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You searched for subject:( Post Secondary Education). Showing records 1 – 30 of 178814 total matches.

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Virginia Commonwealth University

1. Achola, Edwin. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.

Degree: PhD, Education, 2013, Virginia Commonwealth University

 The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account… (more)

Subjects/Keywords: Post-secondary education; Education

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APA (6th Edition):

Achola, E. (2013). COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3199

Chicago Manual of Style (16th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 20, 2019. https://scholarscompass.vcu.edu/etd/3199.

MLA Handbook (7th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Web. 20 Oct 2019.

Vancouver:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Oct 20]. Available from: https://scholarscompass.vcu.edu/etd/3199.

Council of Science Editors:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/3199


University of Manitoba

2. Koshyk, Jamie. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.

Degree: Family Social Sciences, 2012, University of Manitoba

 The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and… (more)

Subjects/Keywords: Aboriginal; education; culture; post-secondary

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APA (6th Edition):

Koshyk, J. (2012). Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/8621

Chicago Manual of Style (16th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Masters Thesis, University of Manitoba. Accessed October 20, 2019. http://hdl.handle.net/1993/8621.

MLA Handbook (7th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Web. 20 Oct 2019.

Vancouver:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1993/8621.

Council of Science Editors:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/8621


University of Guelph

3. Bali, Venus. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .

Degree: 2017, University of Guelph

 This study was focused on Canadian undergraduate students’ perspectives of how they became aspired to pursue higher education. Participants were recruited from undergraduate classes at… (more)

Subjects/Keywords: Education; Post-secondary; Aspirations

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APA (6th Edition):

Bali, V. (2017). Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493

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):

Bali, Venus. “Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .” 2017. Thesis, University of Guelph. Accessed October 20, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493.

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

MLA Handbook (7th Edition):

Bali, Venus. “Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .” 2017. Web. 20 Oct 2019.

Vancouver:

Bali V. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . [Internet] [Thesis]. University of Guelph; 2017. [cited 2019 Oct 20]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493.

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

Council of Science Editors:

Bali V. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . [Thesis]. University of Guelph; 2017. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493

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


Royal Roads University

4. Joseph, Derik. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .

Degree: 2013, Royal Roads University

 These stories of successful First Nations students, from a First Nations student technical staff and graduate student, allow for a unique Indigenous perspective to contribute… (more)

Subjects/Keywords: Communication; Education; First Nations; Indigenous; Post-secondary institutions; Post-secondary students

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APA (6th Edition):

Joseph, D. (2013). How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/645

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):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Thesis, Royal Roads University. Accessed October 20, 2019. http://hdl.handle.net/10170/645.

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

MLA Handbook (7th Edition):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Web. 20 Oct 2019.

Vancouver:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10170/645.

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

Council of Science Editors:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/645

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


University of Victoria

5. Haley, Wendy. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.

Degree: School of Social Work, 2015, University of Victoria

Post secondary institutions are a product of, and teach colonial ontology, epistemology and axiology. Because of this, there is significant under-representation of Indigenous students who… (more)

Subjects/Keywords: decolonization; indigenization; ktunaxa; post secondary; education

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APA (6th Edition):

Haley, W. (2015). De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6639

Chicago Manual of Style (16th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Masters Thesis, University of Victoria. Accessed October 20, 2019. http://hdl.handle.net/1828/6639.

MLA Handbook (7th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Web. 20 Oct 2019.

Vancouver:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1828/6639.

Council of Science Editors:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6639


Duquesne University

6. Accamando, Donald. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2017, Duquesne University

  A number of challenges await military and veteran students (MVS) as they make their way to college campuses. These non-traditional students will transition to… (more)

Subjects/Keywords: college; education; military; post-secondary; transition; veteran

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APA (6th Edition):

Accamando, D. (2017). Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/117

Chicago Manual of Style (16th Edition):

Accamando, Donald. “Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.” 2017. Doctoral Dissertation, Duquesne University. Accessed October 20, 2019. https://dsc.duq.edu/etd/117.

MLA Handbook (7th Edition):

Accamando, Donald. “Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.” 2017. Web. 20 Oct 2019.

Vancouver:

Accamando D. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 Oct 20]. Available from: https://dsc.duq.edu/etd/117.

Council of Science Editors:

Accamando D. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/117


University of New Mexico

7. Lozano, Marvin F. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.

Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico

 This exploratory study examines students perceptions of faculty involvement at a New Mexico community college and contributes to the existing literature and professional practice in… (more)

Subjects/Keywords: students' perceptions; faculty involvement; post-secondary education

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

APA (6th Edition):

Lozano, M. F. (2012). Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/21055

Chicago Manual of Style (16th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Doctoral Dissertation, University of New Mexico. Accessed October 20, 2019. http://hdl.handle.net/1928/21055.

MLA Handbook (7th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Web. 20 Oct 2019.

Vancouver:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1928/21055.

Council of Science Editors:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/21055


University of North Texas

8. Hamilton, Elissa R. The Effects of Homework Sessions on Undergraduate Students' Homework Performance.

Degree: 2013, University of North Texas

 Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis… (more)

Subjects/Keywords: Homework; office hours; post-secondary education

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APA (6th Edition):

Hamilton, E. R. (2013). The Effects of Homework Sessions on Undergraduate Students' Homework Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271826/

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):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

MLA Handbook (7th Edition):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Web. 20 Oct 2019.

Vancouver:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

Council of Science Editors:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/

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


University of Illinois – Urbana-Champaign

9. Dunick, Jason. Teaching altruism: essays examining the impact of education on volunteerism among young adults.

Degree: PhD, 0074, 2010, University of Illinois – Urbana-Champaign

 This dissertation is composed of three chapters that each examine the impact of education on the volunteerism of young adults. Below are the individual abstracts… (more)

Subjects/Keywords: volunteerism; civic engagement; secondary education; post-secondary education; public goods; externalities

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APA (6th Edition):

Dunick, J. (2010). Teaching altruism: essays examining the impact of education on volunteerism among young adults. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16900

Chicago Manual of Style (16th Edition):

Dunick, Jason. “Teaching altruism: essays examining the impact of education on volunteerism among young adults.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 20, 2019. http://hdl.handle.net/2142/16900.

MLA Handbook (7th Edition):

Dunick, Jason. “Teaching altruism: essays examining the impact of education on volunteerism among young adults.” 2010. Web. 20 Oct 2019.

Vancouver:

Dunick J. Teaching altruism: essays examining the impact of education on volunteerism among young adults. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2142/16900.

Council of Science Editors:

Dunick J. Teaching altruism: essays examining the impact of education on volunteerism among young adults. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16900


University of Alberta

10. Wong, Andrew Hon Cheung. An Exploratory Study of Resilience in Refugee Post-Secondary Students.

Degree: PhD, Department of Educational Psychology, 2013, University of Alberta

 Refugees are faced with a variety of challenges throughout the migration journey. One unique refugee population that has been neglected in the body of research… (more)

Subjects/Keywords: Refugees; Resilience; Post-Secondary Education; Multicultural Psychology; Post-Secondary Students; International Migration

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APA (6th Edition):

Wong, A. H. C. (2013). An Exploratory Study of Resilience in Refugee Post-Secondary Students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vm40xs971

Chicago Manual of Style (16th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Doctoral Dissertation, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/vm40xs971.

MLA Handbook (7th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Web. 20 Oct 2019.

Vancouver:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/vm40xs971.

Council of Science Editors:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/vm40xs971

11. Phillips, Chanel. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.

Degree: PhD, Community Psychology, 2016, National-Louis University

  Adolescent mothers are not a homogenous group. Like non-parenting adolescents they come from various educational and socio-economic backgrounds. Adolescent mothers are generally labelled to… (more)

Subjects/Keywords: African-American adolescent mothers; adolescent mothers; pregnancy; education; post-secondary education; secondary-education; Community Psychology

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APA (6th Edition):

Phillips, C. (2016). More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/183

Chicago Manual of Style (16th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Doctoral Dissertation, National-Louis University. Accessed October 20, 2019. http://digitalcommons.nl.edu/diss/183.

MLA Handbook (7th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Web. 20 Oct 2019.

Vancouver:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Oct 20]. Available from: http://digitalcommons.nl.edu/diss/183.

Council of Science Editors:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/183


Washington State University

12. [No author]. EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS .

Degree: 2016, Washington State University

 There are a multitude of benefits associated with employment, which many individuals with intellectual disabilities (ID) are not afforded due to their struggles to find… (more)

Subjects/Keywords: Special education; Vocational education; Disability; Employment; Post-Secondary Education; Work Experience

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APA (6th Edition):

author], [. (2016). EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12147

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):

author], [No. “EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS .” 2016. Thesis, Washington State University. Accessed October 20, 2019. http://hdl.handle.net/2376/12147.

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

MLA Handbook (7th Edition):

author], [No. “EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS .” 2016. Web. 20 Oct 2019.

Vancouver:

author] [. EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS . [Internet] [Thesis]. Washington State University; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2376/12147.

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

Council of Science Editors:

author] [. EXPLORING BARRIERS AND STRATEGIES FOR FACILITATING WORK EXPERIENCE OPPORTUNITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES ENROLLED IN POST-SECONDARY EDUCATION PROGRAMS . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12147

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


University of Minnesota

13. Palmer, Amy. If Not for Her Sex: The Mysterious Education of American Women, 1750-1850.

Degree: MA, Organizational Leadership, Policy, and Development, 2017, University of Minnesota

 The topic of educating middle and lower class women, in 1750-1850, has been sparsely annotated in historical research. Historical research hinted that these women were… (more)

Subjects/Keywords: 1750s - 1850s; Colonial Period; higher education; Post-secondary education; Women's Education

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APA (6th Edition):

Palmer, A. (2017). If Not for Her Sex: The Mysterious Education of American Women, 1750-1850. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190585

Chicago Manual of Style (16th Edition):

Palmer, Amy. “If Not for Her Sex: The Mysterious Education of American Women, 1750-1850.” 2017. Masters Thesis, University of Minnesota. Accessed October 20, 2019. http://hdl.handle.net/11299/190585.

MLA Handbook (7th Edition):

Palmer, Amy. “If Not for Her Sex: The Mysterious Education of American Women, 1750-1850.” 2017. Web. 20 Oct 2019.

Vancouver:

Palmer A. If Not for Her Sex: The Mysterious Education of American Women, 1750-1850. [Internet] [Masters thesis]. University of Minnesota; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11299/190585.

Council of Science Editors:

Palmer A. If Not for Her Sex: The Mysterious Education of American Women, 1750-1850. [Masters Thesis]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190585


University of Kansas

14. Heide, Elizabeth Ann. Student and Teacher Attitudes Regarding Advisory.

Degree: EdD, Educational Leadership and Policy Studies, 2017, University of Kansas

 Advisory classes in schools across the country have different meanings and purposes. This dissertation is focused on an Advisory class in an urban setting that… (more)

Subjects/Keywords: Educational leadership; Education; Secondary education; Advisory; Connectivity; Post-Secondary; Relationships; Student Achievment; Urban

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APA (6th Edition):

Heide, E. A. (2017). Student and Teacher Attitudes Regarding Advisory. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26463

Chicago Manual of Style (16th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 20, 2019. http://hdl.handle.net/1808/26463.

MLA Handbook (7th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Web. 20 Oct 2019.

Vancouver:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1808/26463.

Council of Science Editors:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26463


Marietta College

15. Schuck, Emily. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.

Degree: MEd, Education, 2007, Marietta College

 My mom goes to college. This statement is becoming a popular answer for many children who are asked what their mothers do for a living.… (more)

Subjects/Keywords: Education, Higher; Enrollment; Nontraditional Female Student; Post Secondary Education; Motivations

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APA (6th Edition):

Schuck, E. (2007). Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577

Chicago Manual of Style (16th Edition):

Schuck, Emily. “Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.” 2007. Masters Thesis, Marietta College. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577.

MLA Handbook (7th Edition):

Schuck, Emily. “Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.” 2007. Web. 20 Oct 2019.

Vancouver:

Schuck E. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. [Internet] [Masters thesis]. Marietta College; 2007. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577.

Council of Science Editors:

Schuck E. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. [Masters Thesis]. Marietta College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577


UCLA

16. Drescher, Talya. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2014, UCLA

 ABSTRACT OF THE DISSERTATIONCrossing the Special-General Education Divide at the Post-Secondary Level:Observations and Outcomes of Co-Teaching across CurriculaByTalya Louise DrescherDoctor of Philosophy in Special EducationUniversity… (more)

Subjects/Keywords: Special education; Collaboration; Co-teaching; Post-Secondary; Pre-service; Special Education

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APA (6th Edition):

Drescher, T. (2014). Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9tb2z18z

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):

Drescher, Talya. “Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.” 2014. Thesis, UCLA. Accessed October 20, 2019. http://www.escholarship.org/uc/item/9tb2z18z.

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

MLA Handbook (7th Edition):

Drescher, Talya. “Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.” 2014. Web. 20 Oct 2019.

Vancouver:

Drescher T. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/9tb2z18z.

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

Council of Science Editors:

Drescher T. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/9tb2z18z

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


Southern Illinois University

17. Gund, John Edward. Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale.

Degree: MA, English, 2015, Southern Illinois University

  In recent years, an increasing number of military veterans have enrolled in higher education. Little research has been conducted on veterans in tandem with… (more)

Subjects/Keywords: First-Year Composition; Higher Education; Military; Post-secondary Education; Veterans

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APA (6th Edition):

Gund, J. E. (2015). Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/1727

Chicago Manual of Style (16th Edition):

Gund, John Edward. “Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale.” 2015. Masters Thesis, Southern Illinois University. Accessed October 20, 2019. http://opensiuc.lib.siu.edu/theses/1727.

MLA Handbook (7th Edition):

Gund, John Edward. “Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale.” 2015. Web. 20 Oct 2019.

Vancouver:

Gund JE. Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale. [Internet] [Masters thesis]. Southern Illinois University; 2015. [cited 2019 Oct 20]. Available from: http://opensiuc.lib.siu.edu/theses/1727.

Council of Science Editors:

Gund JE. Exploring Veterans' Experiences In Engl-101 At Southern Illinois University-Carbondale. [Masters Thesis]. Southern Illinois University; 2015. Available from: http://opensiuc.lib.siu.edu/theses/1727


University of Ottawa

18. Rae, Jennifer. Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program .

Degree: 2017, University of Ottawa

 Youth Futures is a community-based intervention intended to improve post-secondary education (PSE) access rates among high school youth from low-income families, who tend to be… (more)

Subjects/Keywords: Access to Education; Outcome Evaluation; Post-Secondary Education

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APA (6th Edition):

Rae, J. (2017). Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/36493

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):

Rae, Jennifer. “Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program .” 2017. Thesis, University of Ottawa. Accessed October 20, 2019. http://hdl.handle.net/10393/36493.

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

MLA Handbook (7th Edition):

Rae, Jennifer. “Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program .” 2017. Web. 20 Oct 2019.

Vancouver:

Rae J. Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program . [Internet] [Thesis]. University of Ottawa; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10393/36493.

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

Council of Science Editors:

Rae J. Promoting Access to Post-Secondary Education among Youth from Low-Income Families: An Outcome Evaluation of the Youth Futures Program . [Thesis]. University of Ottawa; 2017. Available from: http://hdl.handle.net/10393/36493

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

19. Hunter, Jennifer Ann. Understanding the Relation Between Boredom and Achievement in Post-Secondary Students.

Degree: PhD, Psychology (Functional Area: Clinical Psychology), 2019, York University

 Pekruns (2006) control-value theory offers a comprehensive theoretical framework for understanding the causes and consequences of boredom in a learning context. One important aspect of… (more)

Subjects/Keywords: Higher education; boredom; achievement; control-value theory; post-secondary education

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APA (6th Edition):

Hunter, J. A. (2019). Understanding the Relation Between Boredom and Achievement in Post-Secondary Students. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35901

Chicago Manual of Style (16th Edition):

Hunter, Jennifer Ann. “Understanding the Relation Between Boredom and Achievement in Post-Secondary Students.” 2019. Doctoral Dissertation, York University. Accessed October 20, 2019. http://hdl.handle.net/10315/35901.

MLA Handbook (7th Edition):

Hunter, Jennifer Ann. “Understanding the Relation Between Boredom and Achievement in Post-Secondary Students.” 2019. Web. 20 Oct 2019.

Vancouver:

Hunter JA. Understanding the Relation Between Boredom and Achievement in Post-Secondary Students. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10315/35901.

Council of Science Editors:

Hunter JA. Understanding the Relation Between Boredom and Achievement in Post-Secondary Students. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35901

20. Orwick, Nathan William. Education: Where It Pays.

Degree: MS, Economics & Finance, 2013, University of North Dakota

Post-secondary education is one of the most important decisions a student is faced with when leaving high school. There have been numerous studies as… (more)

Subjects/Keywords: College; Compensation; Education; Income; Pay; Post-secondary Education

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APA (6th Edition):

Orwick, N. W. (2013). Education: Where It Pays. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1463

Chicago Manual of Style (16th Edition):

Orwick, Nathan William. “Education: Where It Pays.” 2013. Masters Thesis, University of North Dakota. Accessed October 20, 2019. https://commons.und.edu/theses/1463.

MLA Handbook (7th Edition):

Orwick, Nathan William. “Education: Where It Pays.” 2013. Web. 20 Oct 2019.

Vancouver:

Orwick NW. Education: Where It Pays. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2019 Oct 20]. Available from: https://commons.und.edu/theses/1463.

Council of Science Editors:

Orwick NW. Education: Where It Pays. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1463


Queens University

21. Wintle, Jimmy. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .

Degree: Education, 2010, Queens University

 In this qualitative study the experience of a young woman with an intellectual disability (ID) auditing a university course was explored from multiple perspectives. This… (more)

Subjects/Keywords: Education; Inclusive; Post-secondary; Intellectual disability; Teacher education

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APA (6th Edition):

Wintle, J. (2010). A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5980

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):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Thesis, Queens University. Accessed October 20, 2019. http://hdl.handle.net/1974/5980.

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

MLA Handbook (7th Edition):

Wintle, Jimmy. “A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS .” 2010. Web. 20 Oct 2019.

Vancouver:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1974/5980.

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

Council of Science Editors:

Wintle J. A MULTIPLE PERSPECTIVE CASE STUDY OF A YOUNG ADULT WITH INTELLECTUAL DISABILITIES PARTICIPATING IN A UNIVERSITY CLASS . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5980

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


Purdue University

22. Holgate, Horane A. Development and initial validation of a culturally responsive classroom climate scale.

Degree: MSEd, Educational Studies, 2016, Purdue University

  This study describes the development and initial validation for a measure of a culturally responsive classroom climate in postsecondary classrooms. By examining multiple frameworks… (more)

Subjects/Keywords: Education; Classroom climate; Culturally responsive classroom; Multicultural education; Post secondary education; Educational Psychology; Higher Education

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APA (6th Edition):

Holgate, H. A. (2016). Development and initial validation of a culturally responsive classroom climate scale. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/855

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):

Holgate, Horane A. “Development and initial validation of a culturally responsive classroom climate scale.” 2016. Thesis, Purdue University. Accessed October 20, 2019. https://docs.lib.purdue.edu/open_access_theses/855.

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

MLA Handbook (7th Edition):

Holgate, Horane A. “Development and initial validation of a culturally responsive classroom climate scale.” 2016. Web. 20 Oct 2019.

Vancouver:

Holgate HA. Development and initial validation of a culturally responsive classroom climate scale. [Internet] [Thesis]. Purdue University; 2016. [cited 2019 Oct 20]. Available from: https://docs.lib.purdue.edu/open_access_theses/855.

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

Council of Science Editors:

Holgate HA. Development and initial validation of a culturally responsive classroom climate scale. [Thesis]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_theses/855

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

23. Snyder-Mondragon, Sandra M. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.

Degree: PhD, Higher Education, 2009, U of Denver

  The intent of the study was to understand the changes that have occurred over the last 25 years in library programs as far as… (more)

Subjects/Keywords: Graduate Students; Post-Secondary; Retention; Adult and Continuing Education

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APA (6th Edition):

Snyder-Mondragon, S. M. (2009). Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/931

Chicago Manual of Style (16th Edition):

Snyder-Mondragon, Sandra M. “Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.” 2009. Doctoral Dissertation, U of Denver. Accessed October 20, 2019. https://digitalcommons.du.edu/etd/931.

MLA Handbook (7th Edition):

Snyder-Mondragon, Sandra M. “Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.” 2009. Web. 20 Oct 2019.

Vancouver:

Snyder-Mondragon SM. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Oct 20]. Available from: https://digitalcommons.du.edu/etd/931.

Council of Science Editors:

Snyder-Mondragon SM. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/931


University of Alberta

24. Martin, Deena. Learning to listen: the voices of post-secondary deaf and hard of hearing learners.

Degree: PhD, Department of Educational Psychology, 2009, University of Alberta

 This study examined the experiences of Canadian postsecondary learners who are d/Deaf or hard of hearing and have received services from the campus accessibility office.… (more)

Subjects/Keywords: Deaf; Higher Education; Campus accessibility; Post-secondary; Hard of Hearing

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APA (6th Edition):

Martin, D. (2009). Learning to listen: the voices of post-secondary deaf and hard of hearing learners. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655h23n

Chicago Manual of Style (16th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Doctoral Dissertation, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/s4655h23n.

MLA Handbook (7th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Web. 20 Oct 2019.

Vancouver:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/s4655h23n.

Council of Science Editors:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/s4655h23n


University of Alberta

25. Hudson, Julie Beth. When aspirations aren't enough: educational aspirations and university participation among Canadian youth.

Degree: PhD, Department of Sociology, 2011, University of Alberta

 This study asks are educational aspirations enough? Specifically, this dissertation enquires whether educational aspirations have the potential to allow young people to overcome traditional class-based… (more)

Subjects/Keywords: Status Attainment Theory; Youth; Educational aspirations; Pierre Bourdieu; Post-secondary education

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APA (6th Edition):

Hudson, J. B. (2011). When aspirations aren't enough: educational aspirations and university participation among Canadian youth. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/j67314178

Chicago Manual of Style (16th Edition):

Hudson, Julie Beth. “When aspirations aren't enough: educational aspirations and university participation among Canadian youth.” 2011. Doctoral Dissertation, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/j67314178.

MLA Handbook (7th Edition):

Hudson, Julie Beth. “When aspirations aren't enough: educational aspirations and university participation among Canadian youth.” 2011. Web. 20 Oct 2019.

Vancouver:

Hudson JB. When aspirations aren't enough: educational aspirations and university participation among Canadian youth. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/j67314178.

Council of Science Editors:

Hudson JB. When aspirations aren't enough: educational aspirations and university participation among Canadian youth. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/j67314178


California State University – Sacramento

26. Becerra, Maricela M. Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento.

Degree: MA, Education (Special Education, 2011, California State University – Sacramento

 When a student with disabilities transfers from community college to a post-secondary institution, there is no guarantee that the student will be able to transfer… (more)

Subjects/Keywords: Post-secondary education; Narratives; Motivation; Accommodations; DSPS; SSWD

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APA (6th Edition):

Becerra, M. M. (2011). Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1259

Chicago Manual of Style (16th Edition):

Becerra, Maricela M. “Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento.” 2011. Masters Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.9/1259.

MLA Handbook (7th Edition):

Becerra, Maricela M. “Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento.” 2011. Web. 20 Oct 2019.

Vancouver:

Becerra MM. Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.9/1259.

Council of Science Editors:

Becerra MM. Making the transition: the educational experiences of students with disabilities who transfer from community college to California State University, Sacramento. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1259


California State University – Sacramento

27. De Leon, Celedonio Jr. The social capital former foster youth need to access and persist through community college.

Degree: MA, Education (Higher Education Leadership, 2014, California State University – Sacramento

 Brief Literature Review Of approximately 300,000 former foster youth between the ages of 18 and 25, about half obtain a high school diploma (Emerson, 2007).… (more)

Subjects/Keywords: Access; Foster care; Post secondary education; Student support

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APA (6th Edition):

De Leon, C. J. (2014). The social capital former foster youth need to access and persist through community college. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/124965

Chicago Manual of Style (16th Edition):

De Leon, Celedonio Jr. “The social capital former foster youth need to access and persist through community college.” 2014. Masters Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.3/124965.

MLA Handbook (7th Edition):

De Leon, Celedonio Jr. “The social capital former foster youth need to access and persist through community college.” 2014. Web. 20 Oct 2019.

Vancouver:

De Leon CJ. The social capital former foster youth need to access and persist through community college. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.3/124965.

Council of Science Editors:

De Leon CJ. The social capital former foster youth need to access and persist through community college. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/124965


University of KwaZulu-Natal

28. Bengesai, Annah Vimbai. The influence of family background on high school completion for males and females in South Africa.

Degree: 2016, University of KwaZulu-Natal

 High school completion is an important transition leading on to post-secondary education and by implication into the labour market. In South Africa, a matriculation certificate-… (more)

Subjects/Keywords: Theses - Population Studies.; Post secondary education.; High school completion.; Family background.

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APA (6th Edition):

Bengesai, A. V. (2016). The influence of family background on high school completion for males and females in South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15277

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):

Bengesai, Annah Vimbai. “The influence of family background on high school completion for males and females in South Africa.” 2016. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/15277.

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

MLA Handbook (7th Edition):

Bengesai, Annah Vimbai. “The influence of family background on high school completion for males and females in South Africa.” 2016. Web. 20 Oct 2019.

Vancouver:

Bengesai AV. The influence of family background on high school completion for males and females in South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/15277.

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

Council of Science Editors:

Bengesai AV. The influence of family background on high school completion for males and females in South Africa. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15277

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


University of Victoria

29. Goegan, Lauren D. The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?.

Degree: Department of Educational Psychology and Leadership Studies, 2014, University of Victoria

 Extended time is the most common accommodation requested by post-secondary students with learning disabilities (LD; Lovett, 2010; Ofiesh, 2000; Zuriff, 2000). However, this accommodation has… (more)

Subjects/Keywords: Learning Disabilities; Extended Time; Accommodations; Writing; Post-Secondary; Special Education

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APA (6th Edition):

Goegan, L. D. (2014). The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5794

Chicago Manual of Style (16th Edition):

Goegan, Lauren D. “The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?.” 2014. Masters Thesis, University of Victoria. Accessed October 20, 2019. http://hdl.handle.net/1828/5794.

MLA Handbook (7th Edition):

Goegan, Lauren D. “The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?.” 2014. Web. 20 Oct 2019.

Vancouver:

Goegan LD. The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1828/5794.

Council of Science Editors:

Goegan LD. The Effects of Extended Time on the Writing of Students with Learning Disabilities: Maximum Potential or Differential Boost?. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5794


University of Saskatchewan

30. McInnes, Kelly Maureen. Understanding the mentoring relationships of women in higher education administration.

Degree: 2010, University of Saskatchewan

 The purpose of this study was to explore the concept of mentoring amongst administrative women in higher education from an appreciative perspective. In 1985, Kathy… (more)

Subjects/Keywords: post-secondary education; university; female; mentorship; mentor; appreciative inquiry

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APA (6th Edition):

McInnes, K. M. (2010). Understanding the mentoring relationships of women in higher education administration. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09142010-120007

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):

McInnes, Kelly Maureen. “Understanding the mentoring relationships of women in higher education administration.” 2010. Thesis, University of Saskatchewan. Accessed October 20, 2019. http://hdl.handle.net/10388/etd-09142010-120007.

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

MLA Handbook (7th Edition):

McInnes, Kelly Maureen. “Understanding the mentoring relationships of women in higher education administration.” 2010. Web. 20 Oct 2019.

Vancouver:

McInnes KM. Understanding the mentoring relationships of women in higher education administration. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10388/etd-09142010-120007.

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

Council of Science Editors:

McInnes KM. Understanding the mentoring relationships of women in higher education administration. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09142010-120007

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

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