: http://hdl.handle.net/10388/etd-02162007-144204

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

16. Teixeira, Ana Rita Pessoa. Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo.

Degree: 2016, Repositório Científico do Instituto Politécnico de Lisboa

Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo… (more)

Subjects/Keywords: Avaliação formativa; Avaliação; Sucesso educativo; Formative assessment; Evaluation; Educational success

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

APA (6th Edition):

Teixeira, A. R. P. (2016). Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6453

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):

Teixeira, Ana Rita Pessoa. “Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo.” 2016. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed February 29, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6453.

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

MLA Handbook (7th Edition):

Teixeira, Ana Rita Pessoa. “Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo.” 2016. Web. 29 Feb 2020.

Vancouver:

Teixeira ARP. Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2016. [cited 2020 Feb 29]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6453.

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

Council of Science Editors:

Teixeira ARP. Conceções sobre avaliação formativa de professores do 2.ºCEB: um estudo comparativo. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/6453

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


Montana Tech

17. French, Brian Patrick. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.

Degree: Doctor of Education (EdD), 2018, Montana Tech

  This study was designed to examine the effect of academic advisor type on retention of first-year, full-time, four-year degree-seeking students at a mid-size research… (more)

Subjects/Keywords: academic advising; student persistence; student retention; student success; Educational Leadership

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

APA (6th Edition):

French, B. P. (2018). THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11168

Chicago Manual of Style (16th Edition):

French, Brian Patrick. “THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.” 2018. Doctoral Dissertation, Montana Tech. Accessed February 29, 2020. https://scholarworks.umt.edu/etd/11168.

MLA Handbook (7th Edition):

French, Brian Patrick. “THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.” 2018. Web. 29 Feb 2020.

Vancouver:

French BP. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. [Internet] [Doctoral dissertation]. Montana Tech; 2018. [cited 2020 Feb 29]. Available from: https://scholarworks.umt.edu/etd/11168.

Council of Science Editors:

French BP. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. [Doctoral Dissertation]. Montana Tech; 2018. Available from: https://scholarworks.umt.edu/etd/11168


California State University – Northridge

18. Nix, Brianna. Impact of policy on education: A look into the academic success of foster and homeless youth.

Degree: EdD, Department of Education Leadership And Policy Studies, 2015, California State University – Northridge

 This study revealed the perceptions of former foster youth and homeless youth as they related to educational policies that impacted the academic success of current… (more)

Subjects/Keywords: academic success; Dissertations, Academic  – CSUN  – Education  – Educational Leadership and Policy Studies.

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APA (6th Edition):

Nix, B. (2015). Impact of policy on education: A look into the academic success of foster and homeless youth. (Doctoral Dissertation). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/145044

Chicago Manual of Style (16th Edition):

Nix, Brianna. “Impact of policy on education: A look into the academic success of foster and homeless youth.” 2015. Doctoral Dissertation, California State University – Northridge. Accessed February 29, 2020. http://hdl.handle.net/10211.3/145044.

MLA Handbook (7th Edition):

Nix, Brianna. “Impact of policy on education: A look into the academic success of foster and homeless youth.” 2015. Web. 29 Feb 2020.

Vancouver:

Nix B. Impact of policy on education: A look into the academic success of foster and homeless youth. [Internet] [Doctoral dissertation]. California State University – Northridge; 2015. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10211.3/145044.

Council of Science Editors:

Nix B. Impact of policy on education: A look into the academic success of foster and homeless youth. [Doctoral Dissertation]. California State University – Northridge; 2015. Available from: http://hdl.handle.net/10211.3/145044


Loyola University Chicago

19. Moallem, Isabel. A Meta-Analysis of School Belonging and Academic Success and Persistence.

Degree: PhD, Psychology, 2013, Loyola University Chicago

  According to the U.S. Department of Education (2012), 7.4 percent of 16- to 24-year-olds in this country were out of school without a GED… (more)

Subjects/Keywords: Academic persistence; Academic success; School belonging; Educational Psychology

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APA (6th Edition):

Moallem, I. (2013). A Meta-Analysis of School Belonging and Academic Success and Persistence. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/726

Chicago Manual of Style (16th Edition):

Moallem, Isabel. “A Meta-Analysis of School Belonging and Academic Success and Persistence.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed February 29, 2020. https://ecommons.luc.edu/luc_diss/726.

MLA Handbook (7th Edition):

Moallem, Isabel. “A Meta-Analysis of School Belonging and Academic Success and Persistence.” 2013. Web. 29 Feb 2020.

Vancouver:

Moallem I. A Meta-Analysis of School Belonging and Academic Success and Persistence. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2020 Feb 29]. Available from: https://ecommons.luc.edu/luc_diss/726.

Council of Science Editors:

Moallem I. A Meta-Analysis of School Belonging and Academic Success and Persistence. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/726


East Tennessee State University

20. Lampley, Dearl D. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  With the increased use of performance funding in Tennessee and many other states, it is imperative that administrators strategically budget to meet performance outcome… (more)

Subjects/Keywords: : performance outcomes; budget; predictors; student success; Educational Leadership

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APA (6th Edition):

Lampley, D. D. (2015). Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2588

Chicago Manual of Style (16th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed February 29, 2020. https://dc.etsu.edu/etd/2588.

MLA Handbook (7th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Web. 29 Feb 2020.

Vancouver:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2020 Feb 29]. Available from: https://dc.etsu.edu/etd/2588.

Council of Science Editors:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2588


East Tennessee State University

21. Newman, Jackie F. A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this quantitative comparative study was to determine the relationship between retention and academic success of students who participated in a First-Year… (more)

Subjects/Keywords: Retention; Academic Success; Community College; First-Time Full-Time; Educational Leadership

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APA (6th Edition):

Newman, J. F. (2016). A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3157

Chicago Manual of Style (16th Edition):

Newman, Jackie F. “A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed February 29, 2020. https://dc.etsu.edu/etd/3157.

MLA Handbook (7th Edition):

Newman, Jackie F. “A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College.” 2016. Web. 29 Feb 2020.

Vancouver:

Newman JF. A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Feb 29]. Available from: https://dc.etsu.edu/etd/3157.

Council of Science Editors:

Newman JF. A First-Year Experience Course and its Relationship to Retention and Academic Success at a Public Community College. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3157


East Tennessee State University

22. Hanson, Kenneth. A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  Research in military veterans’ transition from military service to civilian college indicates that veterans can be successful in college. Considering veterans are generally older… (more)

Subjects/Keywords: Veteran; Military; Academic Success; Community College; Educational Leadership

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APA (6th Edition):

Hanson, K. (2019). A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3597

Chicago Manual of Style (16th Edition):

Hanson, Kenneth. “A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed February 29, 2020. https://dc.etsu.edu/etd/3597.

MLA Handbook (7th Edition):

Hanson, Kenneth. “A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges.” 2019. Web. 29 Feb 2020.

Vancouver:

Hanson K. A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2020 Feb 29]. Available from: https://dc.etsu.edu/etd/3597.

Council of Science Editors:

Hanson K. A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3597


Loyola University Chicago

23. Young, Lydia K. The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility.

Degree: MA, School of Education, 2010, Loyola University Chicago

  The educational system in the United States has been characterized as political, a meritocracy (Hurn, 1992), a structure that socializes citizens (Warren, 1996), a… (more)

Subjects/Keywords: Barack Obama; Black; schooling; social mobility; success; Educational Administration and Supervision

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APA (6th Edition):

Young, L. K. (2010). The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/501

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):

Young, Lydia K. “The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility.” 2010. Thesis, Loyola University Chicago. Accessed February 29, 2020. http://ecommons.luc.edu/luc_theses/501.

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

MLA Handbook (7th Edition):

Young, Lydia K. “The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility.” 2010. Web. 29 Feb 2020.

Vancouver:

Young LK. The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2020 Feb 29]. Available from: http://ecommons.luc.edu/luc_theses/501.

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

Council of Science Editors:

Young LK. The Obama Effect and Its Relationship to the Perceptions of Blacks on Education and Social Mobility. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/501

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


University of South Florida

24. Ferguson, Dionne Jones. The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate.

Degree: 2013, University of South Florida

 While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in… (more)

Subjects/Keywords: Faculty; Professional Success; Underrepresentation; Women; Educational Administration and Supervision

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APA (6th Edition):

Ferguson, D. J. (2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4483

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):

Ferguson, Dionne Jones. “The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate.” 2013. Thesis, University of South Florida. Accessed February 29, 2020. https://scholarcommons.usf.edu/etd/4483.

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

MLA Handbook (7th Edition):

Ferguson, Dionne Jones. “The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate.” 2013. Web. 29 Feb 2020.

Vancouver:

Ferguson DJ. The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. [Internet] [Thesis]. University of South Florida; 2013. [cited 2020 Feb 29]. Available from: https://scholarcommons.usf.edu/etd/4483.

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

Council of Science Editors:

Ferguson DJ. The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4483

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


California State University – Sacramento

25. Vang, Peter. The academic success and education attainment of the Hmong Americans.

Degree: MSW, Social Work, 2019, California State University – Sacramento

 This research examined the increase college attainment success among Hmong American students attending Sacramento State University. An exploratory study design was used to evaluate secondary… (more)

Subjects/Keywords: Hmong educational success; Southeast Asians in higher education; API college achievement

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APA (6th Edition):

Vang, P. (2019). The academic success and education attainment of the Hmong Americans. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210155

Chicago Manual of Style (16th Edition):

Vang, Peter. “The academic success and education attainment of the Hmong Americans.” 2019. Masters Thesis, California State University – Sacramento. Accessed February 29, 2020. http://hdl.handle.net/10211.3/210155.

MLA Handbook (7th Edition):

Vang, Peter. “The academic success and education attainment of the Hmong Americans.” 2019. Web. 29 Feb 2020.

Vancouver:

Vang P. The academic success and education attainment of the Hmong Americans. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/10211.3/210155.

Council of Science Editors:

Vang P. The academic success and education attainment of the Hmong Americans. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210155


Arizona State University

26. Shapcott, Susan. Sub-Par Attributions: Why Women Give up Golf.

Degree: MA, Educational Psychology, 2010, Arizona State University

 In the United States, recreational female golfers give up golf at twice the rate of recreational male golfers. This study explored the causal attributions of… (more)

Subjects/Keywords: Educational Psychology; Attributions; Gender; Golfers; Motivation; Recreation; Success

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APA (6th Edition):

Shapcott, S. (2010). Sub-Par Attributions: Why Women Give up Golf. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/8618

Chicago Manual of Style (16th Edition):

Shapcott, Susan. “Sub-Par Attributions: Why Women Give up Golf.” 2010. Masters Thesis, Arizona State University. Accessed February 29, 2020. http://repository.asu.edu/items/8618.

MLA Handbook (7th Edition):

Shapcott, Susan. “Sub-Par Attributions: Why Women Give up Golf.” 2010. Web. 29 Feb 2020.

Vancouver:

Shapcott S. Sub-Par Attributions: Why Women Give up Golf. [Internet] [Masters thesis]. Arizona State University; 2010. [cited 2020 Feb 29]. Available from: http://repository.asu.edu/items/8618.

Council of Science Editors:

Shapcott S. Sub-Par Attributions: Why Women Give up Golf. [Masters Thesis]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8618

27. Kattuah-Snyder, Laurie. Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising.

Degree: 2018, Ferris State University

 Community colleges must constantly work to improve student persistence, retention, and completion rates as data on these variables reflects less than stellar performance. Community colleges… (more)

Subjects/Keywords: Educational counseling.; Community colleges.; Academic advising.; Student retention.; Student success.

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APA (6th Edition):

Kattuah-Snyder, L. (2018). Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6285

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):

Kattuah-Snyder, Laurie. “Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising.” 2018. Thesis, Ferris State University. Accessed February 29, 2020. http://hdl.handle.net/2323/6285.

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

MLA Handbook (7th Edition):

Kattuah-Snyder, Laurie. “Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising.” 2018. Web. 29 Feb 2020.

Vancouver:

Kattuah-Snyder L. Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising. [Internet] [Thesis]. Ferris State University; 2018. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/2323/6285.

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

Council of Science Editors:

Kattuah-Snyder L. Moving from Course Selection to Degree Completion; Creating a Guide to Redesign Academic Advising. [Thesis]. Ferris State University; 2018. Available from: http://hdl.handle.net/2323/6285

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


Universidade do Minho

28. Fernandes, Laurinda Maria Mendes da Fonte. O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano .

Degree: 2019, Universidade do Minho

 Esta investigação configura, por um lado, uma experiência pedagógica realizada numa Escola Secundária do Minho, na disciplina de Português, tendo por objetivo desenvolver a aprendizagem… (more)

Subjects/Keywords: Autonomia; Sucesso educativo; Tecnologia; Vídeo; Autonomy; Educational success; Technology

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APA (6th Edition):

Fernandes, L. M. M. d. F. (2019). O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/63503

Chicago Manual of Style (16th Edition):

Fernandes, Laurinda Maria Mendes da Fonte. “O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano .” 2019. Masters Thesis, Universidade do Minho. Accessed February 29, 2020. http://hdl.handle.net/1822/63503.

MLA Handbook (7th Edition):

Fernandes, Laurinda Maria Mendes da Fonte. “O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano .” 2019. Web. 29 Feb 2020.

Vancouver:

Fernandes LMMdF. O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano . [Internet] [Masters thesis]. Universidade do Minho; 2019. [cited 2020 Feb 29]. Available from: http://hdl.handle.net/1822/63503.

Council of Science Editors:

Fernandes LMMdF. O vídeo para uma aprendizagem autónoma e o sucesso educativo: um estudo de caso na disciplina de português no 12.º ano . [Masters Thesis]. Universidade do Minho; 2019. Available from: http://hdl.handle.net/1822/63503


Vilnius Pedagogical University

29. Bušauskienė, Irina. Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai.

Degree: Master, Educology, 2014, Vilnius Pedagogical University

Šiame darbe akcentuojami priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksniai, kaip pamatas tolimesniam sėkmingam mokymuisi mokykloje. Ugdymo(si) sėkme laikoma visų vaiko fizinių ir psichinių galių puoselėjimas,… (more)

Subjects/Keywords: Priešmokyklinis ugdymas; Ugdymo(si) sėkmė; Ugdymo strategijos; Preschool education; Educational success; Educational strategies

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APA (6th Edition):

Bušauskienė, Irina. (2014). Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140721_131504-87639 ;

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

Chicago Manual of Style (16th Edition):

Bušauskienė, Irina. “Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai.” 2014. Masters Thesis, Vilnius Pedagogical University. Accessed February 29, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140721_131504-87639 ;.

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

MLA Handbook (7th Edition):

Bušauskienė, Irina. “Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai.” 2014. Web. 29 Feb 2020.

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

Vancouver:

Bušauskienė, Irina. Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2014. [cited 2020 Feb 29]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140721_131504-87639 ;.

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

Council of Science Editors:

Bušauskienė, Irina. Priešmokyklinio amžiaus vaikų ugdymo ir ugdymosi veiksniai. [Masters Thesis]. Vilnius Pedagogical University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140721_131504-87639 ;

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


Western Kentucky University

30. P'Pool, Keely. Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement.

Degree: Specialist in Education, School of Teacher Education, 2012, Western Kentucky University

  This study explored how student intelligence was directly linked to the goals and motivation held by students when engaged in academic settings. Students were… (more)

Subjects/Keywords: self-theory; student success; academic achievement; Educational Assessment, Evaluation, and Research; Educational Psychology

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

APA (6th Edition):

P'Pool, K. (2012). Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1214

Chicago Manual of Style (16th Edition):

P'Pool, Keely. “Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement.” 2012. Masters Thesis, Western Kentucky University. Accessed February 29, 2020. https://digitalcommons.wku.edu/theses/1214.

MLA Handbook (7th Edition):

P'Pool, Keely. “Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement.” 2012. Web. 29 Feb 2020.

Vancouver:

P'Pool K. Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2012. [cited 2020 Feb 29]. Available from: https://digitalcommons.wku.edu/theses/1214.

Council of Science Editors:

P'Pool K. Using Dweck's Theory of Motivation to Determine How a Student's View of Intelligence Affects Their Overall Academic Achievement. [Masters Thesis]. Western Kentucky University; 2012. Available from: https://digitalcommons.wku.edu/theses/1214

[1] [2] [3] [4] [5] … [14]

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