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You searched for subject:(Doctoral Education). Showing records 1 – 30 of 318 total matches.

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Boston College

1. Masterman, Ann Katherine. Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering.

Degree: PhD, Educational Leadership and Higher Education, 2014, Boston College

 This study's purpose was to compare the lived experiences of doctoral women studying Education, a prototypically female field, with women studying Engineering, a prototypically male… (more)

Subjects/Keywords: doctoral degree completion; doctoral degree progress; doctoral student experience; Education doctoral education; Engineering doctoral education; women doctoral students

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APA (6th Edition):

Masterman, A. K. (2014). Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101808

Chicago Manual of Style (16th Edition):

Masterman, Ann Katherine. “Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering.” 2014. Doctoral Dissertation, Boston College. Accessed November 13, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101808.

MLA Handbook (7th Edition):

Masterman, Ann Katherine. “Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering.” 2014. Web. 13 Nov 2019.

Vancouver:

Masterman AK. Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Nov 13]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101808.

Council of Science Editors:

Masterman AK. Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101808


University of North Texas

2. Valerin, Marcus P. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.

Degree: 2011, University of North Texas

 The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was… (more)

Subjects/Keywords: Higher education; doctoral programs

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APA (6th Edition):

Valerin, M. P. (2011). Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103404/

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):

Valerin, Marcus P. “Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.” 2011. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc103404/.

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

MLA Handbook (7th Edition):

Valerin, Marcus P. “Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States.” 2011. Web. 13 Nov 2019.

Vancouver:

Valerin MP. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103404/.

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

Council of Science Editors:

Valerin MP. Comparative Analysis Of 105 Higher Education Doctoral Programs In The United States. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103404/

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


The Ohio State University

3. Baker, Caroline A. Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

 This qualitative study explored the perceptions of self-identified racial or ethnic minorities about their counselor education doctoral programs in relation to multicultural competence. More specifically,… (more)

Subjects/Keywords: Education; Race; ethnicity; counselor education; doctoral programs

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APA (6th Edition):

Baker, C. A. (2010). Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1284574507

Chicago Manual of Style (16th Edition):

Baker, Caroline A. “Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs.” 2010. Doctoral Dissertation, The Ohio State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284574507.

MLA Handbook (7th Edition):

Baker, Caroline A. “Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs.” 2010. Web. 13 Nov 2019.

Vancouver:

Baker CA. Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1284574507.

Council of Science Editors:

Baker CA. Talking the Talk, Not Walking the Walk: Expressions from Underrepresented Students about Their Counselor Education Doctoral Programs. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1284574507


Penn State University

4. Hinojosa, Tamara Jade. IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS.

Degree: PhD, Counselor Education, 2011, Penn State University

 The focus of this study was on Mexican American women in Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited Counselor Education and Supervision… (more)

Subjects/Keywords: Counselor Education; Mexican American; Identity; Doctoral Education

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APA (6th Edition):

Hinojosa, T. J. (2011). IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12470

Chicago Manual of Style (16th Edition):

Hinojosa, Tamara Jade. “IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS.” 2011. Doctoral Dissertation, Penn State University. Accessed November 13, 2019. https://etda.libraries.psu.edu/catalog/12470.

MLA Handbook (7th Edition):

Hinojosa, Tamara Jade. “IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS.” 2011. Web. 13 Nov 2019.

Vancouver:

Hinojosa TJ. IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Nov 13]. Available from: https://etda.libraries.psu.edu/catalog/12470.

Council of Science Editors:

Hinojosa TJ. IDENTITIES OF MEXICAN AMERICAN WOMEN IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL PROGRAMS. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12470


Louisiana State University

5. Barker, Marco Javon. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.

Degree: PhD, Education, 2010, Louisiana State University

 The purpose of this phenomenological study was to examine the role of race in cross-race advising relationships between White faculty advisors and their Black doctoral(more)

Subjects/Keywords: White faculty advisors; Black doctoral students; doctoral education; cross-race interactions; doctoral advising

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APA (6th Edition):

Barker, M. J. (2010). Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170

Chicago Manual of Style (16th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Doctoral Dissertation, Louisiana State University. Accessed November 13, 2019. etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

MLA Handbook (7th Edition):

Barker, Marco Javon. “Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors.” 2010. Web. 13 Nov 2019.

Vancouver:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Nov 13]. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170.

Council of Science Editors:

Barker MJ. Cross-race advising relationships: the role of race in advising relationships between Black doctoral student protégés and their White faculty advisors. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-11082010-212600 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1170


Liberty University

6. Rogers, Sherrita. Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs.

Degree: 2018, Liberty University

 Black women are earning doctoral degrees in the field of education at a rate higher than any other demographic group; however, their overall degree obtainment… (more)

Subjects/Keywords: Attrition; Black Women; Distance Education; Doctoral Student Persistence; Online Doctoral Programs

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APA (6th Edition):

Rogers, S. (2018). Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1856

Chicago Manual of Style (16th Edition):

Rogers, Sherrita. “Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs.” 2018. Doctoral Dissertation, Liberty University. Accessed November 13, 2019. https://digitalcommons.liberty.edu/doctoral/1856.

MLA Handbook (7th Edition):

Rogers, Sherrita. “Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs.” 2018. Web. 13 Nov 2019.

Vancouver:

Rogers S. Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Nov 13]. Available from: https://digitalcommons.liberty.edu/doctoral/1856.

Council of Science Editors:

Rogers S. Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1856

7. Alkathiri, Mohammed Saleh. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.

Degree: PhD, Teaching & Learning, 2016, University of North Dakota

  This study aimed to investigate the perceptions of doctoral students relating to the factors that influence their understanding, preparation and attitude toward the professoriate.… (more)

Subjects/Keywords: doctoral education; doctoral student preparation; preparatory courses; the professoriate

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APA (6th Edition):

Alkathiri, M. S. (2016). Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1984

Chicago Manual of Style (16th Edition):

Alkathiri, Mohammed Saleh. “Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.” 2016. Doctoral Dissertation, University of North Dakota. Accessed November 13, 2019. https://commons.und.edu/theses/1984.

MLA Handbook (7th Edition):

Alkathiri, Mohammed Saleh. “Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.” 2016. Web. 13 Nov 2019.

Vancouver:

Alkathiri MS. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Nov 13]. Available from: https://commons.und.edu/theses/1984.

Council of Science Editors:

Alkathiri MS. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/1984


University of Newcastle

8. Budd, Janene Louise. Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature.

Degree: PhD, 2015, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In educational psychology, self-regulation is a construct that has been used to explain students’ self-initiated efforts to implement… (more)

Subjects/Keywords: self-regulation; doctoral research students; PhD candidature; doctoral education

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APA (6th Edition):

Budd, J. L. (2015). Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1309015

Chicago Manual of Style (16th Edition):

Budd, Janene Louise. “Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature.” 2015. Doctoral Dissertation, University of Newcastle. Accessed November 13, 2019. http://hdl.handle.net/1959.13/1309015.

MLA Handbook (7th Edition):

Budd, Janene Louise. “Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature.” 2015. Web. 13 Nov 2019.

Vancouver:

Budd JL. Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1959.13/1309015.

Council of Science Editors:

Budd JL. Self-regulation in the doctoral research context: exploring students’ responses to a self-monitoring process during PhD candidature. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1309015


University of Sydney

9. Wilmot, Kirstin Dianne. Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory .

Degree: 2019, University of Sydney

 This thesis addresses the practical problem of developing effective writing pedagogy to support doctoral candidates. It does this by focusing on the ways knowledge is… (more)

Subjects/Keywords: Legitimation Code Theory; Doctoral Writing; Academic Literacies; Knowledge; Pedagogy; Doctoral Education

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APA (6th Edition):

Wilmot, K. D. (2019). Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20498

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):

Wilmot, Kirstin Dianne. “Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory .” 2019. Thesis, University of Sydney. Accessed November 13, 2019. http://hdl.handle.net/2123/20498.

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

MLA Handbook (7th Edition):

Wilmot, Kirstin Dianne. “Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory .” 2019. Web. 13 Nov 2019.

Vancouver:

Wilmot KD. Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2123/20498.

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

Council of Science Editors:

Wilmot KD. Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20498

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


Universitat Ramon Llull

10. Sala Bubaré, Anna. Doctoral writing and development: A socially situated perspective.

Degree: 2018, Universitat Ramon Llull

 The thesis takes a socially situated perspective to explore doctoral development and doctoral writing from a multimethodological approach (different designs, instruments and analysis procedures). Based… (more)

Subjects/Keywords: Doctoral students; Doctoral writing; Doctoral education; Estudiants de doctorat; Escriptura; Formació doctoral; Estudiantes de doctorado; Escritura; Formación doctoral; Doctoral development; Educació; 378

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APA (6th Edition):

Sala Bubaré, A. (2018). Doctoral writing and development: A socially situated perspective. (Thesis). Universitat Ramon Llull. Retrieved from http://hdl.handle.net/10803/585873

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):

Sala Bubaré, Anna. “Doctoral writing and development: A socially situated perspective.” 2018. Thesis, Universitat Ramon Llull. Accessed November 13, 2019. http://hdl.handle.net/10803/585873.

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

MLA Handbook (7th Edition):

Sala Bubaré, Anna. “Doctoral writing and development: A socially situated perspective.” 2018. Web. 13 Nov 2019.

Vancouver:

Sala Bubaré A. Doctoral writing and development: A socially situated perspective. [Internet] [Thesis]. Universitat Ramon Llull; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10803/585873.

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

Council of Science Editors:

Sala Bubaré A. Doctoral writing and development: A socially situated perspective. [Thesis]. Universitat Ramon Llull; 2018. Available from: http://hdl.handle.net/10803/585873

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


UCLA

11. Swarts, Susan Swarts. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.

Degree: Education, 2016, UCLA

 Future faculty members are shaped through the socialization processes of doctoral education. Training the best and the brightest minds for faculty positions is a key… (more)

Subjects/Keywords: Higher education; Gender studies; Education policy; Doctoral Education; Doctoral Socialization; Doctoral Training; Faculty Preparation; Mothering; Student Mothers

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APA (6th Edition):

Swarts, S. S. (2016). Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9sz3x0fd

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):

Swarts, Susan Swarts. “Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.” 2016. Thesis, UCLA. Accessed November 13, 2019. http://www.escholarship.org/uc/item/9sz3x0fd.

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

MLA Handbook (7th Edition):

Swarts, Susan Swarts. “Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux.” 2016. Web. 13 Nov 2019.

Vancouver:

Swarts SS. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Nov 13]. Available from: http://www.escholarship.org/uc/item/9sz3x0fd.

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

Council of Science Editors:

Swarts SS. Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/9sz3x0fd

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


University of KwaZulu-Natal

12. Samuel, Michael Anthony. De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme.

Degree: 2013, University of KwaZulu-Natal

 This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a… (more)

Subjects/Keywords: International collaboration studies; decolonisation; migration; doctoral education

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APA (6th Edition):

Samuel, M. A. (2013). De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11031

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):

Samuel, Michael Anthony. “De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme.” 2013. Thesis, University of KwaZulu-Natal. Accessed November 13, 2019. http://hdl.handle.net/10413/11031.

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

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme.” 2013. Web. 13 Nov 2019.

Vancouver:

Samuel MA. De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10413/11031.

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

Council of Science Editors:

Samuel MA. De-colonising international collaboration : the University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme. [Thesis]. University of KwaZulu-Natal; 2013. Available from: http://hdl.handle.net/10413/11031

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

13. Viaud, Karina M. Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students .

Degree: 2014, California State University – San Marcos

 There is a national concern for the successful completion of the doctoral degree in graduate programs that needs attention because approximately half of doctoral students… (more)

Subjects/Keywords: African American; Blacks; Hispanics; doctoral; higher education

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APA (6th Edition):

Viaud, K. M. (2014). Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/121218

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):

Viaud, Karina M. “Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students .” 2014. Thesis, California State University – San Marcos. Accessed November 13, 2019. http://hdl.handle.net/10211.3/121218.

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

MLA Handbook (7th Edition):

Viaud, Karina M. “Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students .” 2014. Web. 13 Nov 2019.

Vancouver:

Viaud KM. Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10211.3/121218.

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

Council of Science Editors:

Viaud KM. Pursuing the Doctoral Degree: A Symbolic Interpretation of First-Generation African American/Black and Hispanic Doctoral Students . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/121218

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


Virginia Commonwealth University

14. Matthews, Kimberly. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 This qualitative study examined the experiences of 20 African American men who graduated from predominately White institutions in one mid-Atlantic state between the years of… (more)

Subjects/Keywords: African American Men; Persistence; Doctoral Completion; Education

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APA (6th Edition):

Matthews, K. (2012). PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2732

Chicago Manual of Style (16th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 13, 2019. https://scholarscompass.vcu.edu/etd/2732.

MLA Handbook (7th Edition):

Matthews, Kimberly. “PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE.” 2012. Web. 13 Nov 2019.

Vancouver:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Nov 13]. Available from: https://scholarscompass.vcu.edu/etd/2732.

Council of Science Editors:

Matthews K. PERSISTENCE TO DOCTORAL COMPLETION OF AFRICAN AMERICAN MEN AT PREDOMINATELY WHITE UNIVERSITIES IN ONE MID-ATLANTIC STATE. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2732


University of Illinois – Urbana-Champaign

15. Garcia Martinez, Mariana Ibeth. Mexicana scholars in the making: testimonios from the heartland.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 The last decade has seen an increase of research on the Latina/o educational experience spanning from Kindergarten to the undergraduate level. Scholars have also documented… (more)

Subjects/Keywords: Latinas; Doctoral Education; Community Cultural Wealth; Testimonio

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APA (6th Edition):

Garcia Martinez, M. I. (2016). Mexicana scholars in the making: testimonios from the heartland. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90787

Chicago Manual of Style (16th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 13, 2019. http://hdl.handle.net/2142/90787.

MLA Handbook (7th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Web. 13 Nov 2019.

Vancouver:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2142/90787.

Council of Science Editors:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90787


University of North Texas

16. Anderson, Baaska. Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes.

Degree: 2011, University of North Texas

 The literature identifies multiple factors pertinent to learner characteristics and learning experiences that may promote doctoral education outcomes, and yet little quantitative research has examined… (more)

Subjects/Keywords: Doctoral education; academic involvement; mentorship; intellectual community

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APA (6th Edition):

Anderson, B. (2011). Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103286/

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):

Anderson, Baaska. “Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes.” 2011. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc103286/.

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

MLA Handbook (7th Edition):

Anderson, Baaska. “Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes.” 2011. Web. 13 Nov 2019.

Vancouver:

Anderson B. Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103286/.

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

Council of Science Editors:

Anderson B. Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103286/

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


University of Kansas

17. Augusto, John. CASE STUDIES OF EdD AND PhD DISSERTATIONS.

Degree: PhD, Educational Leadership and Policy Studies, 2009, University of Kansas

 The purpose of this study is to provide an understanding of how faculty describe the purpose, expectations and quality of dissertations in education administration. The… (more)

Subjects/Keywords: Higher education; Doctoral dissertations; Doctoral education; Edd dissertations; Educational administration; Phd dissertations

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APA (6th Edition):

Augusto, J. (2009). CASE STUDIES OF EdD AND PhD DISSERTATIONS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5465

Chicago Manual of Style (16th Edition):

Augusto, John. “CASE STUDIES OF EdD AND PhD DISSERTATIONS.” 2009. Doctoral Dissertation, University of Kansas. Accessed November 13, 2019. http://hdl.handle.net/1808/5465.

MLA Handbook (7th Edition):

Augusto, John. “CASE STUDIES OF EdD AND PhD DISSERTATIONS.” 2009. Web. 13 Nov 2019.

Vancouver:

Augusto J. CASE STUDIES OF EdD AND PhD DISSERTATIONS. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1808/5465.

Council of Science Editors:

Augusto J. CASE STUDIES OF EdD AND PhD DISSERTATIONS. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5465


University of Kansas

18. Newton, Jennifer Ryan. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.

Degree: PhD, Special Education, 2011, University of Kansas

 Abstract Much time and attention is given to questions about what effective teachers need to know; however, proportionately little effort is spent on answering related… (more)

Subjects/Keywords: Special education; Higher education; Teacher education; Doctoral preparation; Early-career faculty

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APA (6th Edition):

Newton, J. R. (2011). A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/9760

Chicago Manual of Style (16th Edition):

Newton, Jennifer Ryan. “A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.” 2011. Doctoral Dissertation, University of Kansas. Accessed November 13, 2019. http://hdl.handle.net/1808/9760.

MLA Handbook (7th Edition):

Newton, Jennifer Ryan. “A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction.” 2011. Web. 13 Nov 2019.

Vancouver:

Newton JR. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1808/9760.

Council of Science Editors:

Newton JR. A Qualitative Study of Early-Career Special Education Faculty Perceptions of Preparation and Induction. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9760


Clemson University

19. Pfirman, Aubrie Lynn. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.

Degree: PhD, Engineering and Science Education, 2018, Clemson University

 While it is typical for doctoral students in the sciences to have a faculty advisor, not all students can name a mentor for their doctoral(more)

Subjects/Keywords: Chemistry education; Doctoral education; Graduate Education; Phenomenography; Qualitative research; Underrepresented students

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APA (6th Edition):

Pfirman, A. L. (2018). Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2198

Chicago Manual of Style (16th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Doctoral Dissertation, Clemson University. Accessed November 13, 2019. https://tigerprints.clemson.edu/all_dissertations/2198.

MLA Handbook (7th Edition):

Pfirman, Aubrie Lynn. “Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry.” 2018. Web. 13 Nov 2019.

Vancouver:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Nov 13]. Available from: https://tigerprints.clemson.edu/all_dissertations/2198.

Council of Science Editors:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2198

20. DeBoyes, Zelda M. A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness.

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

  This phenomenological research study explores whether trust influences the experiences of African American students, particularly those in doctoral programs at predominantly White institutions. Recent… (more)

Subjects/Keywords: African American; Doctoral; Education; Higher; Students; Trust; Education; Higher Education

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APA (6th Edition):

DeBoyes, Z. M. (2009). A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/156

Chicago Manual of Style (16th Edition):

DeBoyes, Zelda M. “A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness.” 2009. Doctoral Dissertation, U of Denver. Accessed November 13, 2019. https://digitalcommons.du.edu/etd/156.

MLA Handbook (7th Edition):

DeBoyes, Zelda M. “A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness.” 2009. Web. 13 Nov 2019.

Vancouver:

DeBoyes ZM. A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Nov 13]. Available from: https://digitalcommons.du.edu/etd/156.

Council of Science Editors:

DeBoyes ZM. A Sense of Trust Through the Eyes of African American Doctoral Students: An Examination of How a Predominantly White Institution of Higher Education Can Create an Environment of Inclusiveness. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/156


University of Otago

21. Tan, Wee Chun. The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia .

Degree: University of Otago

 This thesis reports on a study of the examiner practices and experiences of the PhD viva from the perspective of doctoral examiners in Malaysia. The… (more)

Subjects/Keywords: PhD viva; doctoral examiners; doctoral assessment; doctoral education

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APA (6th Edition):

Tan, W. C. (n.d.). The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/8050

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Tan, Wee Chun. “The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia .” Doctoral Dissertation, University of Otago. Accessed November 13, 2019. http://hdl.handle.net/10523/8050.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Tan, Wee Chun. “The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia .” Web. 13 Nov 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Tan WC. The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia . [Internet] [Doctoral dissertation]. University of Otago; [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10523/8050.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Tan WC. The PhD Viva: Unfolding the practices and experiences of doctoral examiners in Malaysia . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/8050

Note: this citation may be lacking information needed for this citation format:
No year of publication.


Seton Hall University

22. Okoroji, Maurice Liguori. Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education.

Degree: PhD, Education Leadership, Management and Policy, 2018, Seton Hall University

  Although there has been growing enrollment and doctoral degree production of foreign-born doctoral students in U.S. higher education, persistence/degree completion and time-to-degree remain a… (more)

Subjects/Keywords: Foreign-born Doctoral Recipients; Doctoral Persistence; Socialization; Expectancy-value; Values; Motivation; Expectancies; Higher Education

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APA (6th Edition):

Okoroji, M. L. (2018). Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2504

Chicago Manual of Style (16th Edition):

Okoroji, Maurice Liguori. “Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education.” 2018. Doctoral Dissertation, Seton Hall University. Accessed November 13, 2019. http://scholarship.shu.edu/dissertations/2504.

MLA Handbook (7th Edition):

Okoroji, Maurice Liguori. “Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education.” 2018. Web. 13 Nov 2019.

Vancouver:

Okoroji ML. Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Nov 13]. Available from: http://scholarship.shu.edu/dissertations/2504.

Council of Science Editors:

Okoroji ML. Persistence Motivation of Foreign-born Doctoral Recipients in the Field of Education. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2504


University of Stirling

23. Kirkland, Margot Anne. Professional doctoral students and the doctoral supervision relationship : negotiating difficulties.

Degree: Thesis (EdD), 2018, University of Stirling

 This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make… (more)

Subjects/Keywords: Doctoral supervision; Winnicott; Professional doctoral students; Graduate students, Supervision of; Faculty advisors; Mentoring in education

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

APA (6th Edition):

Kirkland, M. A. (2018). Professional doctoral students and the doctoral supervision relationship : negotiating difficulties. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27852

Chicago Manual of Style (16th Edition):

Kirkland, Margot Anne. “Professional doctoral students and the doctoral supervision relationship : negotiating difficulties.” 2018. Doctoral Dissertation, University of Stirling. Accessed November 13, 2019. http://hdl.handle.net/1893/27852.

MLA Handbook (7th Edition):

Kirkland, Margot Anne. “Professional doctoral students and the doctoral supervision relationship : negotiating difficulties.” 2018. Web. 13 Nov 2019.

Vancouver:

Kirkland MA. Professional doctoral students and the doctoral supervision relationship : negotiating difficulties. [Internet] [Doctoral dissertation]. University of Stirling; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/1893/27852.

Council of Science Editors:

Kirkland MA. Professional doctoral students and the doctoral supervision relationship : negotiating difficulties. [Doctoral Dissertation]. University of Stirling; 2018. Available from: http://hdl.handle.net/1893/27852


University of South Carolina

24. Muller, Justin Cory. The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners.

Degree: PhD, Educational Studies, 2016, University of South Carolina

  The purpose of this study was to explore the impact of doctoral study on the relationship satisfaction and commitment level of both doctoral students… (more)

Subjects/Keywords: Education; Transpersonal Psychology; Impact; doctoral study; relationship satisfaction; commitment level; doctoral students; partners

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

APA (6th Edition):

Muller, J. C. (2016). The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3374

Chicago Manual of Style (16th Edition):

Muller, Justin Cory. “The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners.” 2016. Doctoral Dissertation, University of South Carolina. Accessed November 13, 2019. https://scholarcommons.sc.edu/etd/3374.

MLA Handbook (7th Edition):

Muller, Justin Cory. “The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners.” 2016. Web. 13 Nov 2019.

Vancouver:

Muller JC. The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners. [Internet] [Doctoral dissertation]. University of South Carolina; 2016. [cited 2019 Nov 13]. Available from: https://scholarcommons.sc.edu/etd/3374.

Council of Science Editors:

Muller JC. The Impact of Doctoral Study on the Relationship Satisfaction and Commitment Level of Doctoral Students and Doctoral Students Partners. [Doctoral Dissertation]. University of South Carolina; 2016. Available from: https://scholarcommons.sc.edu/etd/3374


Western Michigan University

25. Wells, LaSonda. Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree.

Degree: PhD, Counselor Education and Counseling Psychology, 2016, Western Michigan University

  High attrition rates among doctoral students are of great concern. Based on national statistics in the United States, at least 50% of students who… (more)

Subjects/Keywords: Counselor Education; dissertation advising; doctoral mentoring; mentoring; doctoral advising; advisory working alliance; Counseling; School Psychology

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APA (6th Edition):

Wells, L. (2016). Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1944

Chicago Manual of Style (16th Edition):

Wells, LaSonda. “Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 13, 2019. https://scholarworks.wmich.edu/dissertations/1944.

MLA Handbook (7th Edition):

Wells, LaSonda. “Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree.” 2016. Web. 13 Nov 2019.

Vancouver:

Wells L. Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 13]. Available from: https://scholarworks.wmich.edu/dissertations/1944.

Council of Science Editors:

Wells L. Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education: Mentoring Expectations, Satisfaction, and Time-to-Degree. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1944


The Ohio State University

26. Seloni, Lisya. Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2008, The Ohio State University

  This dissertation reports findings from a microethnographic analysis of the academic literacy socialization of six multilingual PhD students in the field of education as… (more)

Subjects/Keywords: Education; academic socialization; academic literacy; doctoral education; microethnographic analysis; discourse analysis

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APA (6th Edition):

Seloni, L. (2008). Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218430363

Chicago Manual of Style (16th Edition):

Seloni, Lisya. “Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S.” 2008. Doctoral Dissertation, The Ohio State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218430363.

MLA Handbook (7th Edition):

Seloni, Lisya. “Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S.” 2008. Web. 13 Nov 2019.

Vancouver:

Seloni L. Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218430363.

Council of Science Editors:

Seloni L. Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.S. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218430363


Kent State University

27. Burkholder, David U. Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences.

Degree: PhD, College of Education, Health, and Human Services / Department of Adult, Counseling, Health and Vocational Education, 2009, Kent State University

  The purpose of this study was to illuminate the experiences of counselor education doctoral students who had voluntarily departed from study and successfully returned.… (more)

Subjects/Keywords: Higher Education; Retention; Counselor Education; Phenomenology; Attrition; Doctoral Students

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APA (6th Edition):

Burkholder, D. U. (2009). Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1246849820

Chicago Manual of Style (16th Edition):

Burkholder, David U. “Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences.” 2009. Doctoral Dissertation, Kent State University. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246849820.

MLA Handbook (7th Edition):

Burkholder, David U. “Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences.” 2009. Web. 13 Nov 2019.

Vancouver:

Burkholder DU. Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246849820.

Council of Science Editors:

Burkholder DU. Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246849820


Loyola University Chicago

28. Polanin, Joshua R. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.

Degree: MA, School of Education, 2010, Loyola University Chicago

  The field of education is diverse, its history marred with politically driven problems, and its research ill-funded and often disaggregated. Indeed researchers of the… (more)

Subjects/Keywords: academic production; carnegie foundation; doctoral training; education research; epistomology; nonexperimental; Education

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APA (6th Edition):

Polanin, J. R. (2010). The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/511

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):

Polanin, Joshua R. “The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.” 2010. Thesis, Loyola University Chicago. Accessed November 13, 2019. http://ecommons.luc.edu/luc_theses/511.

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

MLA Handbook (7th Edition):

Polanin, Joshua R. “The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.” 2010. Web. 13 Nov 2019.

Vancouver:

Polanin JR. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Nov 13]. Available from: http://ecommons.luc.edu/luc_theses/511.

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

Council of Science Editors:

Polanin JR. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/511

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

29. Neale-McFall, Cheryl Warren. Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors.

Degree: PhD, 2011, Old Dominion University

  The relationship between doctoral students and their chairperson has been linked to students' successful completion of their dissertation and program of study (Gardner, 2009;… (more)

Subjects/Keywords: Chairperson; Doctoral students; Satisfaction; Counselor Education; Higher Education

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

APA (6th Edition):

Neale-McFall, C. W. (2011). Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267109798 ; https://digitalcommons.odu.edu/chs_etds/79

Chicago Manual of Style (16th Edition):

Neale-McFall, Cheryl Warren. “Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors.” 2011. Doctoral Dissertation, Old Dominion University. Accessed November 13, 2019. 9781267109798 ; https://digitalcommons.odu.edu/chs_etds/79.

MLA Handbook (7th Edition):

Neale-McFall, Cheryl Warren. “Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors.” 2011. Web. 13 Nov 2019.

Vancouver:

Neale-McFall CW. Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors. [Internet] [Doctoral dissertation]. Old Dominion University; 2011. [cited 2019 Nov 13]. Available from: 9781267109798 ; https://digitalcommons.odu.edu/chs_etds/79.

Council of Science Editors:

Neale-McFall CW. Perceived Satisfaction of Counseling Doctoral Students With Their Dissertation Chairperson: Examining Selection Criteria and Chairperson Behaviors. [Doctoral Dissertation]. Old Dominion University; 2011. Available from: 9781267109798 ; https://digitalcommons.odu.edu/chs_etds/79


University of North Texas

30. Huffman, David D. Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment.

Degree: 2013, University of North Texas

 Learning community literature supports the use of student cohorts to enhance learning through increased peer interaction and common course work. Researchers employed the qualitative method… (more)

Subjects/Keywords: Learning community; cohort; counselor education; group learning; doctoral education; phenomenography

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

APA (6th Edition):

Huffman, D. D. (2013). Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500134/

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):

Huffman, David D. “Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment.” 2013. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc500134/.

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

MLA Handbook (7th Edition):

Huffman, David D. “Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment.” 2013. Web. 13 Nov 2019.

Vancouver:

Huffman DD. Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500134/.

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

Council of Science Editors:

Huffman DD. Doctoral Level Counseling Students’ Experiences and Perceptions of Learning in a Cohort Environment. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500134/

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

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