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You searched for subject:(Academic achievement Texas ). Showing records 1 – 30 of 41101 total matches.

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University of North Texas

1. Davis, Denise. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.

Degree: 2010, University of North Texas

 The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions… (more)

Subjects/Keywords: College readiness; Texas schools; college success; Prediction of scholastic success  – Texas.; College students  – Texas.; High school students  – Texas.; Academic achievement  – Texas.

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

APA (6th Edition):

Davis, D. (2010). College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33141/

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):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

MLA Handbook (7th Edition):

Davis, Denise. “College Success for all Students: An Investigation of Early Warning Indicators of College Readiness.” 2010. Web. 30 Mar 2020.

Vancouver:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/.

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

Council of Science Editors:

Davis D. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33141/

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


University of Houston

2. Bennett, Vivian. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.

Degree: PhD, Educational Leadership, 2011, University of Houston

 The study describes the historical timeline for public schooling, multicultural education, educational trends and PLATO (Programmed Logic for Automated Teaching Operations). More specifically, the literature… (more)

Subjects/Keywords: PLATO; Educational trends; Instructional practices; Computer-assisted instruction Texas; Minorities Education Texas; Multicultural education Texas; Academic achievement

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APA (6th Edition):

Bennett, V. (2011). A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/262

Chicago Manual of Style (16th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Doctoral Dissertation, University of Houston. Accessed March 30, 2020. http://hdl.handle.net/10657/262.

MLA Handbook (7th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Web. 30 Mar 2020.

Vancouver:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10657/262.

Council of Science Editors:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/262


University of Houston

3. Brosnahan, Carla 1957-. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.

Degree: PhD, Educational Leadership, 2011, University of Houston

 The purpose of this study was to compare the achievement of twenty-five campuses as measured by their reading and math performance and state accountability ratings,… (more)

Subjects/Keywords: School climate; Academic achievement; Educational leadership; Schools – Rating of – Texas; Teacher morale – Texas; Corporate culture – Texas

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APA (6th Edition):

Brosnahan, C. 1. (2011). THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/445

Chicago Manual of Style (16th Edition):

Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Doctoral Dissertation, University of Houston. Accessed March 30, 2020. http://hdl.handle.net/10657/445.

MLA Handbook (7th Edition):

Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Web. 30 Mar 2020.

Vancouver:

Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10657/445.

Council of Science Editors:

Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/445


University of North Texas

4. Buggs, Michelle L. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.

Degree: 2015, University of North Texas

 The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and… (more)

Subjects/Keywords: higher education; peer leadership; peer tutors; peer mentors; academic outcomes; Academic achievement  – Texas.; Prediction of scholastic success  – Texas.; College students  – Employment  – Texas.; Texas Higher Education Coordinating Board.

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APA (6th Edition):

Buggs, M. L. (2015). The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799467/

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):

Buggs, Michelle L. “The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.” 2015. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc799467/.

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

MLA Handbook (7th Edition):

Buggs, Michelle L. “The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education.” 2015. Web. 30 Mar 2020.

Vancouver:

Buggs ML. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799467/.

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

Council of Science Editors:

Buggs ML. The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799467/

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


University of North Texas

5. Isbell, Teresa. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.

Degree: 2014, University of North Texas

 This study investigated the relationship between community college institutional expenditures and student success in reaching momentum points. The 3 years of student cohorts of a… (more)

Subjects/Keywords: student outcomes; institutional effectiveness; accountability; Community colleges  – Texas  – Finance.; Community college students  – Texas.; Community college students  – Services for  – Texas.; Academic achievement  – Texas.

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APA (6th Edition):

Isbell, T. (2014). The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700068/

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):

Isbell, Teresa. “The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.” 2014. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc700068/.

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

MLA Handbook (7th Edition):

Isbell, Teresa. “The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective.” 2014. Web. 30 Mar 2020.

Vancouver:

Isbell T. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700068/.

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

Council of Science Editors:

Isbell T. The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700068/

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


University of North Texas

6. Stewart, Robert L. (Robert Lee), 1960-. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.

Degree: 2014, University of North Texas

 The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on… (more)

Subjects/Keywords: Disposition; screening; value-added; Teachers  – Rating of  – Texas.; Teachers  – Selection and appointment  – Texas.; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Stewart, Robert L. (Robert Lee), 1. (2014). The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700102/

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):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

MLA Handbook (7th Edition):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Web. 30 Mar 2020.

Vancouver:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

Council of Science Editors:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/

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


University of North Texas

7. Applewhite, Gary. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.

Degree: 2015, University of North Texas

 The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to… (more)

Subjects/Keywords: economically disadvantaged; student acheivement; elementary; charter school; school finances; comparative analysis; Education  – Texas  – Finance.; Academic achievement  – Texas.; Elementary schools  – Texas.; Charter schools  – Texas.

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APA (6th Edition):

Applewhite, G. (2015). A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799550/

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):

Applewhite, Gary. “A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.” 2015. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc799550/.

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

MLA Handbook (7th Edition):

Applewhite, Gary. “A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.” 2015. Web. 30 Mar 2020.

Vancouver:

Applewhite G. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799550/.

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

Council of Science Editors:

Applewhite G. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799550/

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


University of North Texas

8. Subjinski, Amanda. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.

Degree: 2015, University of North Texas

 The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was… (more)

Subjects/Keywords: Charter schools; school reform; school improvement; at-risk students; Charter schools  – Texas  – Case studies.; Urban schools  – Texas  – Case studies.; School improvement programs  – Texas  – Case studies.; Academic achievement  – Texas  – Case studies.

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APA (6th Edition):

Subjinski, A. (2015). A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801878/

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):

Subjinski, Amanda. “A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.” 2015. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc801878/.

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

MLA Handbook (7th Edition):

Subjinski, Amanda. “A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform.” 2015. Web. 30 Mar 2020.

Vancouver:

Subjinski A. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801878/.

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

Council of Science Editors:

Subjinski A. A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801878/

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


Texas State University – San Marcos

9. Vohl, Aaron J. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.

Degree: PhD, School Improvement, 2019, Texas State University – San Marcos

 Purpose: This study examined the relationship between mandatory school reform efforts and the impact these efforts have on teacher working conditions and subsequently on student… (more)

Subjects/Keywords: Teacher working conditions; School reform; Sanctions; Student learning; School improvement; School improvement programs – Texas; Academic achievement – Texas – Evaluation

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APA (6th Edition):

Vohl, A. J. (2019). The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8158

Chicago Manual of Style (16th Edition):

Vohl, Aaron J. “The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 30, 2020. https://digital.library.txstate.edu/handle/10877/8158.

MLA Handbook (7th Edition):

Vohl, Aaron J. “The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency.” 2019. Web. 30 Mar 2020.

Vancouver:

Vohl AJ. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2020 Mar 30]. Available from: https://digital.library.txstate.edu/handle/10877/8158.

Council of Science Editors:

Vohl AJ. The Effect of Mandated School Reform Strategies on Teacher Working Conditions and Student Learning in a Secondary School Designated "Improvement Required" By the Texas Education Agency. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8158


University of North Texas

10. Brown, Shelia. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.

Degree: 2010, University of North Texas

 The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas(more)

Subjects/Keywords: Self-efficacy; principals; computer self efficacy; High school principals  – Texas.; Academic achievement  – Texas.; Educational leadership.; Educational technology.

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APA (6th Edition):

Brown, S. (2010). An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28399/

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):

Brown, Shelia. “An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.” 2010. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc28399/.

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

MLA Handbook (7th Edition):

Brown, Shelia. “An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.” 2010. Web. 30 Mar 2020.

Vancouver:

Brown S. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28399/.

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

Council of Science Editors:

Brown S. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28399/

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


University of Texas – Austin

11. Hernandez, Cynthia Fowler. Eliminating the achievement gap: the study of one Texas school district.

Degree: PhD, Educational Administration, 2003, University of Texas – Austin

 Despite decades of educational and social reform efforts targeted to eradicate differences in achievement among student groups, gaps in the achievement of minority and poor… (more)

Subjects/Keywords: Academic achievement – Texas; Educational tests and measurements – Texas

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APA (6th Edition):

Hernandez, C. F. (2003). Eliminating the achievement gap: the study of one Texas school district. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/642

Chicago Manual of Style (16th Edition):

Hernandez, Cynthia Fowler. “Eliminating the achievement gap: the study of one Texas school district.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed March 30, 2020. http://hdl.handle.net/2152/642.

MLA Handbook (7th Edition):

Hernandez, Cynthia Fowler. “Eliminating the achievement gap: the study of one Texas school district.” 2003. Web. 30 Mar 2020.

Vancouver:

Hernandez CF. Eliminating the achievement gap: the study of one Texas school district. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2152/642.

Council of Science Editors:

Hernandez CF. Eliminating the achievement gap: the study of one Texas school district. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/642


Baylor University

12. Hughes, Stephanie Marie. The relationship between school design variables and student achievement in a large urban Texas school district.

Degree: EdD, Educational Administration., 2006, Baylor University

 The purpose of this study was to determine if a relationship existed between school facility design variables and student achievement as determined by the Texas(more)

Subjects/Keywords: School buildings  – Design and construction  – Texas.; Academic achievement  – Texas.

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APA (6th Edition):

Hughes, S. M. (2006). The relationship between school design variables and student achievement in a large urban Texas school district. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/3012

Chicago Manual of Style (16th Edition):

Hughes, Stephanie Marie. “The relationship between school design variables and student achievement in a large urban Texas school district.” 2006. Doctoral Dissertation, Baylor University. Accessed March 30, 2020. http://hdl.handle.net/2104/3012.

MLA Handbook (7th Edition):

Hughes, Stephanie Marie. “The relationship between school design variables and student achievement in a large urban Texas school district.” 2006. Web. 30 Mar 2020.

Vancouver:

Hughes SM. The relationship between school design variables and student achievement in a large urban Texas school district. [Internet] [Doctoral dissertation]. Baylor University; 2006. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2104/3012.

Council of Science Editors:

Hughes SM. The relationship between school design variables and student achievement in a large urban Texas school district. [Doctoral Dissertation]. Baylor University; 2006. Available from: http://hdl.handle.net/2104/3012


University of Houston

13. Grefenstette, Cheryl 1960-. High School Course Patterns as related to University Academic Achievement and Persistence.

Degree: EdD, Higher Education Administration, 2011, University of Houston

Texas is committed to better prepared students for educational endeavors after high school. Specifically, Texas seeks to increase participation in higher education by 630,000 students… (more)

Subjects/Keywords: High school courses; Course patterns; Education; Persistence; Academic achievement; Test Scores; Rank; College students – Success – Texas; Universities and colleges – Texas – Admission

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APA (6th Edition):

Grefenstette, C. 1. (2011). High School Course Patterns as related to University Academic Achievement and Persistence. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/438

Chicago Manual of Style (16th Edition):

Grefenstette, Cheryl 1960-. “High School Course Patterns as related to University Academic Achievement and Persistence.” 2011. Doctoral Dissertation, University of Houston. Accessed March 30, 2020. http://hdl.handle.net/10657/438.

MLA Handbook (7th Edition):

Grefenstette, Cheryl 1960-. “High School Course Patterns as related to University Academic Achievement and Persistence.” 2011. Web. 30 Mar 2020.

Vancouver:

Grefenstette C1. High School Course Patterns as related to University Academic Achievement and Persistence. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10657/438.

Council of Science Editors:

Grefenstette C1. High School Course Patterns as related to University Academic Achievement and Persistence. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/438


University of North Texas

14. Barnes, Barbara (Principal). Impact of Teacher and Student Ethnicity on Student Assessments.

Degree: 2016, University of North Texas

 The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas(more)

Subjects/Keywords: achievement gap; minority students; Black students; Hispanic students; hierarchical multiple regression; Texas Assessment of Knowledge and Skills; TAKS; Education, Administration; Education, Philosophy of; Education, Teacher Training; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.; Minority teachers  – Texas.; Minority students  – Texas.

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APA (6th Edition):

Barnes, B. (. (2016). Impact of Teacher and Student Ethnicity on Student Assessments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849641/

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):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

MLA Handbook (7th Edition):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Web. 30 Mar 2020.

Vancouver:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

Council of Science Editors:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/

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

15. Beveridge, Laurie L. Homebound instruction in Texas: an explanatory sequential mixed methods inquiry .

Degree: 2015, Texas A&M University – Corpus Christi

 Homebound instruction is a rapidly growing alternative educational placement for students who become injured or ill and miss over four or more weeks of school… (more)

Subjects/Keywords: Academic Achievement; General Instruction; Homebound instruction; Mathematics; Reading; State of Texas Assessments of Academic Readiness (STAAR)

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APA (6th Edition):

Beveridge, L. L. (2015). Homebound instruction in Texas: an explanatory sequential mixed methods inquiry . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/655

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):

Beveridge, Laurie L. “Homebound instruction in Texas: an explanatory sequential mixed methods inquiry .” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed March 30, 2020. http://hdl.handle.net/1969.6/655.

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

MLA Handbook (7th Edition):

Beveridge, Laurie L. “Homebound instruction in Texas: an explanatory sequential mixed methods inquiry .” 2015. Web. 30 Mar 2020.

Vancouver:

Beveridge LL. Homebound instruction in Texas: an explanatory sequential mixed methods inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/1969.6/655.

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

Council of Science Editors:

Beveridge LL. Homebound instruction in Texas: an explanatory sequential mixed methods inquiry . [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://hdl.handle.net/1969.6/655

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


Michigan State University

16. Harris, Julie Christine. Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy 2015.

As the public-school student population continues to become more diverse, it becomes increasingly important to reevaluate… (more)

Subjects/Keywords: Houston Independent School District (Tex.) – Evaluation; Magnet schools – Texas – Houston – Evaluation; School integration – Texas – Houston; Academic achievement – Texas – Houston; Education policy; Education; Educational evaluation

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APA (6th Edition):

Harris, J. C. (2015). Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3417

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):

Harris, Julie Christine. “Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?.” 2015. Thesis, Michigan State University. Accessed March 30, 2020. http://etd.lib.msu.edu/islandora/object/etd:3417.

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

MLA Handbook (7th Edition):

Harris, Julie Christine. “Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?.” 2015. Web. 30 Mar 2020.

Vancouver:

Harris JC. Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Mar 30]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3417.

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

Council of Science Editors:

Harris JC. Modern-day magnet schools and modern-day needs : are magnet schools improving educational equity for traditionally underserved students?. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3417

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


University of Johannesburg

17. Viljoen, Cornelia Fransina. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.

Degree: 2014, University of Johannesburg

M. Ed. (Educational Psychology)

The last few decades have brought a significant increase in the amount of research on the subject of motivation, notably in… (more)

Subjects/Keywords: Achievement motivation; Academic achievement; Academic achievement - Evaluation

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APA (6th Edition):

Viljoen, C. F. (2014). Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9676

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):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Thesis, University of Johannesburg. Accessed March 30, 2020. http://hdl.handle.net/10210/9676.

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

MLA Handbook (7th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Web. 30 Mar 2020.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10210/9676.

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

Council of Science Editors:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9676

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


University of North Texas

18. Antoine, Terry W. Critical Factors in Successful Texas Middle Schools 1993-1995.

Degree: 1997, University of North Texas

 An examination of the characteristics of Texas middle schools has been conducted with the objective of developing a planning tool for middle staffs. This success… (more)

Subjects/Keywords: middle schools; Texas education; academic achievement; standardized testing; Middle schools  – Texas.; Academic achievement  – Texas.; School attendance  – Texas.; Texas Assessment of Academic Skills.

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APA (6th Edition):

Antoine, T. W. (1997). Critical Factors in Successful Texas Middle Schools 1993-1995. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc935764/

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):

Antoine, Terry W. “Critical Factors in Successful Texas Middle Schools 1993-1995.” 1997. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc935764/.

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

MLA Handbook (7th Edition):

Antoine, Terry W. “Critical Factors in Successful Texas Middle Schools 1993-1995.” 1997. Web. 30 Mar 2020.

Vancouver:

Antoine TW. Critical Factors in Successful Texas Middle Schools 1993-1995. [Internet] [Thesis]. University of North Texas; 1997. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc935764/.

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

Council of Science Editors:

Antoine TW. Critical Factors in Successful Texas Middle Schools 1993-1995. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc935764/

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


Rutgers University

19. Gold, Sarah, 1989-. Housing assistance and children’s educational attainment: a longitudinal study.

Degree: PhD, Social Work, 2018, Rutgers University

Existing research on the effects of housing assistance on high school completion is limited and the pathways between such assistance and high school completion have… (more)

Subjects/Keywords: Academic achievement

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APA (6th Edition):

Gold, Sarah, 1. (2018). Housing assistance and children’s educational attainment: a longitudinal study. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57561/

Chicago Manual of Style (16th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Doctoral Dissertation, Rutgers University. Accessed March 30, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

MLA Handbook (7th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Web. 30 Mar 2020.

Vancouver:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2020 Mar 30]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

Council of Science Editors:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/


University of Houston

20. Pelton, Michael. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

 Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined… (more)

Subjects/Keywords: Academic achievement

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APA (6th Edition):

Pelton, M. (2019). Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5536

Chicago Manual of Style (16th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Doctoral Dissertation, University of Houston. Accessed March 30, 2020. http://hdl.handle.net/10657/5536.

MLA Handbook (7th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Web. 30 Mar 2020.

Vancouver:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10657/5536.

Council of Science Editors:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5536


University of North Texas

21. Boazman, Janette Kay. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.

Degree: 2010, University of North Texas

 As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers.… (more)

Subjects/Keywords: personal well-being; early-college entrance; Gifted; College students  – Texas  – Denton  – Psychology  – Case studies.; Well-being  – Texas  – Denton  – Case studies.; Academic achievement  – Texas  – Denton  – Case studies.; Gifted teenagers  – Texas  – Denton  – Case studies.; Texas Academy of Mathematics and Science  – Students.; University of North Texas. Honors College  – Students.

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

APA (6th Edition):

Boazman, J. K. (2010). Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc31526/

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):

Boazman, Janette Kay. “Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.” 2010. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc31526/.

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

MLA Handbook (7th Edition):

Boazman, Janette Kay. “Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.” 2010. Web. 30 Mar 2020.

Vancouver:

Boazman JK. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc31526/.

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

Council of Science Editors:

Boazman JK. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc31526/

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

22. Harrison, James Harold, 1925-. A Descriptive Study of Intercollegiate Football Participants at North Texas State University.

Degree: 1972, North Texas State University

 The problem with which this investigation is concerned is that of providing a current academic and racial description of the intercollegiate football participants at North… (more)

Subjects/Keywords: academic achievement; Academic achievement.; Athletes.; North Texas State University; collegiate football

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APA (6th Edition):

Harrison, James Harold, 1. (1972). A Descriptive Study of Intercollegiate Football Participants at North Texas State University. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc503990/

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):

Harrison, James Harold, 1925-. “A Descriptive Study of Intercollegiate Football Participants at North Texas State University.” 1972. Thesis, North Texas State University. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc503990/.

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

MLA Handbook (7th Edition):

Harrison, James Harold, 1925-. “A Descriptive Study of Intercollegiate Football Participants at North Texas State University.” 1972. Web. 30 Mar 2020.

Vancouver:

Harrison, James Harold 1. A Descriptive Study of Intercollegiate Football Participants at North Texas State University. [Internet] [Thesis]. North Texas State University; 1972. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc503990/.

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

Council of Science Editors:

Harrison, James Harold 1. A Descriptive Study of Intercollegiate Football Participants at North Texas State University. [Thesis]. North Texas State University; 1972. Available from: https://digital.library.unt.edu/ark:/67531/metadc503990/

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


Texas State University – San Marcos

23. Jones, Karen D. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 This dissertation examines the use of benchmark tests in Texas public schools through a quantitative study of 100 school districts using path analysis. The study… (more)

Subjects/Keywords: Benchmark test; No Child Left Behind (NCLB); Accountability; Standardized tests; Isomorphism; United States – No Child Left Behind Act of 2001; Examinations – Interpretation; Tests of Achievement and Proficiency; Education – Texas; Schools – Texas; Educational evaluation – Texas; Academic achievement – Texas – Evaluation

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APA (6th Edition):

Jones, K. D. (2013). The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4856

Chicago Manual of Style (16th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 30, 2020. https://digital.library.txstate.edu/handle/10877/4856.

MLA Handbook (7th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Web. 30 Mar 2020.

Vancouver:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2020 Mar 30]. Available from: https://digital.library.txstate.edu/handle/10877/4856.

Council of Science Editors:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4856


University of North Texas

24. Sweatt, Shelley S. The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement.

Degree: 2000, University of North Texas

 Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The… (more)

Subjects/Keywords: Texas Assessment of Academic Skills.; Teachers  – Texas  – Attitudes.; Academic achievement  – Texas.; teacher expectations; attitudes; TAAS; student achievement

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APA (6th Edition):

Sweatt, S. S. (2000). The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2691/

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):

Sweatt, Shelley S. “The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement.” 2000. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc2691/.

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

MLA Handbook (7th Edition):

Sweatt, Shelley S. “The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement.” 2000. Web. 30 Mar 2020.

Vancouver:

Sweatt SS. The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2691/.

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

Council of Science Editors:

Sweatt SS. The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2691/

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


University of North Texas

25. Anglin, James William. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.

Degree: 1996, University of North Texas

 The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment… (more)

Subjects/Keywords: Clarendon College; college students; Texas Assessment of Academic Skills; academic success; Texas Assessment of Academic Skills.; Clarendon College.; Academic achievement  – Texas.

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APA (6th Edition):

Anglin, J. W. (1996). The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279221/

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):

Anglin, James William. “The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.” 1996. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc279221/.

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

MLA Handbook (7th Edition):

Anglin, James William. “The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.” 1996. Web. 30 Mar 2020.

Vancouver:

Anglin JW. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. [Internet] [Thesis]. University of North Texas; 1996. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279221/.

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

Council of Science Editors:

Anglin JW. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc279221/

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


University of North Texas

26. Newton, William Frazier. An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance.

Degree: 2001, University of North Texas

 The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End… (more)

Subjects/Keywords: Texas Assessment of Academic Skills.; Academic achievement  – Texas.; Teachers  – Texas.; School administrators  – Texas.; TAAS; attitudes; teachers; administrators

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APA (6th Edition):

Newton, W. F. (2001). An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5812/

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):

Newton, William Frazier. “An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance.” 2001. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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

MLA Handbook (7th Edition):

Newton, William Frazier. “An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance.” 2001. Web. 30 Mar 2020.

Vancouver:

Newton WF. An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance. [Internet] [Thesis]. University of North Texas; 2001. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5812/.

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

Council of Science Editors:

Newton WF. An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc5812/

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

27. Dodd, Serena. Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades.

Degree: 1949, North Texas State College

The problem set forth in this study is to determine the causes of delay in school progress in the Bowie, Texas, elementary schools, and in which grade or grades the delay occurs. Advisors/Committee Members: Dougherty, James Henry, 1901-, Webb, James F..

Subjects/Keywords: elementary school; pupil progress; Academic achievement  – Texas  – Bowie.

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APA (6th Edition):

Dodd, S. (1949). Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc83537/

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):

Dodd, Serena. “Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades.” 1949. Thesis, North Texas State College. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc83537/.

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

MLA Handbook (7th Edition):

Dodd, Serena. “Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades.” 1949. Web. 30 Mar 2020.

Vancouver:

Dodd S. Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades. [Internet] [Thesis]. North Texas State College; 1949. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc83537/.

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

Council of Science Editors:

Dodd S. Analysis of Age-Grade and other Indices of Pupil Progress in the Primary Grades. [Thesis]. North Texas State College; 1949. Available from: https://digital.library.unt.edu/ark:/67531/metadc83537/

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

28. Arnold, E. Rex. The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School.

Degree: 1948, North Texas State Teachers College

 This problem is two-fold: first, to determine the relationships between the traditional school marks and the test scores made by the Cleburne High School students… (more)

Subjects/Keywords: California Test of Mental Maturity; Academic achievement  – Texas  – Cleburne.

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APA (6th Edition):

Arnold, E. R. (1948). The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc83386/

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):

Arnold, E Rex. “The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School.” 1948. Thesis, North Texas State Teachers College. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc83386/.

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

MLA Handbook (7th Edition):

Arnold, E Rex. “The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School.” 1948. Web. 30 Mar 2020.

Vancouver:

Arnold ER. The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School. [Internet] [Thesis]. North Texas State Teachers College; 1948. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc83386/.

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

Council of Science Editors:

Arnold ER. The Diagnostic Possibilities of the California Test of Mental Maturity as Found in a Study of Academically Successful and Unsuccessful Students of Cleburne High School. [Thesis]. North Texas State Teachers College; 1948. Available from: https://digital.library.unt.edu/ark:/67531/metadc83386/

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

29. Brown, John Hartley. A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University.

Degree: 1976, North Texas State University

The problem of this study was to compare native North Texas State University students with selected two-year college transfers to determine which group was more successful at the university.

Subjects/Keywords: academic achievement; transfer student; North Texas State University

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APA (6th Edition):

Brown, J. H. (1976). A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332730/

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):

Brown, John Hartley. “A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University.” 1976. Thesis, North Texas State University. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc332730/.

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

MLA Handbook (7th Edition):

Brown, John Hartley. “A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University.” 1976. Web. 30 Mar 2020.

Vancouver:

Brown JH. A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University. [Internet] [Thesis]. North Texas State University; 1976. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332730/.

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

Council of Science Editors:

Brown JH. A comparison of academic success between four-year senior college students and selected two-year transfer students at North Texas State University. [Thesis]. North Texas State University; 1976. Available from: https://digital.library.unt.edu/ark:/67531/metadc332730/

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


University of North Texas

30. Reeder, Richard C. Mainstream Success Following Placement in a Modified Type II Setting.

Degree: 2005, University of North Texas

 The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in… (more)

Subjects/Keywords: Alternative schools  – Texas.; School discipline  – Texas.; Academic achievement  – Texas.; School attendance  – Texas.; Problem children  – Education  – Texas.; discipline; alternative education programs

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

APA (6th Edition):

Reeder, R. C. (2005). Mainstream Success Following Placement in a Modified Type II Setting. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4753/

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):

Reeder, Richard C. “Mainstream Success Following Placement in a Modified Type II Setting.” 2005. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc4753/.

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

MLA Handbook (7th Edition):

Reeder, Richard C. “Mainstream Success Following Placement in a Modified Type II Setting.” 2005. Web. 30 Mar 2020.

Vancouver:

Reeder RC. Mainstream Success Following Placement in a Modified Type II Setting. [Internet] [Thesis]. University of North Texas; 2005. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4753/.

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

Council of Science Editors:

Reeder RC. Mainstream Success Following Placement in a Modified Type II Setting. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4753/

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

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