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Dept: Education

You searched for subject:(African American High School Administrators). Showing records 1 – 30 of 2229 total matches.

[1] [2] [3] [4] [5] … [75]

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Oregon State University

1. Washington, Kim Elaine. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.

Degree: EdD, Education, 2008, Oregon State University

 The focus of this study was to examine the administrative legacy of two African American women administrators, Maxine Buie Mimms and Wintonnette Joye Hardiman, who… (more)

Subjects/Keywords: African American women administrators; Mimms, Maxine Buie

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APA (6th Edition):

Washington, K. E. (2008). The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/11780

Chicago Manual of Style (16th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Doctoral Dissertation, Oregon State University. Accessed July 19, 2019. http://hdl.handle.net/1957/11780.

MLA Handbook (7th Edition):

Washington, Kim Elaine. “The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward.” 2008. Web. 19 Jul 2019.

Vancouver:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1957/11780.

Council of Science Editors:

Washington KE. The legacy of two African American women in college administration : Maxine Buie Mimms and Wintonnette Joye Hardiman : a look back to go forward. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/11780


Loyola University Chicago

2. Baker, Gregory Pierre. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.

Degree: PhD, Education, 2015, Loyola University Chicago

  Parents have tremendous influence in the lives of their children. As a result, it is valuable to investigate how high school parents participate in… (more)

Subjects/Keywords: African American Fathers; Case Study; Educators and Parent Participation; High School Students; Parent Participation; African American Studies

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APA (6th Edition):

Baker, G. P. (2015). Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1629

Chicago Manual of Style (16th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Doctoral Dissertation, Loyola University Chicago. Accessed July 19, 2019. https://ecommons.luc.edu/luc_diss/1629.

MLA Handbook (7th Edition):

Baker, Gregory Pierre. “Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?.” 2015. Web. 19 Jul 2019.

Vancouver:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2015. [cited 2019 Jul 19]. Available from: https://ecommons.luc.edu/luc_diss/1629.

Council of Science Editors:

Baker GP. Daddy Is Involved: How Do African American Fathers Participate in the Education Experiences of Their High School Children?. [Doctoral Dissertation]. Loyola University Chicago; 2015. Available from: https://ecommons.luc.edu/luc_diss/1629


University of California – Berkeley

3. Simmons, Crystal Marie. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.

Degree: Education, 2011, University of California – Berkeley

 AbstractReducing Stereotype Threat in Academically At-Risk African- Americans Students: A Self- Affirmation InterventionbyCrystal Marie SimmonsDoctor of Philosophy in EducationUniversity of California, BerkeleyProfessor Frank C. Worrell,… (more)

Subjects/Keywords: Educational psychology; African-American high school students; self-affirmation intervention; stereotype threat

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APA (6th Edition):

Simmons, C. M. (2011). Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3293q2rc

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):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/3293q2rc.

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

MLA Handbook (7th Edition):

Simmons, Crystal Marie. “Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-.” 2011. Web. 19 Jul 2019.

Vancouver:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/3293q2rc.

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

Council of Science Editors:

Simmons CM. Reducing Stereotype Threat in Academically At-Risk African-Americans Students: A Self-. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/3293q2rc

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


UCLA

4. Allahjah, Yusuf. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.

Degree: Education, 2012, UCLA

 The technological age has led to tremendous advancements, and in the process, has presented several challenges. One of the most pervasive is the need for… (more)

Subjects/Keywords: Education; Black studies; Educational leadership; African-American males; Educational reform; High school dropouts; Hip-Hop; Rap artists; urban education reform

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APA (6th Edition):

Allahjah, Y. (2012). You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/48s249ck

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):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/48s249ck.

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

MLA Handbook (7th Edition):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Web. 19 Jul 2019.

Vancouver:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/48s249ck.

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

Council of Science Editors:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/48s249ck

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


UCLA

5. Jones, Sr., Tomashu "Kenyatta". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.

Degree: Education, 2012, UCLA

 The lack of research about <<Black fathers>> and their <<involvement with schools>> was the primary motivation for this <<mixed method>> dissertation study. This discourse provides… (more)

Subjects/Keywords: Education; African American studies; School counseling; African American; African American Fathers; African American Fathers Involvement in Schools; Mixed Methods Study

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APA (6th Edition):

Jones, Sr., T. ". (2012). African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4rt0q9hb

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):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/4rt0q9hb.

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

MLA Handbook (7th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Web. 19 Jul 2019.

Vancouver:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/4rt0q9hb.

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

Council of Science Editors:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/4rt0q9hb

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


University of California – Berkeley

6. Forrester, Kandace. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.

Degree: Education, 2015, University of California – Berkeley

 Mixed-methods research was conducted to investigate the experiences of African American students in the school discipline system. The relationships between school discipline experiences and gender,… (more)

Subjects/Keywords: Education; African American studies; African American; Mental Health; Perceived Discrimination; School Connectedness; School Discipline

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APA (6th Edition):

Forrester, K. (2015). Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/359186k9

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):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Thesis, University of California – Berkeley. Accessed July 19, 2019. http://www.escholarship.org/uc/item/359186k9.

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

MLA Handbook (7th Edition):

Forrester, Kandace. “Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students.” 2015. Web. 19 Jul 2019.

Vancouver:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/359186k9.

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

Council of Science Editors:

Forrester K. Exploring the Intersections of School Discipline, Discrimination, Connectedness, and Mental Health for African American High School Students. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/359186k9

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


UCLA

7. Lozier, Francis Vladimir. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.

Degree: Education, 2013, UCLA

 This study investigated the characteristics of effective teachers of African-American male middle school students. Black males are underserved throughout all levels of the educational pipeline… (more)

Subjects/Keywords: African American studies; Middle school education; Multicultural education; African-American males; Black males; Compton; cultural capital; middle school; pedagogy

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APA (6th Edition):

Lozier, F. V. (2013). Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6v4017gq

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):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/6v4017gq.

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

MLA Handbook (7th Edition):

Lozier, Francis Vladimir. “Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools.” 2013. Web. 19 Jul 2019.

Vancouver:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/6v4017gq.

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

Council of Science Editors:

Lozier FV. Black Male Students' Perceptions of Effective Teachers: A Qualitative Study of Compton Middle Schools. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/6v4017gq

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

8. Smith, Kevin William, Jr. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.

Degree: Doctorate in Education, Education, 2019, Loyola Marymount University

  Literature shows that one of the major issues affecting the achievement of inner-city African- American male students in public-schools is the ineffectiveness of disciplinary… (more)

Subjects/Keywords: African-American Male Achievement; Critical Race Theory; Environmental Factors; School Reform; School-to-Prison Pipeline; Social Justice; African American Studies; Education

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APA (6th Edition):

Smith, Kevin William, J. (2019). African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/802

Chicago Manual of Style (16th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Doctoral Dissertation, Loyola Marymount University. Accessed July 19, 2019. https://digitalcommons.lmu.edu/etd/802.

MLA Handbook (7th Edition):

Smith, Kevin William, Jr. “African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City.” 2019. Web. 19 Jul 2019.

Vancouver:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2019. [cited 2019 Jul 19]. Available from: https://digitalcommons.lmu.edu/etd/802.

Council of Science Editors:

Smith, Kevin William J. African-American Male Perceptions on Public Schooling after Discipline: A Contextual Portrait from the Inner City. [Doctoral Dissertation]. Loyola Marymount University; 2019. Available from: https://digitalcommons.lmu.edu/etd/802


Louisiana State University

9. Allen, Josephine Ann. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.

Degree: PhD, Education, 2003, Louisiana State University

 The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, "Dynamics of… (more)

Subjects/Keywords: study skills course; perceptions of effects; african american high school students; academic achievement; magnet high school

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APA (6th Edition):

Allen, J. A. (2003). The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863

Chicago Manual of Style (16th Edition):

Allen, Josephine Ann. “The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.” 2003. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863.

MLA Handbook (7th Edition):

Allen, Josephine Ann. “The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school.” 2003. Web. 19 Jul 2019.

Vancouver:

Allen JA. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. [Internet] [Doctoral dissertation]. Louisiana State University; 2003. [cited 2019 Jul 19]. Available from: etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863.

Council of Science Editors:

Allen JA. The perceptions of effects of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. [Doctoral Dissertation]. Louisiana State University; 2003. Available from: etd-0903103-104340 ; https://digitalcommons.lsu.edu/gradschool_dissertations/863


University of Southern California

10. Seki, Glenn Kunitoshi. The relationship between motivational factors and engagement in an urban high school setting.

Degree: EdD, Education, 2014, University of Southern California

 The purpose of this study was to examine the relationship between ethnicity and grade level, motivational factors (instrumental motivation, reading, math, self‐efficacy/self-beliefs, learning strategies, and… (more)

Subjects/Keywords: education; high school; K12; motivation; engagement; effort; path model; urban high school; secondary education; educational psychology; ethnicity; survey; minorities; African American; Black; Latino; Hispanic; Asian; instrumental motivation; reading; math; self‐efficacy/self‐beliefs; learning strategies; academic self‐concept; learning strategies; grade level

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APA (6th Edition):

Seki, G. K. (2014). The relationship between motivational factors and engagement in an urban high school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140

Chicago Manual of Style (16th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

MLA Handbook (7th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Web. 19 Jul 2019.

Vancouver:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

Council of Science Editors:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140


Louisiana State University

11. Liu, Jinmei. Impact of Family and School Capital on the Academic Development of African American and Hispanic Students.

Degree: PhD, Education, 2014, Louisiana State University

 This study investigated the impact of family/school capital on the academic development of African American and Hispanic students by examining four educational outcomes (math/reading achievement… (more)

Subjects/Keywords: multilevel analysis; educational outcomes; school; home; Capital; Hispanic; African American

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APA (6th Edition):

Liu, J. (2014). Impact of Family and School Capital on the Academic Development of African American and Hispanic Students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01192015-011054 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2901

Chicago Manual of Style (16th Edition):

Liu, Jinmei. “Impact of Family and School Capital on the Academic Development of African American and Hispanic Students.” 2014. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-01192015-011054 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2901.

MLA Handbook (7th Edition):

Liu, Jinmei. “Impact of Family and School Capital on the Academic Development of African American and Hispanic Students.” 2014. Web. 19 Jul 2019.

Vancouver:

Liu J. Impact of Family and School Capital on the Academic Development of African American and Hispanic Students. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Jul 19]. Available from: etd-01192015-011054 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2901.

Council of Science Editors:

Liu J. Impact of Family and School Capital on the Academic Development of African American and Hispanic Students. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-01192015-011054 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2901


UCLA

12. Cue, Erin Necole. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.

Degree: Education, 2014, UCLA

 Ongoing reports of the achievement gap suggest the need for understanding African American students' perceptions of their own academic failure and the need for more… (more)

Subjects/Keywords: Educational psychology; Education; African American; Attribution; Intervention; School

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APA (6th Edition):

Cue, E. N. (2014). Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3pz7b058

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):

Cue, Erin Necole. “Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.” 2014. Thesis, UCLA. Accessed July 19, 2019. http://www.escholarship.org/uc/item/3pz7b058.

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

MLA Handbook (7th Edition):

Cue, Erin Necole. “Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders.” 2014. Web. 19 Jul 2019.

Vancouver:

Cue EN. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 19]. Available from: http://www.escholarship.org/uc/item/3pz7b058.

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

Council of Science Editors:

Cue EN. Let's YAP About the Future: A Youth Attribution Program for African American 6th Graders. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/3pz7b058

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


University of Colorado

13. Jackson, Darrell D. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.

Degree: PhD, Education, 2012, University of Colorado

  Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in… (more)

Subjects/Keywords: affirmative action; African American; critical race theory; law school; mismatch theory; privilege; African American Studies; Higher Education; Law

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APA (6th Edition):

Jackson, D. D. (2012). Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/22

Chicago Manual of Style (16th Edition):

Jackson, Darrell D. “Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.” 2012. Doctoral Dissertation, University of Colorado. Accessed July 19, 2019. http://scholar.colorado.edu/educ_gradetds/22.

MLA Handbook (7th Edition):

Jackson, Darrell D. “Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned.” 2012. Web. 19 Jul 2019.

Vancouver:

Jackson DD. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Jul 19]. Available from: http://scholar.colorado.edu/educ_gradetds/22.

Council of Science Editors:

Jackson DD. Racing: A Critical Race Theorist’s Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/educ_gradetds/22

14. Henderson, Jacquita. The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School.

Degree: Doctor of Education (EdD), Education, 2017, Clark University Atlanta

  The purpose of this study was to investigate the factors that impact achievement for African-American males in a charter school in hopes of providing… (more)

Subjects/Keywords: African American Education; Single Gender; African American Male; Leadership; Charter School; Achievement; Curriculum and Instruction; Gender Equity in Education

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APA (6th Edition):

Henderson, J. (2017). The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/83

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

Chicago Manual of Style (16th Edition):

Henderson, Jacquita. “The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School.” 2017. Thesis, Clark University Atlanta. Accessed July 19, 2019. http://digitalcommons.auctr.edu/cauetds/83.

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

MLA Handbook (7th Edition):

Henderson, Jacquita. “The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School.” 2017. Web. 19 Jul 2019.

Vancouver:

Henderson J. The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Jul 19]. Available from: http://digitalcommons.auctr.edu/cauetds/83.

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

Council of Science Editors:

Henderson J. The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/83

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


University of KwaZulu-Natal

15. [No author]. Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone.

Degree: Education, 2007, University of KwaZulu-Natal

 The study sought to investigate challenges faced by school level women managers and the extent to which they coped with such challenges. To collect data… (more)

Subjects/Keywords: Women school administrators.; Women school administrators – KwaZulu-Natal.; Education.

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APA (6th Edition):

author], [. (2007). Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1360

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. “Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone. ” 2007. Thesis, University of KwaZulu-Natal. Accessed July 19, 2019. http://hdl.handle.net/10413/1360.

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. “Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone. ” 2007. Web. 19 Jul 2019.

Vancouver:

author] [. Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10413/1360.

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

Council of Science Editors:

author] [. Challenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1360

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


Boston University

16. Dobias, Robert. Football starting signals and reaction times of high school football players.

Degree: MEd, Education, 1957, Boston University

Subjects/Keywords: High school football; Football, American; High school athletics

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APA (6th Edition):

Dobias, R. (1957). Football starting signals and reaction times of high school football players. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/26000

Chicago Manual of Style (16th Edition):

Dobias, Robert. “Football starting signals and reaction times of high school football players.” 1957. Masters Thesis, Boston University. Accessed July 19, 2019. http://hdl.handle.net/2144/26000.

MLA Handbook (7th Edition):

Dobias, Robert. “Football starting signals and reaction times of high school football players.” 1957. Web. 19 Jul 2019.

Vancouver:

Dobias R. Football starting signals and reaction times of high school football players. [Internet] [Masters thesis]. Boston University; 1957. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/2144/26000.

Council of Science Editors:

Dobias R. Football starting signals and reaction times of high school football players. [Masters Thesis]. Boston University; 1957. Available from: http://hdl.handle.net/2144/26000


University of Georgia

17. Winfield, Maria Inez. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.

Degree: PhD, Education, 2007, University of Georgia

 Language Observing Visual Explorations: After School Academic Program (LOVE: ASAP) is a participatory action qualitative research study. I listen to the voices of African American(more)

Subjects/Keywords: African American Girls

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APA (6th Edition):

Winfield, M. I. (2007). Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd

Chicago Manual of Style (16th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Doctoral Dissertation, University of Georgia. Accessed July 19, 2019. http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

MLA Handbook (7th Edition):

Winfield, Maria Inez. “Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program.” 2007. Web. 19 Jul 2019.

Vancouver:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jul 19]. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd.

Council of Science Editors:

Winfield MI. Language observing visual explorations: after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/winfield_maria_i_200705_phd


Oregon State University

18. McCauley, Versel Dean. The professional and experience background of Oregon public school administrators.

Degree: MS, Education, 1955, Oregon State University

Subjects/Keywords: School administrators  – Oregon

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APA (6th Edition):

McCauley, V. D. (1955). The professional and experience background of Oregon public school administrators. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51632

Chicago Manual of Style (16th Edition):

McCauley, Versel Dean. “The professional and experience background of Oregon public school administrators.” 1955. Masters Thesis, Oregon State University. Accessed July 19, 2019. http://hdl.handle.net/1957/51632.

MLA Handbook (7th Edition):

McCauley, Versel Dean. “The professional and experience background of Oregon public school administrators.” 1955. Web. 19 Jul 2019.

Vancouver:

McCauley VD. The professional and experience background of Oregon public school administrators. [Internet] [Masters thesis]. Oregon State University; 1955. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1957/51632.

Council of Science Editors:

McCauley VD. The professional and experience background of Oregon public school administrators. [Masters Thesis]. Oregon State University; 1955. Available from: http://hdl.handle.net/1957/51632

19. McGowan-Robinson, Laura J. African American Parental Engagement in a Public Middle School: Contributing Factors.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a… (more)

Subjects/Keywords: African American Parents; Middle school parent involvement; Parent Engagement; Parent Involvement; Socioeconomically disadvantaged parents; Urban Parent Involvement; African American Studies; Education; Secondary Education

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APA (6th Edition):

McGowan-Robinson, L. J. (2016). African American Parental Engagement in a Public Middle School: Contributing Factors. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/466

Chicago Manual of Style (16th Edition):

McGowan-Robinson, Laura J. “African American Parental Engagement in a Public Middle School: Contributing Factors.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed July 19, 2019. https://digitalcommons.lmu.edu/etd/466.

MLA Handbook (7th Edition):

McGowan-Robinson, Laura J. “African American Parental Engagement in a Public Middle School: Contributing Factors.” 2016. Web. 19 Jul 2019.

Vancouver:

McGowan-Robinson LJ. African American Parental Engagement in a Public Middle School: Contributing Factors. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Jul 19]. Available from: https://digitalcommons.lmu.edu/etd/466.

Council of Science Editors:

McGowan-Robinson LJ. African American Parental Engagement in a Public Middle School: Contributing Factors. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/466

20. McNeil-Girmai, Elaine Azalia. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally… (more)

Subjects/Keywords: African American; Charter School; Critical Race Theory; Culturally Relevant Pedagogy; Ethnography; Latino; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

McNeil-Girmai, E. A. (2010). “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/245

Chicago Manual of Style (16th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed July 19, 2019. http://digitalcommons.lmu.edu/etd/245.

MLA Handbook (7th Edition):

McNeil-Girmai, Elaine Azalia. ““This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School.” 2010. Web. 19 Jul 2019.

Vancouver:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 Jul 19]. Available from: http://digitalcommons.lmu.edu/etd/245.

Council of Science Editors:

McNeil-Girmai EA. “This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: http://digitalcommons.lmu.edu/etd/245


University of Southern California

21. Williams, Jacqueline. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.

Degree: EdD, Education, 2013, University of Southern California

 The purpose of this research study was to examine leadership behaviors of middle school principals who have been successful in stimulating and sustaining African-American students’… (more)

Subjects/Keywords: leadership; behaviors; middle school; principals; African-American; students; achievement; mathematics; assessment; test; California Standards Test; at-risk; low achieving

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APA (6th Edition):

Williams, J. (2013). An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736

Chicago Manual of Style (16th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

MLA Handbook (7th Edition):

Williams, Jacqueline. “An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics.” 2013. Web. 19 Jul 2019.

Vancouver:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736.

Council of Science Editors:

Williams J. An examination of successful leadership behaviors exhibited by middle school principals in stimulating and sustaining African-American students' achievement on the California Standards Test in mathematics. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/222373/rec/736


University of Southern California

22. Jeffers, Adam R. Early academic experiences of recently incarcerated African American males.

Degree: EdD, Education, 2010, University of Southern California

 This project examines the early educational experiences of 6 young African American males (ages 18-25) who attended urban schools in San Diego, California. All 6… (more)

Subjects/Keywords: African American males; Black boys; urban education; incarceration; school-to-prison pipeline; student perceptions; teacher expectations; racial identity development; sociocultural

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APA (6th Edition):

Jeffers, A. R. (2010). Early academic experiences of recently incarcerated African American males. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140

Chicago Manual of Style (16th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140.

MLA Handbook (7th Edition):

Jeffers, Adam R. “Early academic experiences of recently incarcerated African American males.” 2010. Web. 19 Jul 2019.

Vancouver:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140.

Council of Science Editors:

Jeffers AR. Early academic experiences of recently incarcerated African American males. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/316199/rec/2140


Louisiana State University

23. Watterson, Katrina. The attitudes of African American students towards the study of foreign languages and cultures.

Degree: PhD, Education, 2011, Louisiana State University

 This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and… (more)

Subjects/Keywords: African American; culture; foreign languages

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APA (6th Edition):

Watterson, K. (2011). The attitudes of African American students towards the study of foreign languages and cultures. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393

Chicago Manual of Style (16th Edition):

Watterson, Katrina. “The attitudes of African American students towards the study of foreign languages and cultures.” 2011. Doctoral Dissertation, Louisiana State University. Accessed July 19, 2019. etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393.

MLA Handbook (7th Edition):

Watterson, Katrina. “The attitudes of African American students towards the study of foreign languages and cultures.” 2011. Web. 19 Jul 2019.

Vancouver:

Watterson K. The attitudes of African American students towards the study of foreign languages and cultures. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Jul 19]. Available from: etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393.

Council of Science Editors:

Watterson K. The attitudes of African American students towards the study of foreign languages and cultures. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-04152011-150931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/393


University of Southern California

24. White, La Donna. Effective strategies for teaching mathematics to African American students.

Degree: EdD, Education, 2012, University of Southern California

 As of 2001 with the mandates issued under No Child Left Behind, the National Council of Teachers of Mathematics (NCTM) revised its standards to ensure… (more)

Subjects/Keywords: mathematics; teaching; African American students

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APA (6th Edition):

White, L. D. (2012). Effective strategies for teaching mathematics to African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195

Chicago Manual of Style (16th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

MLA Handbook (7th Edition):

White, La Donna. “Effective strategies for teaching mathematics to African American students.” 2012. Web. 19 Jul 2019.

Vancouver:

White LD. Effective strategies for teaching mathematics to African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195.

Council of Science Editors:

White LD. Effective strategies for teaching mathematics to African American students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/201387/rec/2195


Loyola University Chicago

25. Hines, Michael. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.

Degree: MA, Education, 2013, Loyola University Chicago

  The education of free African American children in the antebellum period is a subject that has interested historians and scholars of education for decades.… (more)

Subjects/Keywords: African American; Antebellum; Education; History

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APA (6th Edition):

Hines, M. (2013). Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1819

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):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Thesis, Loyola University Chicago. Accessed July 19, 2019. http://ecommons.luc.edu/luc_theses/1819.

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

MLA Handbook (7th Edition):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Web. 19 Jul 2019.

Vancouver:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Jul 19]. Available from: http://ecommons.luc.edu/luc_theses/1819.

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

Council of Science Editors:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1819

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


Loyola University Chicago

26. Simmons, Vankeila. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.

Degree: MA, Education, 2016, Loyola University Chicago

  There is very little research exploring the factors that affect minority, more specifically African American, students’ intent to study abroad. Furthermore, most research concerning… (more)

Subjects/Keywords: Study Abroad; African American Studies

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APA (6th Edition):

Simmons, V. (2016). The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/3568

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):

Simmons, Vankeila. “The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.” 2016. Thesis, Loyola University Chicago. Accessed July 19, 2019. http://ecommons.luc.edu/luc_theses/3568.

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

MLA Handbook (7th Edition):

Simmons, Vankeila. “The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College.” 2016. Web. 19 Jul 2019.

Vancouver:

Simmons V. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. [Internet] [Thesis]. Loyola University Chicago; 2016. [cited 2019 Jul 19]. Available from: http://ecommons.luc.edu/luc_theses/3568.

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

Council of Science Editors:

Simmons V. The Influence of International Education Travel on African American High School Students’ Intent to Study Abroad in College. [Thesis]. Loyola University Chicago; 2016. Available from: http://ecommons.luc.edu/luc_theses/3568

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


University of Southern California

27. Calloway, Letitia ReNaé. Factors that influence the identification of elementary African American students as potentially gifted learners.

Degree: EdD, Education, 2012, University of Southern California

 The purpose of this research study was to examine factors that influence the identification of elementary African American students for gifted programs and to discover… (more)

Subjects/Keywords: identification; elementary; african american; gifted

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APA (6th Edition):

Calloway, L. R. (2012). Factors that influence the identification of elementary African American students as potentially gifted learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740

Chicago Manual of Style (16th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

MLA Handbook (7th Edition):

Calloway, Letitia ReNaé. “Factors that influence the identification of elementary African American students as potentially gifted learners.” 2012. Web. 19 Jul 2019.

Vancouver:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740.

Council of Science Editors:

Calloway LR. Factors that influence the identification of elementary African American students as potentially gifted learners. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/678323/rec/2740


University of Southern California

28. Peeples, Rebecca James. African American boys and books: an analysis of the book preferences of African American males in grades three through five.

Degree: EdD, Education, 2014, University of Southern California

 This study applies the expectancy value theory (EVT) to understand the impact of interest and choice on African American boy readers. This study provides evidence… (more)

Subjects/Keywords: African American; boys; reading; books

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APA (6th Edition):

Peeples, R. J. (2014). African American boys and books: an analysis of the book preferences of African American males in grades three through five. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570

Chicago Manual of Style (16th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

MLA Handbook (7th Edition):

Peeples, Rebecca James. “African American boys and books: an analysis of the book preferences of African American males in grades three through five.” 2014. Web. 19 Jul 2019.

Vancouver:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570.

Council of Science Editors:

Peeples RJ. African American boys and books: an analysis of the book preferences of African American males in grades three through five. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/506816/rec/570

29. Hoover, Nichelle. Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students.

Degree: MS, Education, 2007, Dominican University of California

  Inequalities in the distribution of education resources and cultural identification can lead to lower SAT scores for African American and Latino students. By using… (more)

Subjects/Keywords: Academic Achievement; Minority Groups; Cultural Differences; African American Students; Hispanic American Students; High School Students; Standardized Tests; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Higher Education

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

APA (6th Edition):

Hoover, N. (2007). Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/165

Chicago Manual of Style (16th Edition):

Hoover, Nichelle. “Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students.” 2007. Masters Thesis, Dominican University of California. Accessed July 19, 2019. https://scholar.dominican.edu/masters-theses/165.

MLA Handbook (7th Edition):

Hoover, Nichelle. “Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students.” 2007. Web. 19 Jul 2019.

Vancouver:

Hoover N. Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students. [Internet] [Masters thesis]. Dominican University of California; 2007. [cited 2019 Jul 19]. Available from: https://scholar.dominican.edu/masters-theses/165.

Council of Science Editors:

Hoover N. Cultural Disparities of SAT Scores and the Influence on Higher Education Opportunities for African American and Latino Students. [Masters Thesis]. Dominican University of California; 2007. Available from: https://scholar.dominican.edu/masters-theses/165


Portland State University

30. Maier, William E. A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators.

Degree: Doctor of Education (EdD) in Public School Administration and Supervision, Education, 1985, Portland State University

  The main purpose of this study was to develop a demographic/financial profile of retired Oregon public school administrators and to determine the relationship between… (more)

Subjects/Keywords: School administrators  – Pensions  – Oregon; School administrators  – Oregon  – Retirement

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

APA (6th Edition):

Maier, W. E. (1985). A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/783

Chicago Manual of Style (16th Edition):

Maier, William E. “A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators.” 1985. Doctoral Dissertation, Portland State University. Accessed July 19, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/783.

MLA Handbook (7th Edition):

Maier, William E. “A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators.” 1985. Web. 19 Jul 2019.

Vancouver:

Maier WE. A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators. [Internet] [Doctoral dissertation]. Portland State University; 1985. [cited 2019 Jul 19]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/783.

Council of Science Editors:

Maier WE. A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators. [Doctoral Dissertation]. Portland State University; 1985. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/783

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