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Degree: Doctor of Education (EdD)

You searched for subject:(Area 06 Scienze mediche). Showing records 1 – 17 of 17 total matches.

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1. Braun, Patricia Ann. The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students.

Degree: Doctor of Education (EdD), Reading and Language, 2009, National-Louis University

 The purpose of this study was to determine if eighth-graders could acquire vocabulary incidentally while listening to nonfiction read-alouds connected to the physical sciences curriculum.… (more)

Subjects/Keywords: Vocabulary; Content Area; Reading; Read Aloud; Science; Other Education

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APA (6th Edition):

Braun, P. A. (2009). The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/9

Chicago Manual of Style (16th Edition):

Braun, Patricia Ann. “The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students.” 2009. Doctoral Dissertation, National-Louis University. Accessed October 17, 2019. http://digitalcommons.nl.edu/diss/9.

MLA Handbook (7th Edition):

Braun, Patricia Ann. “The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students.” 2009. Web. 17 Oct 2019.

Vancouver:

Braun PA. The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students. [Internet] [Doctoral dissertation]. National-Louis University; 2009. [cited 2019 Oct 17]. Available from: http://digitalcommons.nl.edu/diss/9.

Council of Science Editors:

Braun PA. The Effects of Reading Nonfiction Aloud on the Vocabulary Acquisition of Middle-School Students. [Doctoral Dissertation]. National-Louis University; 2009. Available from: http://digitalcommons.nl.edu/diss/9

2. Neylon, Kelly. ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT.

Degree: Doctor of Education (EdD), Educational Leadership, 2013, National-Louis University

  The purpose of this advocacy document, written in 2013, is to illustrate the need for a change in policy for gifted students in a… (more)

Subjects/Keywords: Acceleration; Gifted students; Whole-grade acceleration; Content-area acceleration; Educational Leadership

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APA (6th Edition):

Neylon, K. (2013). ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT. (Thesis). National-Louis University. Retrieved from http://digitalcommons.nl.edu/pa/2

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):

Neylon, Kelly. “ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT.” 2013. Thesis, National-Louis University. Accessed October 17, 2019. http://digitalcommons.nl.edu/pa/2.

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

MLA Handbook (7th Edition):

Neylon, Kelly. “ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT.” 2013. Web. 17 Oct 2019.

Vancouver:

Neylon K. ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT. [Internet] [Thesis]. National-Louis University; 2013. [cited 2019 Oct 17]. Available from: http://digitalcommons.nl.edu/pa/2.

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

Council of Science Editors:

Neylon K. ACADEMIC ACCELERATION: A POLICY ADVOCACY DOCUMENT. [Thesis]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/pa/2

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


Ohio University

3. Rader-Brown, Lucy M. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2010, Ohio University

  Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service… (more)

Subjects/Keywords: Teaching; Instructional Strategies; English Language Learners; Content Area Teachers

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APA (6th Edition):

Rader-Brown, L. M. (2010). To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246

Chicago Manual of Style (16th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Doctoral Dissertation, Ohio University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

MLA Handbook (7th Edition):

Rader-Brown, Lucy M. “To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?.” 2010. Web. 17 Oct 2019.

Vancouver:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.

Council of Science Editors:

Rader-Brown LM. To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246


University of Miami

4. Perez, Diego. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2015, University of Miami

 The topic of retention has been considered one of the most studied areas of research in higher education within and outside the United States. Similarly,… (more)

Subjects/Keywords: College student retention; Pre-college characteristics; College graduation; Area of study; Students’ demographics; Logistic regression

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APA (6th Edition):

Perez, D. (2015). Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1485

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):

Perez, Diego. “Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.” 2015. Thesis, University of Miami. Accessed October 17, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1485.

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

MLA Handbook (7th Edition):

Perez, Diego. “Pre-college Characteristics Affecting Student’s College Graduation in Ecuador.” 2015. Web. 17 Oct 2019.

Vancouver:

Perez D. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. [Internet] [Thesis]. University of Miami; 2015. [cited 2019 Oct 17]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1485.

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

Council of Science Editors:

Perez D. Pre-college Characteristics Affecting Student’s College Graduation in Ecuador. [Thesis]. University of Miami; 2015. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1485

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


Georgia State University

5. Brack, Tracie Welborn, Ed.D. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this… (more)

Subjects/Keywords: Arts; Accountability; Teacher Perception; School Climate; Homeroom Teachers; Special Area Teachers; Testing; Race to the Top

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APA (6th Edition):

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

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):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed October 17, 2019. https://scholarworks.gsu.edu/eps_diss/126.

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

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 17 Oct 2019.

Vancouver:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 17]. Available from: https://scholarworks.gsu.edu/eps_diss/126.

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

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

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

6. Floyd, Linda Smith. Impact Of Career And Technical Education On College And Career Readiness In Kentucky.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2014, Encompass Digital Archive, Eastern Kentucky University

  The study examined the college and career readiness (CCR) results of a persistently low achieving (PLA) high school located in rural Kentucky. The study… (more)

Subjects/Keywords: Accountability; Area Technology Center; Career and Technical Education; CCR; College and Career Readiness; CTE; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Floyd, L. S. (2014). Impact Of Career And Technical Education On College And Career Readiness In Kentucky. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/260

Chicago Manual of Style (16th Edition):

Floyd, Linda Smith. “Impact Of Career And Technical Education On College And Career Readiness In Kentucky.” 2014. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed October 17, 2019. https://encompass.eku.edu/etd/260.

MLA Handbook (7th Edition):

Floyd, Linda Smith. “Impact Of Career And Technical Education On College And Career Readiness In Kentucky.” 2014. Web. 17 Oct 2019.

Vancouver:

Floyd LS. Impact Of Career And Technical Education On College And Career Readiness In Kentucky. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2014. [cited 2019 Oct 17]. Available from: https://encompass.eku.edu/etd/260.

Council of Science Editors:

Floyd LS. Impact Of Career And Technical Education On College And Career Readiness In Kentucky. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2014. Available from: https://encompass.eku.edu/etd/260

7. McRae, Stephanie L. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  This study took place at a historically black college or university (HBCU) in the southeastern region of the United States. The participants were two… (more)

Subjects/Keywords: HBCU; international students; social integration; acculturation; recruitment; retention; Bilingual, Multilingual, and Multicultural Education; Higher Education and Teaching; International and Area Studies

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APA (6th Edition):

McRae, S. L. (2016). A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/30

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):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Thesis, Clark University Atlanta. Accessed October 17, 2019. http://digitalcommons.auctr.edu/cauetds/30.

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

MLA Handbook (7th Edition):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Web. 17 Oct 2019.

Vancouver:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Oct 17]. Available from: http://digitalcommons.auctr.edu/cauetds/30.

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

Council of Science Editors:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/30

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

8. Linscomb, Shadrach. Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Group homes for youth; San Francisco Bay Area; Foster home care; African American youth; Social conditions; African American men; Education

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

APA (6th Edition):

Linscomb, S. (2009). Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/180

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):

Linscomb, Shadrach. “Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/180.

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

MLA Handbook (7th Edition):

Linscomb, Shadrach. “Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes.” 2009. Web. 17 Oct 2019.

Vancouver:

Linscomb S. Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/180.

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

Council of Science Editors:

Linscomb S. Unkept promises : a critical analysis of hope disclosed in narratives of African American male youth living in group homes. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/180

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

9. Jewett-Ramirez, Sandra Elizabeth. A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area.

Degree: Doctor of Education (EdD), Educational Leadership, 2009, University of San Francisco

unavailable

Subjects/Keywords: First year school principals; San Francisco Bay Area; Elementary school principals; Women school principals; Catholic elementary schools; Educational leadership; Education

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

APA (6th Edition):

Jewett-Ramirez, S. E. (2009). A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/136

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):

Jewett-Ramirez, Sandra Elizabeth. “A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/136.

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

MLA Handbook (7th Edition):

Jewett-Ramirez, Sandra Elizabeth. “A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area.” 2009. Web. 17 Oct 2019.

Vancouver:

Jewett-Ramirez SE. A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/136.

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

Council of Science Editors:

Jewett-Ramirez SE. A qualitative exploration of professional development for beginning principals in K-8 Catholic education in the San Francisco Bay Area. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/136

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

10. Alexander, Julie. Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide.

Degree: Doctor of Education (EdD), Educational Leadership, 2008, University of San Francisco

unavailable

Subjects/Keywords: Group work in education; San Francisco Bay Area; Bullying in schools; Interpersonal relations in children; School children; Fifth grade (Education); Education

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APA (6th Edition):

Alexander, J. (2008). Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/134

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):

Alexander, Julie. “Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide.” 2008. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/134.

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

MLA Handbook (7th Edition):

Alexander, Julie. “Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide.” 2008. Web. 17 Oct 2019.

Vancouver:

Alexander J. Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/134.

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

Council of Science Editors:

Alexander J. Student perspectives on the benefits of cooperative learning skills taught in fifth grade classrooms in the Archdiocese of San Francisco and the impact of bullying behaviors schoolwide. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/134

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

11. O'Donnell, Elizabeth E. An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry.

Degree: Doctor of Education (EdD), Educational Leadership, 2006, University of San Francisco

unavailable

Subjects/Keywords: Teenage girls; Religious life; San Francisco Bay Area; Catholic high schools; Urban high schools; Single-sex schools; Education

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

APA (6th Edition):

O'Donnell, E. E. (2006). An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/127

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):

O'Donnell, Elizabeth E. “An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry.” 2006. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/127.

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

MLA Handbook (7th Edition):

O'Donnell, Elizabeth E. “An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry.” 2006. Web. 17 Oct 2019.

Vancouver:

O'Donnell EE. An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry. [Internet] [Thesis]. University of San Francisco; 2006. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/127.

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

Council of Science Editors:

O'Donnell EE. An exploration of adolescent spirituality in a single-gender urban Catholic high school : a phenomenological inquiry. [Thesis]. University of San Francisco; 2006. Available from: https://repository.usfca.edu/diss/127

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

12. Diaz-Cuellar, Alba Lucia. Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2007, University of San Francisco

unavailable

Subjects/Keywords: Volunteer workers; Community health services; San Francisco Bay Area; Health education; AIDS (Disease); Hispanic Americans; Education

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

APA (6th Edition):

Diaz-Cuellar, A. L. (2007). Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/149

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):

Diaz-Cuellar, Alba Lucia. “Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community.” 2007. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/149.

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

MLA Handbook (7th Edition):

Diaz-Cuellar, Alba Lucia. “Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community.” 2007. Web. 17 Oct 2019.

Vancouver:

Diaz-Cuellar AL. Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/149.

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

Council of Science Editors:

Diaz-Cuellar AL. Indigenous linguistically and culturally connected community health educators/promotoras : preventing HIV/AIDS in the Latino community. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/149

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

13. Hall, Tina Miao. The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Hatha yoga; San Francisco Bay Area; Stress management; Quality of work life; Organizational effectiveness; Work environment; Education

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

APA (6th Edition):

Hall, T. M. (2009). The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/210

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):

Hall, Tina Miao. “The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/210.

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

MLA Handbook (7th Edition):

Hall, Tina Miao. “The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives.” 2009. Web. 17 Oct 2019.

Vancouver:

Hall TM. The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/210.

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

Council of Science Editors:

Hall TM. The impact of practicing yoga on the organization : a study on stress reduction from the participants' perspectives. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/210

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

14. Barg, Katherine Sanjiyan. How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?.

Degree: Doctor of Education (EdD), Learning and Instruction, 2009, University of San Francisco

unavailable

Subjects/Keywords: Interaction analysis in education; Teacher-student relationships; California; San Francisco Bay Area; Seventh grade (Education); Self-efficacy; Education

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

APA (6th Edition):

Barg, K. S. (2009). How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/280

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):

Barg, Katherine Sanjiyan. “How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/280.

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

MLA Handbook (7th Edition):

Barg, Katherine Sanjiyan. “How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?.” 2009. Web. 17 Oct 2019.

Vancouver:

Barg KS. How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/280.

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

Council of Science Editors:

Barg KS. How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs?. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/280

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

15. Kelly, Kevin Matthew. Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Transfer students; San Francisco Bay Area; Attitudes; College students; Social networks; College applications; Education

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

APA (6th Edition):

Kelly, K. M. (2009). Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/206

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):

Kelly, Kevin Matthew. “Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/206.

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

MLA Handbook (7th Edition):

Kelly, Kevin Matthew. “Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories.” 2009. Web. 17 Oct 2019.

Vancouver:

Kelly KM. Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/206.

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

Council of Science Editors:

Kelly KM. Student perceptions of the higher education transfer process from two-year to four-year institutions : a qualitative study viewed through the lenses of student departure, social network, and complexity theories. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/206

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

16. Kaifi, Belal A. A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Afghan Americans; San Francisco Bay Area; Ethnic identity; Muslims; September 11 Terrorist Attacks 2001; Race discrimination; Education

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

APA (6th Edition):

Kaifi, B. A. (2009). A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/198

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):

Kaifi, Belal A. “A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area.” 2009. Thesis, University of San Francisco. Accessed October 17, 2019. https://repository.usfca.edu/diss/198.

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

MLA Handbook (7th Edition):

Kaifi, Belal A. “A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area.” 2009. Web. 17 Oct 2019.

Vancouver:

Kaifi BA. A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Oct 17]. Available from: https://repository.usfca.edu/diss/198.

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

Council of Science Editors:

Kaifi BA. A Critical Hermeneutic Approach to Understanding Experiences of Selected Afghan-Muslim-American Leaders Post-9/11 in the Diverse Bay Area. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/198

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


Florida International University

17. Fowler, Linda D. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions.… (more)

Subjects/Keywords: textbook comparison; linear functions; textbook; mathematics; textual analysis; Singapore; Common Core; curriculum; codebook; conceptual learning; Cognition and Perception; Cognitive Psychology; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Psychology; Educational Sociology; International and Area Studies; International and Comparative Education; Mathematics; School Psychology; Science and Mathematics Education; Social Psychology

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

APA (6th Edition):

Fowler, L. D. (2015). Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190

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):

Fowler, Linda D. “Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.” 2015. Thesis, Florida International University. Accessed October 17, 2019. http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190.

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

MLA Handbook (7th Edition):

Fowler, Linda D. “Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.” 2015. Web. 17 Oct 2019.

Vancouver:

Fowler LD. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Oct 17]. Available from: http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190.

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

Council of Science Editors:

Fowler LD. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190

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

.