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You searched for subject:(College Success). Showing records 1 – 30 of 472 total matches.

[1] [2] [3] [4] [5] … [16]

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Virginia Tech

1. Perry, Jason Edward. Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services.

Degree: EdD, Career and Technical Education, 2017, Virginia Tech

 The Middle College program, developed by the Virginia Community College System (VCCS), allows high school dropouts (herein referred to as "out of school youth"), ages… (more)

Subjects/Keywords: Middle College; Community College Success

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APA (6th Edition):

Perry, J. E. (2017). Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77401

Chicago Manual of Style (16th Edition):

Perry, Jason Edward. “Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 30, 2020. http://hdl.handle.net/10919/77401.

MLA Handbook (7th Edition):

Perry, Jason Edward. “Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services.” 2017. Web. 30 Oct 2020.

Vancouver:

Perry JE. Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/10919/77401.

Council of Science Editors:

Perry JE. Virginia's Middle College Program: Factors of Completion, Community College Success, and Participants' Perceptions of Student Support Services. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77401


Northeastern University

2. Funston, Terry Lyn. Black male community college students: a narrative study of their success.

Degree: EdD, School of Education, 2018, Northeastern University

 Black males tend to start their higher education at a community college. However, when it comes to the issue of retention, there are few studies… (more)

Subjects/Keywords: Black males; community college; success

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APA (6th Edition):

Funston, T. L. (2018). Black male community college students: a narrative study of their success. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281537

Chicago Manual of Style (16th Edition):

Funston, Terry Lyn. “Black male community college students: a narrative study of their success.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20281537.

MLA Handbook (7th Edition):

Funston, Terry Lyn. “Black male community college students: a narrative study of their success.” 2018. Web. 30 Oct 2020.

Vancouver:

Funston TL. Black male community college students: a narrative study of their success. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20281537.

Council of Science Editors:

Funston TL. Black male community college students: a narrative study of their success. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281537


University of North Texas

3. Orsborn, Shannon. Accountability in Schools: a Study of High School Accountability Ratings and College Success.

Degree: 2013, University of North Texas

 The purpose of this study was to determine the relationship between high school campus accountability ratings, college readiness indicators, and the percent of students who… (more)

Subjects/Keywords: Accountability; college success; high schools

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APA (6th Edition):

Orsborn, S. (2013). Accountability in Schools: a Study of High School Accountability Ratings and College Success. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283865/

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):

Orsborn, Shannon. “Accountability in Schools: a Study of High School Accountability Ratings and College Success.” 2013. Thesis, University of North Texas. Accessed October 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc283865/.

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

MLA Handbook (7th Edition):

Orsborn, Shannon. “Accountability in Schools: a Study of High School Accountability Ratings and College Success.” 2013. Web. 30 Oct 2020.

Vancouver:

Orsborn S. Accountability in Schools: a Study of High School Accountability Ratings and College Success. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Oct 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283865/.

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

Council of Science Editors:

Orsborn S. Accountability in Schools: a Study of High School Accountability Ratings and College Success. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283865/

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


Texas A&M University

4. Comfort, Leslie E. Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success.

Degree: PhD, Educational Psychology, 2013, Texas A&M University

 Given the high numbers of English as a Second Language (ESL) students who begin their studies at a community college, it is imperative that educators… (more)

Subjects/Keywords: ESL Community College Students; College Success Factors

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APA (6th Edition):

Comfort, L. E. (2013). Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151806

Chicago Manual of Style (16th Edition):

Comfort, Leslie E. “Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/151806.

MLA Handbook (7th Edition):

Comfort, Leslie E. “Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success.” 2013. Web. 30 Oct 2020.

Vancouver:

Comfort LE. Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/151806.

Council of Science Editors:

Comfort LE. Factors Contributing to Community College English as a Second Language (ESL) Student’s Academic Success. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151806

5. Lawhorne, Angela. Student Success Coaching in Virginia Community Colleges.

Degree: PhD, Educ Foundations & Leadership, 2020, Old Dominion University

  Community college students face many barriers when they start college, especially if they are from first-generation families, are low-income, or identify as a minority.… (more)

Subjects/Keywords: Coach; College completion; College retention; Community college; Student success; Success coaching; Higher Education

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APA (6th Edition):

Lawhorne, A. (2020). Student Success Coaching in Virginia Community Colleges. (Doctoral Dissertation). Old Dominion University. Retrieved from https://digitalcommons.odu.edu/efl_etds/242

Chicago Manual of Style (16th Edition):

Lawhorne, Angela. “Student Success Coaching in Virginia Community Colleges.” 2020. Doctoral Dissertation, Old Dominion University. Accessed October 30, 2020. https://digitalcommons.odu.edu/efl_etds/242.

MLA Handbook (7th Edition):

Lawhorne, Angela. “Student Success Coaching in Virginia Community Colleges.” 2020. Web. 30 Oct 2020.

Vancouver:

Lawhorne A. Student Success Coaching in Virginia Community Colleges. [Internet] [Doctoral dissertation]. Old Dominion University; 2020. [cited 2020 Oct 30]. Available from: https://digitalcommons.odu.edu/efl_etds/242.

Council of Science Editors:

Lawhorne A. Student Success Coaching in Virginia Community Colleges. [Doctoral Dissertation]. Old Dominion University; 2020. Available from: https://digitalcommons.odu.edu/efl_etds/242

6. Robinson, Jessica Ann, 1985-. Community college success coaching : a phenomenological exploration.

Degree: PhD, Baylor University. Dept. of Educational Leadership., 2019, Baylor University

 The purpose of this study was to develop an in-depth understanding of the essence of the emerging success coach profession and to understand how these… (more)

Subjects/Keywords: Success coaching. Student affairs. Community college. Student success. Phenomenology.

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APA (6th Edition):

Robinson, Jessica Ann, 1. (2019). Community college success coaching : a phenomenological exploration. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/10720

Chicago Manual of Style (16th Edition):

Robinson, Jessica Ann, 1985-. “Community college success coaching : a phenomenological exploration.” 2019. Doctoral Dissertation, Baylor University. Accessed October 30, 2020. http://hdl.handle.net/2104/10720.

MLA Handbook (7th Edition):

Robinson, Jessica Ann, 1985-. “Community college success coaching : a phenomenological exploration.” 2019. Web. 30 Oct 2020.

Vancouver:

Robinson, Jessica Ann 1. Community college success coaching : a phenomenological exploration. [Internet] [Doctoral dissertation]. Baylor University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2104/10720.

Council of Science Editors:

Robinson, Jessica Ann 1. Community college success coaching : a phenomenological exploration. [Doctoral Dissertation]. Baylor University; 2019. Available from: http://hdl.handle.net/2104/10720


University of North Texas

7. Collins, Sarah R. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.

Degree: 2012, University of North Texas

 In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs… (more)

Subjects/Keywords: Collegiate access and success; academic success; college access

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APA (6th Edition):

Collins, S. R. (2012). Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149575/

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):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Thesis, University of North Texas. Accessed October 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

MLA Handbook (7th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Web. 30 Oct 2020.

Vancouver:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Oct 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

Council of Science Editors:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/

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

8. Alt, Albert G. The impact of management decision-making on student success in community colleges: a case study.

Degree: 2012, Drexel University

This case study examined a multi-college community college district in northern California in a primarily rural area, to understand how their practices compared to management… (more)

Subjects/Keywords: Education; Success – Students; Community college students

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Alt, A. G. (2012). The impact of management decision-making on student success in community colleges: a case study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3761

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):

Alt, Albert G. “The impact of management decision-making on student success in community colleges: a case study.” 2012. Thesis, Drexel University. Accessed October 30, 2020. http://hdl.handle.net/1860/3761.

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

MLA Handbook (7th Edition):

Alt, Albert G. “The impact of management decision-making on student success in community colleges: a case study.” 2012. Web. 30 Oct 2020.

Vancouver:

Alt AG. The impact of management decision-making on student success in community colleges: a case study. [Internet] [Thesis]. Drexel University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1860/3761.

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

Council of Science Editors:

Alt AG. The impact of management decision-making on student success in community colleges: a case study. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3761

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


Texas Tech University

9. -4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.

Degree: EdD, Higher Education, 2018, Texas Tech University

 The purpose of this qualitative secondary analysis is to examine the perceptions and experiences of a cohort of African American male students as relevant to… (more)

Subjects/Keywords: African American; College Success; First Year

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APA (6th Edition):

-4663-2444. (2018). Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82130

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

Chicago Manual of Style (16th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 30, 2020. http://hdl.handle.net/2346/82130.

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

MLA Handbook (7th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Web. 30 Oct 2020.

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

Vancouver:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2346/82130.

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

Council of Science Editors:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82130

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


Texas A&M University

10. Edmunds, Kathryn Alexis. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.

Degree: MS, Agricultural Leadership, Education, and Communications, 2019, Texas A&M University

College students, both traditional and nontraditional, face pressures, stress factors, harsh life experiences, and adversity. They are expected to push through all of the challenges… (more)

Subjects/Keywords: university; thrive; student success; college; student; resilience

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APA (6th Edition):

Edmunds, K. A. (2019). Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188727

Chicago Manual of Style (16th Edition):

Edmunds, Kathryn Alexis. “Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.” 2019. Masters Thesis, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/188727.

MLA Handbook (7th Edition):

Edmunds, Kathryn Alexis. “Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University.” 2019. Web. 30 Oct 2020.

Vancouver:

Edmunds KA. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. [Internet] [Masters thesis]. Texas A&M University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/188727.

Council of Science Editors:

Edmunds KA. Innate Resilience: A Qualitative Study of the Drive to Thrive in the Face of Adversity of a Selection of Students at Texas A&M University. [Masters Thesis]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188727


Northeastern University

11. Erazo, Yvonne P. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 The first year, first-semester community college students on academic probation and the factors affecting their academic success have been on the rise. As such, many… (more)

Subjects/Keywords: academic; college; community; persistence; probation; success

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APA (6th Edition):

Erazo, Y. P. (2017). Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20265269

Chicago Manual of Style (16th Edition):

Erazo, Yvonne P. “Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20265269.

MLA Handbook (7th Edition):

Erazo, Yvonne P. “Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.” 2017. Web. 30 Oct 2020.

Vancouver:

Erazo YP. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20265269.

Council of Science Editors:

Erazo YP. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20265269


Kent State University

12. Hoza, Thomas Edward. Identifying Postsecondary Success for College Students with and Without Disabilities.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2011, Kent State University

  The purpose of this qualitative study was to identify student perceptions and experiences of what was required to successfully transition and succeed in college.… (more)

Subjects/Keywords: Special Education; Postsecondary; College; Success; Disabilities

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APA (6th Edition):

Hoza, T. E. (2011). Identifying Postsecondary Success for College Students with and Without Disabilities. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084

Chicago Manual of Style (16th Edition):

Hoza, Thomas Edward. “Identifying Postsecondary Success for College Students with and Without Disabilities.” 2011. Doctoral Dissertation, Kent State University. Accessed October 30, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084.

MLA Handbook (7th Edition):

Hoza, Thomas Edward. “Identifying Postsecondary Success for College Students with and Without Disabilities.” 2011. Web. 30 Oct 2020.

Vancouver:

Hoza TE. Identifying Postsecondary Success for College Students with and Without Disabilities. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2020 Oct 30]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084.

Council of Science Editors:

Hoza TE. Identifying Postsecondary Success for College Students with and Without Disabilities. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084


UCLA

13. Iler, Terri Marie. Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling.

Degree: Education, 2016, UCLA

 Despite increases in college enrollment nationally, student postsecondary outcome data are less impressive. Among the root causes identified in the research as contributing to prolonged… (more)

Subjects/Keywords: Education; College Readiness; College Success; Higher Education; STEM; Structural Equation Modeling

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APA (6th Edition):

Iler, T. M. (2016). Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7q42n0zq

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):

Iler, Terri Marie. “Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling.” 2016. Thesis, UCLA. Accessed October 30, 2020. http://www.escholarship.org/uc/item/7q42n0zq.

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

MLA Handbook (7th Edition):

Iler, Terri Marie. “Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling.” 2016. Web. 30 Oct 2020.

Vancouver:

Iler TM. Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling. [Internet] [Thesis]. UCLA; 2016. [cited 2020 Oct 30]. Available from: http://www.escholarship.org/uc/item/7q42n0zq.

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

Council of Science Editors:

Iler TM. Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/7q42n0zq

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

14. Sutter, Nathan. Predicting college students' intention to graduate : a test of the theory of planned behavior.

Degree: PhD, 2014, Ball State University

 With approximately half of incoming undergraduates obtaining a degree within four to six years since enrollment, the proposed study examined whether it is possible to… (more)

Subjects/Keywords: Prediction of scholastic success.; College students  – Attitudes.; College students  – Psychology.

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APA (6th Edition):

Sutter, N. (2014). Predicting college students' intention to graduate : a test of the theory of planned behavior. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/198445

Chicago Manual of Style (16th Edition):

Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Doctoral Dissertation, Ball State University. Accessed October 30, 2020. http://cardinalscholar.bsu.edu/handle/123456789/198445.

MLA Handbook (7th Edition):

Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Web. 30 Oct 2020.

Vancouver:

Sutter N. Predicting college students' intention to graduate : a test of the theory of planned behavior. [Internet] [Doctoral dissertation]. Ball State University; 2014. [cited 2020 Oct 30]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/198445.

Council of Science Editors:

Sutter N. Predicting college students' intention to graduate : a test of the theory of planned behavior. [Doctoral Dissertation]. Ball State University; 2014. Available from: http://cardinalscholar.bsu.edu/handle/123456789/198445

15. Swafford, Stacy J. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.

Degree: 2017, University of Tennessee – Chattanooga

 This study examined factors that may affect the retention of first-time, full-time college freshmen to sophomore year. Institutions in the Appalachian College Association (ACA) were… (more)

Subjects/Keywords: College freshmen; Prediction of scholastic success; College dropouts  – Prevention

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APA (6th Edition):

Swafford, S. J. (2017). Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/499

Chicago Manual of Style (16th Edition):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed October 30, 2020. https://scholar.utc.edu/theses/499.

MLA Handbook (7th Edition):

Swafford, Stacy J. “Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association.” 2017. Web. 30 Oct 2020.

Vancouver:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2017. [cited 2020 Oct 30]. Available from: https://scholar.utc.edu/theses/499.

Council of Science Editors:

Swafford SJ. Factors affecting retention of first-time, full-time freshmen students at higher education institutions within the Appalachian College Association. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2017. Available from: https://scholar.utc.edu/theses/499


University of Minnesota

16. Phillips, Gareth Carlington. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.

Degree: PhD, 2013, University of Minnesota

 The study examined international students' engagement and success using NSSE 2007 data. The sample consisted of 1996 first years and 2158 seniors. These students were… (more)

Subjects/Keywords: College impact; College student success; Globalization; Internationalization; International students; Student engagement

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APA (6th Edition):

Phillips, G. C. (2013). A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159138

Chicago Manual of Style (16th Edition):

Phillips, Gareth Carlington. “A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.” 2013. Doctoral Dissertation, University of Minnesota. Accessed October 30, 2020. http://purl.umn.edu/159138.

MLA Handbook (7th Edition):

Phillips, Gareth Carlington. “A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type.” 2013. Web. 30 Oct 2020.

Vancouver:

Phillips GC. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Oct 30]. Available from: http://purl.umn.edu/159138.

Council of Science Editors:

Phillips GC. A comparative study of international student engagement and success based on race/ethnicity, gender, and institutional type. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159138


California State University – Sacramento

17. Thao, Pang. Delay in expected graduation dates among Southeast Asian students at Sac State.

Degree: MSW, Social Work, 2017, California State University – Sacramento

 The research examined the issue of the delay in graduation time among Southeast Asian students at California State University, Sacramento (CSUS) in relation to the… (more)

Subjects/Keywords: Southeast Asian college students; Academic success; Graduation rates; College retention

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APA (6th Edition):

Thao, P. (2017). Delay in expected graduation dates among Southeast Asian students at Sac State. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/190310

Chicago Manual of Style (16th Edition):

Thao, Pang. “Delay in expected graduation dates among Southeast Asian students at Sac State.” 2017. Masters Thesis, California State University – Sacramento. Accessed October 30, 2020. http://hdl.handle.net/10211.3/190310.

MLA Handbook (7th Edition):

Thao, Pang. “Delay in expected graduation dates among Southeast Asian students at Sac State.” 2017. Web. 30 Oct 2020.

Vancouver:

Thao P. Delay in expected graduation dates among Southeast Asian students at Sac State. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/10211.3/190310.

Council of Science Editors:

Thao P. Delay in expected graduation dates among Southeast Asian students at Sac State. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/190310


Temple University

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

Degree: 2014, Temple University

Educational Administration

Ed.D.

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

Subjects/Keywords: Educational administration;

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Thesis, Temple University. Accessed October 30, 2020. http://digital.library.temple.edu/u?/p245801coll10,305470.

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

MLA Handbook (7th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Web. 30 Oct 2020.

Vancouver:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Internet] [Thesis]. Temple University; 2014. [cited 2020 Oct 30]. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470.

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

Council of Science Editors:

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

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


University of South Carolina

19. Scruggs, Beth Ann. College Success Class: A Targeted Soft Skills Inventory For Student Success.

Degree: EdD, Educational Studies, 2018, University of South Carolina

College Success, Freshman Seminar, College 101, or University 101—all of these courses have the common theme of providing students with the knowledge and skills… (more)

Subjects/Keywords: Curriculum and Instruction; Education; College Success Class; Targeted; Soft Skills; Inventory; Student Success

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

APA (6th Edition):

Scruggs, B. A. (2018). College Success Class: A Targeted Soft Skills Inventory For Student Success. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4728

Chicago Manual of Style (16th Edition):

Scruggs, Beth Ann. “College Success Class: A Targeted Soft Skills Inventory For Student Success.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 30, 2020. https://scholarcommons.sc.edu/etd/4728.

MLA Handbook (7th Edition):

Scruggs, Beth Ann. “College Success Class: A Targeted Soft Skills Inventory For Student Success.” 2018. Web. 30 Oct 2020.

Vancouver:

Scruggs BA. College Success Class: A Targeted Soft Skills Inventory For Student Success. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Oct 30]. Available from: https://scholarcommons.sc.edu/etd/4728.

Council of Science Editors:

Scruggs BA. College Success Class: A Targeted Soft Skills Inventory For Student Success. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4728


Liberty University

20. Herman, Karen Park. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe the shared experiences of former developmental-math students who have successfully completed a college-level math course… (more)

Subjects/Keywords: College Readiness; Developmental Math; College Success; College-level Math; Transition Theory; Persistence; Education; Higher Education

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

APA (6th Edition):

Herman, K. P. (2019). A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2122

Chicago Manual of Style (16th Edition):

Herman, Karen Park. “A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.” 2019. Doctoral Dissertation, Liberty University. Accessed October 30, 2020. https://digitalcommons.liberty.edu/doctoral/2122.

MLA Handbook (7th Edition):

Herman, Karen Park. “A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.” 2019. Web. 30 Oct 2020.

Vancouver:

Herman KP. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Oct 30]. Available from: https://digitalcommons.liberty.edu/doctoral/2122.

Council of Science Editors:

Herman KP. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2122


University of Colorado

21. Nash, Chad Jereme. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation examined high school concurrent enrollment participation in relation to the college transition, choice, readiness, and success of underrepresented student groups within the… (more)

Subjects/Keywords: College Access; College Preparation; College Success; Educational Opportunity; Social Justice; Secondary Education

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APA (6th Edition):

Nash, C. J. (2015). Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/64

Chicago Manual of Style (16th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Doctoral Dissertation, University of Colorado. Accessed October 30, 2020. https://scholar.colorado.edu/educ_gradetds/64.

MLA Handbook (7th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Web. 30 Oct 2020.

Vancouver:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Oct 30]. Available from: https://scholar.colorado.edu/educ_gradetds/64.

Council of Science Editors:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/64


University of North Texas

22. Harris, Sheryl. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.

Degree: 2014, University of North Texas

 As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted… (more)

Subjects/Keywords: sense; predictive; community college; Prediction of scholastic success.; College attendance.; Community college students.; Academic achievement.

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

APA (6th Edition):

Harris, S. (2014). Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699936/

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

Chicago Manual of Style (16th Edition):

Harris, Sheryl. “Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.” 2014. Thesis, University of North Texas. Accessed October 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc699936/.

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

MLA Handbook (7th Edition):

Harris, Sheryl. “Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District.” 2014. Web. 30 Oct 2020.

Vancouver:

Harris S. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Oct 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699936/.

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

Council of Science Editors:

Harris S. Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699936/

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

23. Sullivan, Julie. Ready to Write: Exploring the Student Perspective on the Transition to College.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  Written communication is a cornerstone of college and career success, yet many students arrive at college underprepared for the writing demands of the academic… (more)

Subjects/Keywords: College Success; College Writing; Composition; Preparation for College; student perspective; student voice; Education

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APA (6th Edition):

Sullivan, J. (2014). Ready to Write: Exploring the Student Perspective on the Transition to College. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/109

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):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Thesis, University of San Francisco. Accessed October 30, 2020. https://repository.usfca.edu/diss/109.

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

MLA Handbook (7th Edition):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Web. 30 Oct 2020.

Vancouver:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2020 Oct 30]. Available from: https://repository.usfca.edu/diss/109.

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

Council of Science Editors:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/109

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


Syracuse University

24. Weber, Staci. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.

Degree: PhD, Higher Education, 2016, Syracuse University

  This research explored how 47 first generation college students at a private university in the Northeast used non-profit and government-funded college access and support… (more)

Subjects/Keywords: college access; college access programs; college experience; college success programs; First generation college students; higher education; Education

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

APA (6th Edition):

Weber, S. (2016). “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/600

Chicago Manual of Style (16th Edition):

Weber, Staci. ““My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.” 2016. Doctoral Dissertation, Syracuse University. Accessed October 30, 2020. https://surface.syr.edu/etd/600.

MLA Handbook (7th Edition):

Weber, Staci. ““My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.” 2016. Web. 30 Oct 2020.

Vancouver:

Weber S. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2020 Oct 30]. Available from: https://surface.syr.edu/etd/600.

Council of Science Editors:

Weber S. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/600


Cleveland State University

25. Daugherty-Brown, Yvette N. An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success.

Degree: PhD, College of Education and Human Services, 2016, Cleveland State University

 According to the Congressional Black Caucus Foundation (2012), college degree attainment among African American males is only 16%, as compared to 20% for African American… (more)

Subjects/Keywords: African Americans; Teacher Education; Higher Education; Academic Success, African American Males, College, College Success, Grit, Resilience, Scholars

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

APA (6th Edition):

Daugherty-Brown, Y. N. (2016). An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349

Chicago Manual of Style (16th Edition):

Daugherty-Brown, Yvette N. “An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success.” 2016. Doctoral Dissertation, Cleveland State University. Accessed October 30, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349.

MLA Handbook (7th Edition):

Daugherty-Brown, Yvette N. “An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success.” 2016. Web. 30 Oct 2020.

Vancouver:

Daugherty-Brown YN. An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success. [Internet] [Doctoral dissertation]. Cleveland State University; 2016. [cited 2020 Oct 30]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349.

Council of Science Editors:

Daugherty-Brown YN. An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success. [Doctoral Dissertation]. Cleveland State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349


University of North Texas

26. Saenz, David Pael. Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students.

Degree: 2020, University of North Texas

 The purpose of this study was to analyze and determine the predictive power of individual and a combination of different indicators that are used to… (more)

Subjects/Keywords: College Ready; College Success; Education, Administration; Education, Secondary; Education, Tests and Measurements

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

APA (6th Edition):

Saenz, D. P. (2020). Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1707239/

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):

Saenz, David Pael. “Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students.” 2020. Thesis, University of North Texas. Accessed October 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707239/.

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

MLA Handbook (7th Edition):

Saenz, David Pael. “Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students.” 2020. Web. 30 Oct 2020.

Vancouver:

Saenz DP. Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students. [Internet] [Thesis]. University of North Texas; 2020. [cited 2020 Oct 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707239/.

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

Council of Science Editors:

Saenz DP. Measuring College Readiness: Developing a System of On-Track and Off-Track Metrics for Texas High School Students. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1707239/

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


Northeastern University

27. Prescott, Charles. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.

Degree: EdD, School of Education, 2019, Northeastern University

 This study examined how working-class male students perceive their experiences during the first semester at a community college in order to identify strategies they employ… (more)

Subjects/Keywords: community college; masculinities; self-efficacy; student success; working-class; Community college education; Higher education

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

APA (6th Edition):

Prescott, C. (2019). "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316544

Chicago Manual of Style (16th Edition):

Prescott, Charles. “"the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 30, 2020. http://hdl.handle.net/2047/D20316544.

MLA Handbook (7th Edition):

Prescott, Charles. “"the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College.” 2019. Web. 30 Oct 2020.

Vancouver:

Prescott C. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2047/D20316544.

Council of Science Editors:

Prescott C. "the Boys In The Back Of The Room": Working-class Male Students' Perceptions Of The First-year Experience In The Community College. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316544


University of Illinois – Chicago

28. Wellman, Meredith E. The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success.

Degree: 2016, University of Illinois – Chicago

 Data from 369 former public high school students attending the University of Illinois at Chicago were used to test a predicted mediation of the relation… (more)

Subjects/Keywords: college-going culture; college success; self-efficacy; sense of belonging; social support; academic mindset; Chicago

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APA (6th Edition):

Wellman, M. E. (2016). The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21313

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):

Wellman, Meredith E. “The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success.” 2016. Thesis, University of Illinois – Chicago. Accessed October 30, 2020. http://hdl.handle.net/10027/21313.

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

MLA Handbook (7th Edition):

Wellman, Meredith E. “The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success.” 2016. Web. 30 Oct 2020.

Vancouver:

Wellman ME. The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/10027/21313.

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

Council of Science Editors:

Wellman ME. The Relation Among College-going Culture in High Schools, Academic Mindset, and College Success. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21313

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


University of Southern California

29. Barrio-Sotillo, Ramona. Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 Insufficient number of minority students have been transferring to selective four year public institutions in the state of California since the passage of Proposition 209… (more)

Subjects/Keywords: minority; transfer; community college; college success

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

APA (6th Edition):

Barrio-Sotillo, R. (2007). Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/494642/rec/3458

Chicago Manual of Style (16th Edition):

Barrio-Sotillo, Ramona. “Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships.” 2007. Doctoral Dissertation, University of Southern California. Accessed October 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/494642/rec/3458.

MLA Handbook (7th Edition):

Barrio-Sotillo, Ramona. “Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships.” 2007. Web. 30 Oct 2020.

Vancouver:

Barrio-Sotillo R. Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2020 Oct 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/494642/rec/3458.

Council of Science Editors:

Barrio-Sotillo R. Increasing minority enrollment at the University of California post Proposition 209: UCLA's Center for Community College Partnerships. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/494642/rec/3458


University of Southern California

30. Placenti, Phillip M. "God has my back": the role of faith-based institutions in preparing African-American students for college success.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 African-American students are less likely to attend and successfully complete college than their Asian and White peers. Possible explanations for this disparity include racial and… (more)

Subjects/Keywords: African-American students; college access; college success; faith-based institutions; religious social capital; student spirituality

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APA (6th Edition):

Placenti, P. M. (2012). "God has my back": the role of faith-based institutions in preparing African-American students for college success. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34

Chicago Manual of Style (16th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

MLA Handbook (7th Edition):

Placenti, Phillip M. “"God has my back": the role of faith-based institutions in preparing African-American students for college success.” 2012. Web. 30 Oct 2020.

Vancouver:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Oct 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34.

Council of Science Editors:

Placenti PM. "God has my back": the role of faith-based institutions in preparing African-American students for college success. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/115106/rec/34

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