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You searched for subject:(Doctoral students). Showing records 1 – 30 of 137 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 March 22, 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. 22 Mar 2019.

Vancouver:

Masterman AK. Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Mar 22]. 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


Louisiana State University

2. 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 March 22, 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. 22 Mar 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 Mar 22]. 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


University of Newcastle

3. 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 March 22, 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. 22 Mar 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 Mar 22]. 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


Texas A&M University

4. Rashe, Rachel. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.

Degree: 2012, Texas A&M University

 Higher education is currently facing a number of challenges that are leading doctoral students to seek employment outside of the traditional research-focused institution. With students(more)

Subjects/Keywords: Professional development; professional socialization; communication; doctoral students

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APA (6th Edition):

Rashe, R. (2012). Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

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):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Thesis, Texas A&M University. Accessed March 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

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

MLA Handbook (7th Edition):

Rashe, Rachel. “Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students.” 2012. Web. 22 Mar 2019.

Vancouver:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574.

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

Council of Science Editors:

Rashe R. Becoming a Professional: Examining Professional Development Practices of Communication Doctoral Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11574

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


Vytautas Magnus University

5. Rutkienė, Aušra. Validity and Reliability of Experiment Planning in Education.

Degree: PhD, Educology, 2008, Vytautas Magnus University

Experimental research is a well known research method in biomedicine, technical and physical sciences. Different definitions of an experiment depend on the science where an… (more)

Subjects/Keywords: Experiment; Dissertation; Doctoral students; Eksperimentas; Disertacija; Doktorantūra

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APA (6th Edition):

Rutkienė, A. (2008). Validity and Reliability of Experiment Planning in Education. (Doctoral Dissertation). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080721_125230-68621 ;

Chicago Manual of Style (16th Edition):

Rutkienė, Aušra. “Validity and Reliability of Experiment Planning in Education.” 2008. Doctoral Dissertation, Vytautas Magnus University. Accessed March 22, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080721_125230-68621 ;.

MLA Handbook (7th Edition):

Rutkienė, Aušra. “Validity and Reliability of Experiment Planning in Education.” 2008. Web. 22 Mar 2019.

Vancouver:

Rutkienė A. Validity and Reliability of Experiment Planning in Education. [Internet] [Doctoral dissertation]. Vytautas Magnus University; 2008. [cited 2019 Mar 22]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080721_125230-68621 ;.

Council of Science Editors:

Rutkienė A. Validity and Reliability of Experiment Planning in Education. [Doctoral Dissertation]. Vytautas Magnus University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080721_125230-68621 ;


Latrobe University

6. Zainuddin, Siti Zaidah. The rhetorical move strategies of PhD thesis introductions by Malaysian writers.

Degree: PhD, 2012, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2012

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education, La Trobe University, Australia".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Abstracting.; Rhetoric.; Academic writing.; Doctoral students  – Malaysia.

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APA (6th Edition):

Zainuddin, S. Z. (2012). The rhetorical move strategies of PhD thesis introductions by Malaysian writers. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/499970

Chicago Manual of Style (16th Edition):

Zainuddin, Siti Zaidah. “The rhetorical move strategies of PhD thesis introductions by Malaysian writers.” 2012. Doctoral Dissertation, Latrobe University. Accessed March 22, 2019. http://hdl.handle.net/1959.9/499970.

MLA Handbook (7th Edition):

Zainuddin, Siti Zaidah. “The rhetorical move strategies of PhD thesis introductions by Malaysian writers.” 2012. Web. 22 Mar 2019.

Vancouver:

Zainuddin SZ. The rhetorical move strategies of PhD thesis introductions by Malaysian writers. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1959.9/499970.

Council of Science Editors:

Zainuddin SZ. The rhetorical move strategies of PhD thesis introductions by Malaysian writers. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/499970


Texas State University – San Marcos

7. Jones, Shelia R. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 Black women have a long history of struggle in the United States, which Collins (2000) referred to as a legacy of struggle. Despite gaining access… (more)

Subjects/Keywords: Black females; Midlife females; Doctoral students

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APA (6th Edition):

Jones, S. R. (2017). Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7857

Chicago Manual of Style (16th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 22, 2019. https://digital.library.txstate.edu/handle/10877/7857.

MLA Handbook (7th Edition):

Jones, Shelia R. “Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender.” 2017. Web. 22 Mar 2019.

Vancouver:

Jones SR. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Mar 22]. Available from: https://digital.library.txstate.edu/handle/10877/7857.

Council of Science Editors:

Jones SR. Creating Our Own Stories and Trusting Our Own Voices: Midlife, Black, Female Doctoral Students Navigating the Crossroads of Age, Race and Gender. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/7857


University of Rochester

8. Kuttig, Miao Yan. Doctoral advising : a grounded theory exploration of female mainland Chinese international students.

Degree: PhD, 2012, University of Rochester

 The quality of the doctoral advising relationship is paramount in the success of doctoral education. This study explores female Mainland Chinese student’s advising experience in… (more)

Subjects/Keywords: Doctoral advising; Female mainland Chinese students

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APA (6th Edition):

Kuttig, M. Y. (2012). Doctoral advising : a grounded theory exploration of female mainland Chinese international students. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/24706

Chicago Manual of Style (16th Edition):

Kuttig, Miao Yan. “Doctoral advising : a grounded theory exploration of female mainland Chinese international students.” 2012. Doctoral Dissertation, University of Rochester. Accessed March 22, 2019. http://hdl.handle.net/1802/24706.

MLA Handbook (7th Edition):

Kuttig, Miao Yan. “Doctoral advising : a grounded theory exploration of female mainland Chinese international students.” 2012. Web. 22 Mar 2019.

Vancouver:

Kuttig MY. Doctoral advising : a grounded theory exploration of female mainland Chinese international students. [Internet] [Doctoral dissertation]. University of Rochester; 2012. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1802/24706.

Council of Science Editors:

Kuttig MY. Doctoral advising : a grounded theory exploration of female mainland Chinese international students. [Doctoral Dissertation]. University of Rochester; 2012. Available from: http://hdl.handle.net/1802/24706


University of Stirling

9. 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 (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 March 22, 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. 22 Mar 2019.

Vancouver:

Kirkland MA. Professional doctoral students and the doctoral supervision relationship : negotiating difficulties. [Internet] [Doctoral dissertation]. University of Stirling; 2018. [cited 2019 Mar 22]. 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


North Carolina State University

10. Hall, Jodi Kristen. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT HALL, JODI. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Under the direction of Dr. Tuere Bowles.) Many… (more)

Subjects/Keywords: African American doctoral students; Black doctoral students; for-profit colleges; critical race theory

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APA (6th Edition):

Hall, J. K. (2010). African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6211

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

Chicago Manual of Style (16th Edition):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Thesis, North Carolina State University. Accessed March 22, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

MLA Handbook (7th Edition):

Hall, Jodi Kristen. “African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration.” 2010. Web. 22 Mar 2019.

Vancouver:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211.

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

Council of Science Editors:

Hall JK. African American Doctoral Students at For-profit Colleges and Universities: A Critical Race Theory Exploration. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6211

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


Universitat Ramon Llull

11. 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 March 22, 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. 22 Mar 2019.

Vancouver:

Sala Bubaré A. Doctoral writing and development: A socially situated perspective. [Internet] [Thesis]. Universitat Ramon Llull; 2018. [cited 2019 Mar 22]. 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


University of Kansas

12. Jung, Sungmin. Doctoral Students' Perceptions of Self-Determination for Students with Disabilities.

Degree: M.S.Ed., Special Education, 2010, University of Kansas

 The purpose of this study is to investigate special education doctoral students' perceptions of self-determination for students with disabilities. This study is designed to examine… (more)

Subjects/Keywords: Special education; Doctoral students' perception; Self-determination; Students with disabilities

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APA (6th Edition):

Jung, S. (2010). Doctoral Students' Perceptions of Self-Determination for Students with Disabilities. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/6753

Chicago Manual of Style (16th Edition):

Jung, Sungmin. “Doctoral Students' Perceptions of Self-Determination for Students with Disabilities.” 2010. Masters Thesis, University of Kansas. Accessed March 22, 2019. http://hdl.handle.net/1808/6753.

MLA Handbook (7th Edition):

Jung, Sungmin. “Doctoral Students' Perceptions of Self-Determination for Students with Disabilities.” 2010. Web. 22 Mar 2019.

Vancouver:

Jung S. Doctoral Students' Perceptions of Self-Determination for Students with Disabilities. [Internet] [Masters thesis]. University of Kansas; 2010. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1808/6753.

Council of Science Editors:

Jung S. Doctoral Students' Perceptions of Self-Determination for Students with Disabilities. [Masters Thesis]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6753


University of South Carolina

13. 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 (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 March 22, 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. 22 Mar 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 Mar 22]. 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


Louisiana State University

14. Thibodeaux, Angele Marie. A critical analysis of female doctoral student advisement: implications for program satisfaction.

Degree: PhD, Education, 2002, Louisiana State University

 The purpose of this study was to seek a greater understanding of the female doctoral student experience. In particular, the emphasis of this study is… (more)

Subjects/Keywords: doctoral mentors; female doctoral students; doctoral advisement

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APA (6th Edition):

Thibodeaux, A. M. (2002). A critical analysis of female doctoral student advisement: implications for program satisfaction. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-0123103-183035 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3329

Chicago Manual of Style (16th Edition):

Thibodeaux, Angele Marie. “A critical analysis of female doctoral student advisement: implications for program satisfaction.” 2002. Doctoral Dissertation, Louisiana State University. Accessed March 22, 2019. etd-0123103-183035 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3329.

MLA Handbook (7th Edition):

Thibodeaux, Angele Marie. “A critical analysis of female doctoral student advisement: implications for program satisfaction.” 2002. Web. 22 Mar 2019.

Vancouver:

Thibodeaux AM. A critical analysis of female doctoral student advisement: implications for program satisfaction. [Internet] [Doctoral dissertation]. Louisiana State University; 2002. [cited 2019 Mar 22]. Available from: etd-0123103-183035 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3329.

Council of Science Editors:

Thibodeaux AM. A critical analysis of female doctoral student advisement: implications for program satisfaction. [Doctoral Dissertation]. Louisiana State University; 2002. Available from: etd-0123103-183035 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3329


Duquesne University

15. Grant, Cosette M. A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2009, Duquesne University

 This dissertation is a qualitative research inquiry that used single-case study methodology to investigate the role of the Barbara L. Jackson Scholars Program in the… (more)

Subjects/Keywords: Mentoring; Doctoral Students of Color; Doctoral students of color at PWIs; Jackson Scholars; Jackson Scholars Program; Preparation program for doctoral students of color

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APA (6th Edition):

Grant, C. M. (2009). A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/599

Chicago Manual of Style (16th Edition):

Grant, Cosette M. “A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions.” 2009. Doctoral Dissertation, Duquesne University. Accessed March 22, 2019. https://dsc.duq.edu/etd/599.

MLA Handbook (7th Edition):

Grant, Cosette M. “A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions.” 2009. Web. 22 Mar 2019.

Vancouver:

Grant CM. A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 Mar 22]. Available from: https://dsc.duq.edu/etd/599.

Council of Science Editors:

Grant CM. A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/599


Georgia State University

16. Anderson, Steven. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  Numerous studies have found that stereotype threat can negatively affect academic performance, especially for Black students. However, studies have also shown that many African… (more)

Subjects/Keywords: Stereotype threat; stereotype management; Black doctoral students; Black doctoral music students; resilience; social identity; racial identity; music education

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APA (6th Edition):

Anderson, S. (2018). A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/54

Chicago Manual of Style (16th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Doctoral Dissertation, Georgia State University. Accessed March 22, 2019. https://scholarworks.gsu.edu/mse_diss/54.

MLA Handbook (7th Edition):

Anderson, Steven. “A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES.” 2018. Web. 22 Mar 2019.

Vancouver:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Mar 22]. Available from: https://scholarworks.gsu.edu/mse_diss/54.

Council of Science Editors:

Anderson S. A QUALITATIVE STUDY OF BLACK DOCTORAL MUSIC STUDENTS’ AND GRADUATES’ MANAGEMENT OF IDENTITY STEREOTYPES. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/54


Macquarie University

17. Cotterall, Sara Maureen. Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia.

Degree: 2011, Macquarie University

"Submitted for the degree of Doctor of Philosophy"

"October, 2011"

Bibliography: p. 255-275.

Introduction  – Literature review  – Methodology  – Identity and learner autonomy in… (more)

Subjects/Keywords: Students, Foreign; Students, Foreign  – Study and teaching (Higher)  – Australia; Asian students  – Study and teaching (Higher)  – Australia; Students, Foreign  – Counseling of; Graduate students  – Counseling of; Students, Foreign  – English-speaking countries; Second language acquisition; International students; Doctoral studies; Doctoral education in Australia; Doctoral pedagogy; Student perspectives

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APA (6th Edition):

Cotterall, S. M. (2011). Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/290929

Chicago Manual of Style (16th Edition):

Cotterall, Sara Maureen. “Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia.” 2011. Doctoral Dissertation, Macquarie University. Accessed March 22, 2019. http://hdl.handle.net/1959.14/290929.

MLA Handbook (7th Edition):

Cotterall, Sara Maureen. “Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia.” 2011. Web. 22 Mar 2019.

Vancouver:

Cotterall SM. Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia. [Internet] [Doctoral dissertation]. Macquarie University; 2011. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/1959.14/290929.

Council of Science Editors:

Cotterall SM. Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia. [Doctoral Dissertation]. Macquarie University; 2011. Available from: http://hdl.handle.net/1959.14/290929


University of Florida

18. Moore, Thomas E. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 Academic advising in doctoral education is imperative for students to develop research skills and to fulfill programmatic benchmarks towards earning degree status. But in certain… (more)

Subjects/Keywords: Academic advising; African Americans; Bipolar disorder; College students; Doctoral students; Educational research; Graduate students; Higher education; Racism; Research universities; academic-advising  – black-doctoral-students  – college-of-education

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APA (6th Edition):

Moore, T. E. (2014). A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047061

Chicago Manual of Style (16th Edition):

Moore, Thomas E. “A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.” 2014. Doctoral Dissertation, University of Florida. Accessed March 22, 2019. http://ufdc.ufl.edu/UFE0047061.

MLA Handbook (7th Edition):

Moore, Thomas E. “A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education.” 2014. Web. 22 Mar 2019.

Vancouver:

Moore TE. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Mar 22]. Available from: http://ufdc.ufl.edu/UFE0047061.

Council of Science Editors:

Moore TE. A Race Conscious Perspective on Academic Advising Counternarratives of Black Doctoral Students in a College of Education. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047061


University of Arkansas

19. Adams, Stephanie G. Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2011, University of Arkansas

  The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public… (more)

Subjects/Keywords: Social sciences; African-American; Doctoral students; First-generation students; African American Studies; Higher Education

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APA (6th Edition):

Adams, S. G. (2011). Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/179

Chicago Manual of Style (16th Edition):

Adams, Stephanie G. “Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree.” 2011. Doctoral Dissertation, University of Arkansas. Accessed March 22, 2019. http://scholarworks.uark.edu/etd/179.

MLA Handbook (7th Edition):

Adams, Stephanie G. “Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree.” 2011. Web. 22 Mar 2019.

Vancouver:

Adams SG. Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Mar 22]. Available from: http://scholarworks.uark.edu/etd/179.

Council of Science Editors:

Adams SG. Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: http://scholarworks.uark.edu/etd/179


Southern Illinois University

20. Cruz-Virella, Yancy Luz. THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES.

Degree: PhD, Rehabilitation, 2017, Southern Illinois University

  The purpose of this study was to examine the relationship among the perceptions of international doctoral students enrolled in rehabilitation counseling regarding the quality… (more)

Subjects/Keywords: Academic advisement; Doctoral Students; International Students; Productivity; Rehabilitation counseling education programs; Satisfaction

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APA (6th Edition):

Cruz-Virella, Y. L. (2017). THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES. (Doctoral Dissertation). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/dissertations/1447

Chicago Manual of Style (16th Edition):

Cruz-Virella, Yancy Luz. “THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES.” 2017. Doctoral Dissertation, Southern Illinois University. Accessed March 22, 2019. http://opensiuc.lib.siu.edu/dissertations/1447.

MLA Handbook (7th Edition):

Cruz-Virella, Yancy Luz. “THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES.” 2017. Web. 22 Mar 2019.

Vancouver:

Cruz-Virella YL. THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Southern Illinois University; 2017. [cited 2019 Mar 22]. Available from: http://opensiuc.lib.siu.edu/dissertations/1447.

Council of Science Editors:

Cruz-Virella YL. THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES. [Doctoral Dissertation]. Southern Illinois University; 2017. Available from: http://opensiuc.lib.siu.edu/dissertations/1447


Indiana University

21. Bar, Abeer. Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University .

Degree: 2017, Indiana University

 The purpose of this study is to examine the factors affecting the acculturation process of the Saudi female doctoral students in the US. Documenting the… (more)

Subjects/Keywords: International Student Acculturation; Saudi female doctoral students; Factors affecting the adjustment of study abroad students

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APA (6th Edition):

Bar, A. (2017). Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22014

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):

Bar, Abeer. “Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University .” 2017. Thesis, Indiana University. Accessed March 22, 2019. http://hdl.handle.net/2022/22014.

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

MLA Handbook (7th Edition):

Bar, Abeer. “Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University .” 2017. Web. 22 Mar 2019.

Vancouver:

Bar A. Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University . [Internet] [Thesis]. Indiana University; 2017. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2022/22014.

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

Council of Science Editors:

Bar A. Factors Affecting the Acculturation of Saudi Female Doctoral Students in a U.S. Mid-Western Research University . [Thesis]. Indiana University; 2017. Available from: http://hdl.handle.net/2022/22014

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


University of Wisconsin – Milwaukee

22. Santana, Mercedes. Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students.

Degree: PhD, Educational Psychology, 2017, University of Wisconsin – Milwaukee

  Self-care is a critical component and considered a core foundational competency for doctoral students in the field of psychology. It is an ethical imperative… (more)

Subjects/Keywords: Doctoral Students; Instrument; Professional Psychology; Self-care; Training; Cognitive Psychology

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APA (6th Edition):

Santana, M. (2017). Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1692

Chicago Manual of Style (16th Edition):

Santana, Mercedes. “Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed March 22, 2019. https://dc.uwm.edu/etd/1692.

MLA Handbook (7th Edition):

Santana, Mercedes. “Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students.” 2017. Web. 22 Mar 2019.

Vancouver:

Santana M. Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Mar 22]. Available from: https://dc.uwm.edu/etd/1692.

Council of Science Editors:

Santana M. Development and Validation of a Self-care Scale for Clinical and Counseling Doctoral Students. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1692


Utah State University

23. Can, Gulfidan. A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing.

Degree: PhD, Instructional Technology and Learning Sciences, 2009, Utah State University

 The purpose of this study was to investigate social science doctoral students' perceptions and attitudes toward different characteristics of written feedback and written feedback providers… (more)

Subjects/Keywords: academic writing; attitudes; doctoral students; feedback; perceptions; Curriculum and Instruction

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APA (6th Edition):

Can, G. (2009). A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/227

Chicago Manual of Style (16th Edition):

Can, Gulfidan. “A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing.” 2009. Doctoral Dissertation, Utah State University. Accessed March 22, 2019. https://digitalcommons.usu.edu/etd/227.

MLA Handbook (7th Edition):

Can, Gulfidan. “A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing.” 2009. Web. 22 Mar 2019.

Vancouver:

Can G. A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing. [Internet] [Doctoral dissertation]. Utah State University; 2009. [cited 2019 Mar 22]. Available from: https://digitalcommons.usu.edu/etd/227.

Council of Science Editors:

Can G. A Model for Doctoral Students' Perception and Attitudes toward Written Feedback for Academic Writing. [Doctoral Dissertation]. Utah State University; 2009. Available from: https://digitalcommons.usu.edu/etd/227


Indiana State University

24. Thomas, Tony J. Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program .

Degree: Indiana State University

 The purpose of this research is to understand more clearly the lived experiences of married doctoral students with children who are enrolled in a cohort… (more)

Subjects/Keywords: Married doctoral students; Family relationships

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APA (6th Edition):

Thomas, T. J. (n.d.). Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/8044

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thomas, Tony J. “Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program .” Thesis, Indiana State University. Accessed March 22, 2019. http://hdl.handle.net/10484/8044.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thomas, Tony J. “Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program .” Web. 22 Mar 2019.

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

Vancouver:

Thomas TJ. Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program . [Internet] [Thesis]. Indiana State University; [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10484/8044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Thomas TJ. Daddy, can we play Beatles rock band? The lived experiences of a married student with children in a cohort-based education doctoral program . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/8044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Northeastern University

25. Schreyer, Lisa Michelle Sherov. The impact of co-curricular activities on time to degree for doctoral students.

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

 The length of time it takes for a Ph.D. candidate to earn a degree and the associated factors have been a topic of study for… (more)

Subjects/Keywords: co-curricular activities; doctoral students; graduate education; time to degree

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APA (6th Edition):

Schreyer, L. M. S. (2018). The impact of co-curricular activities on time to degree for doctoral students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281296

Chicago Manual of Style (16th Edition):

Schreyer, Lisa Michelle Sherov. “The impact of co-curricular activities on time to degree for doctoral students.” 2018. Doctoral Dissertation, Northeastern University. Accessed March 22, 2019. http://hdl.handle.net/2047/D20281296.

MLA Handbook (7th Edition):

Schreyer, Lisa Michelle Sherov. “The impact of co-curricular activities on time to degree for doctoral students.” 2018. Web. 22 Mar 2019.

Vancouver:

Schreyer LMS. The impact of co-curricular activities on time to degree for doctoral students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/2047/D20281296.

Council of Science Editors:

Schreyer LMS. The impact of co-curricular activities on time to degree for doctoral students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281296


Virginia Commonwealth University

26. Goldman, Madeline B. The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student.

Degree: PhD, Education, 2018, Virginia Commonwealth University

 <h1>Abstract</h1> THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment… (more)

Subjects/Keywords: doctoral students; career development; SCCT; learning experiences; supports; barriers; Higher Education

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APA (6th Edition):

Goldman, M. B. (2018). The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5513

Chicago Manual of Style (16th Edition):

Goldman, Madeline B. “The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 22, 2019. https://scholarscompass.vcu.edu/etd/5513.

MLA Handbook (7th Edition):

Goldman, Madeline B. “The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student.” 2018. Web. 22 Mar 2019.

Vancouver:

Goldman MB. The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Mar 22]. Available from: https://scholarscompass.vcu.edu/etd/5513.

Council of Science Editors:

Goldman MB. The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5513


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 March 22, 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. 22 Mar 2019.

Vancouver:

Burkholder DU. Returning Counselor Education Doctoral Students: Issues of Retention and Perceived Experiences. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Mar 22]. 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

28. Dumitrescu, Gabriela A. Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States.

Degree: MA, Educational Psychology MA, 2016, Andrews University

  Purpose of the Study The purpose of this study is to investigate the role of perceived stress and self efficacy on student satisfaction with… (more)

Subjects/Keywords: Stress; Self-efficacy; Dissertation Process; Doctoral Students; Educational Psychology

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APA (6th Edition):

Dumitrescu, G. A. (2016). Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/theses/92

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):

Dumitrescu, Gabriela A. “Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States.” 2016. Thesis, Andrews University. Accessed March 22, 2019. https://digitalcommons.andrews.edu/theses/92.

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

MLA Handbook (7th Edition):

Dumitrescu, Gabriela A. “Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States.” 2016. Web. 22 Mar 2019.

Vancouver:

Dumitrescu GA. Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States. [Internet] [Thesis]. Andrews University; 2016. [cited 2019 Mar 22]. Available from: https://digitalcommons.andrews.edu/theses/92.

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

Council of Science Editors:

Dumitrescu GA. Perceived Stress and Self-efficacy as Correlates of Satisfaction With the Dissertation Process Among Doctoral Students in Educational Psychology in Selected Universities in the United States. [Thesis]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/theses/92

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


Clemson University

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

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 March 22, 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. 22 Mar 2019.

Vancouver:

Pfirman AL. Exploring Underrepresented Doctoral Students' Conceptualizations of the Student-Advisor Relationship in Chemistry. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Mar 22]. 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


University of Houston

30. Li, Yumei. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: International education, with a purpose to reduce provincial attitudes and to adopt truly international perspectives, promotes global understanding and tackles social injustice around the… (more)

Subjects/Keywords: International students; doctoral education; educational researcher; narrative inquiry; culture; language; identity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Li, Y. (2018). Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3113

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):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Thesis, University of Houston. Accessed March 22, 2019. http://hdl.handle.net/10657/3113.

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

MLA Handbook (7th Edition):

Li, Yumei. “Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States.” 2018. Web. 22 Mar 2019.

Vancouver:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10657/3113.

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

Council of Science Editors:

Li Y. Becoming Educational Researchers: Stories of Asian International Doctoral Students in the United States. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3113

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

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