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You searched for subject:(Economically Disadvantaged). Showing records 1 – 30 of 56 total matches.

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University of Houston

1. Doyno, Paul Michael 1961-. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The purpose of this study is to evaluate the use of formative assessment, data collection and analysis, and focused instruction by comparing the reading achievement,… (more)

Subjects/Keywords: Formative Assessment; Economically Disadvantaged; South Texas Border

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APA (6th Edition):

Doyno, P. M. 1. (2013). Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1033

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):

Doyno, Paul Michael 1961-. “Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.” 2013. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/1033.

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

MLA Handbook (7th Edition):

Doyno, Paul Michael 1961-. “Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border.” 2013. Web. 25 Mar 2019.

Vancouver:

Doyno PM1. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/1033.

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

Council of Science Editors:

Doyno PM1. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1033

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


Louisiana State University

2. Purnell, Thelma Carol. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.

Degree: PhD, Education, 2016, Louisiana State University

 In the United States,the American College Test (ACT)is a standardized test that is used primarily as an indicator of college readiness and as a gauge… (more)

Subjects/Keywords: Economically Disadvantaged; Postsecondary Education Decisions; Students' Perceptions; ACT Mandate

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APA (6th Edition):

Purnell, T. C. (2016). An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444

Chicago Manual of Style (16th Edition):

Purnell, Thelma Carol. “An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed March 25, 2019. etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444.

MLA Handbook (7th Edition):

Purnell, Thelma Carol. “An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.” 2016. Web. 25 Mar 2019.

Vancouver:

Purnell TC. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Mar 25]. Available from: etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444.

Council of Science Editors:

Purnell TC. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444


University of KwaZulu-Natal

3. Ncane, Thobile B. Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

 The number of students from disadvantaged communities within South African tertiary institutions continues to grow. There is a dynamic culture within these institutions to which… (more)

Subjects/Keywords: Economically disadvantaged.; Alienation.; Social identity.; Emotional adjustment.; Culture shock.; Self-perception.

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APA (6th Edition):

Ncane, T. B. (2017). Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14897

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):

Ncane, Thobile B. “Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 25, 2019. http://hdl.handle.net/10413/14897.

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

MLA Handbook (7th Edition):

Ncane, Thobile B. “Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal.” 2017. Web. 25 Mar 2019.

Vancouver:

Ncane TB. Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10413/14897.

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

Council of Science Editors:

Ncane TB. Social identity in adjusting to university life : experiences of economically disadvantaged students at the University of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/14897

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


California State University – Sacramento

4. Simon, Gabriel Harlan. Building resiliency : the impact of school protective factors on elementary students' language arts achievement.

Degree: 2011, California State University – Sacramento

 This resiliency research can serve to validate previous studies on the resiliency protective factors of caring adult-student relationships, high teacher expectations, and a high level… (more)

Subjects/Keywords: Teacher expectations; Student resilience; Economically disadvantaged students; Student engagement; Poverty

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APA (6th Edition):

Simon, G. H. (2011). Building resiliency : the impact of school protective factors on elementary students' language arts achievement. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1251

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):

Simon, Gabriel Harlan. “Building resiliency : the impact of school protective factors on elementary students' language arts achievement.” 2011. Thesis, California State University – Sacramento. Accessed March 25, 2019. http://hdl.handle.net/10211.9/1251.

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

MLA Handbook (7th Edition):

Simon, Gabriel Harlan. “Building resiliency : the impact of school protective factors on elementary students' language arts achievement.” 2011. Web. 25 Mar 2019.

Vancouver:

Simon GH. Building resiliency : the impact of school protective factors on elementary students' language arts achievement. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10211.9/1251.

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

Council of Science Editors:

Simon GH. Building resiliency : the impact of school protective factors on elementary students' language arts achievement. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1251

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


University of Houston

5. Hoke, Tracy 1961-. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to explore at-risk student indicators outlined in the Texas Education Code Section 29.031 to determine if any one indicator… (more)

Subjects/Keywords: drop out; dropouts; at-risk; economically disadvantaged; Professional leadership

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APA (6th Edition):

Hoke, T. 1. (2012). Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/652

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):

Hoke, Tracy 1961-. “Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.” 2012. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/652.

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

MLA Handbook (7th Edition):

Hoke, Tracy 1961-. “Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.” 2012. Web. 25 Mar 2019.

Vancouver:

Hoke T1. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/652.

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

Council of Science Editors:

Hoke T1. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/652

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


University of Houston

6. Mensah, Kwabena Boateng. THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 Our current school system is under much scrutiny as academic standards are steadily rising and student achievement is unable to keep pace with the rapid… (more)

Subjects/Keywords: Self-Efficacy; Economically Disadvantaged Students; Student Achievement; Professional leadership

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APA (6th Edition):

Mensah, K. B. (2013). THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/934

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):

Mensah, Kwabena Boateng. “THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/934.

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

MLA Handbook (7th Edition):

Mensah, Kwabena Boateng. “THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 25 Mar 2019.

Vancouver:

Mensah KB. THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/934.

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

Council of Science Editors:

Mensah KB. THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/934

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


University of Houston

7. Loyde, Delic. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 This study examines the relationships between principal decisions regarding school institutional processes and practices in high poverty high schools in one school district and the… (more)

Subjects/Keywords: leadership; economically disadvantaged; completion; institutional processes; Professional leadership

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APA (6th Edition):

Loyde, D. (2013). Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/936

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):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/936.

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

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 25 Mar 2019.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/936.

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

Council of Science Editors:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/936

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


University of Houston

8. -6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 African Americans and Hispanics may experience double isolation as a result of the attributes of race and poverty and predominantly attend schools with far greater… (more)

Subjects/Keywords: Economically Disadvantaged; First Generation College Bound; AVID; Secondary; College Readiness

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APA (6th Edition):

-6539-1258. (2015). The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2026

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

Chicago Manual of Style (16th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/2026.

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

MLA Handbook (7th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Web. 25 Mar 2019.

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

Vancouver:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/2026.

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

Council of Science Editors:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2026

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


East Tennessee State University

9. Hollingshead, Samuel McKinley. A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  The purpose of this qualitative study was to assess teacher perception of how economically disadvantaged students at White Pine School were being served. The… (more)

Subjects/Keywords: at risk; economically disadvantaged students; economically disadvantaged; poverty; teacher perceptions; students of poverty; low income; children of poverty; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Hollingshead, S. M. (2012). A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1488

Chicago Manual of Style (16th Edition):

Hollingshead, Samuel McKinley. “A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed March 25, 2019. https://dc.etsu.edu/etd/1488.

MLA Handbook (7th Edition):

Hollingshead, Samuel McKinley. “A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served.” 2012. Web. 25 Mar 2019.

Vancouver:

Hollingshead SM. A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2019 Mar 25]. Available from: https://dc.etsu.edu/etd/1488.

Council of Science Editors:

Hollingshead SM. A Qualitative Assessment of the Perceptions of Teachers Concerning How Economically Disadvantaged Students at White Pine School Are Being Served. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1488


Texas A&M University

10. Barlow, Kevin Lynn. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.

Degree: 2014, Texas A&M University

 An effective and acceptable accountability system for education continues to puzzle educators and researchers. The focus of the present study was on two high profile… (more)

Subjects/Keywords: Value-Added Models; Status-Based Models; School Accountability; Socio-Economic Status; Economically Disadvantaged

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APA (6th Edition):

Barlow, K. L. (2014). A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153996

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):

Barlow, Kevin Lynn. “A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.” 2014. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/153996.

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

MLA Handbook (7th Edition):

Barlow, Kevin Lynn. “A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.” 2014. Web. 25 Mar 2019.

Vancouver:

Barlow KL. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/153996.

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

Council of Science Editors:

Barlow KL. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153996

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


East Tennessee State University

11. Pettigrew, Eydie J. A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The purpose of this study was to explore the impact of socioeconomic status on academic achievement as measured by the Tennessee Comprehensive Assessment Program… (more)

Subjects/Keywords: academic achievement; economically disadvantaged; socioeconomic status; poverty; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Pettigrew, E. J. (2009). A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1844

Chicago Manual of Style (16th Edition):

Pettigrew, Eydie J. “A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed March 25, 2019. https://dc.etsu.edu/etd/1844.

MLA Handbook (7th Edition):

Pettigrew, Eydie J. “A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System.” 2009. Web. 25 Mar 2019.

Vancouver:

Pettigrew EJ. A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Mar 25]. Available from: https://dc.etsu.edu/etd/1844.

Council of Science Editors:

Pettigrew EJ. A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1844


East Tennessee State University

12. Bryant, Suzanne C. Measuring the Achievement Gap: A New Lens for Economic Disadvantage.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine if there was a difference between a student’s reading/language arts TCAP scale score and his or… (more)

Subjects/Keywords: Economically disadvantaged; achievement gap; socioeconomic status; Educational Assessment, Evaluation, and Research; Educational Leadership

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

APA (6th Edition):

Bryant, S. C. (2016). Measuring the Achievement Gap: A New Lens for Economic Disadvantage. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3055

Chicago Manual of Style (16th Edition):

Bryant, Suzanne C. “Measuring the Achievement Gap: A New Lens for Economic Disadvantage.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed March 25, 2019. https://dc.etsu.edu/etd/3055.

MLA Handbook (7th Edition):

Bryant, Suzanne C. “Measuring the Achievement Gap: A New Lens for Economic Disadvantage.” 2016. Web. 25 Mar 2019.

Vancouver:

Bryant SC. Measuring the Achievement Gap: A New Lens for Economic Disadvantage. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Mar 25]. Available from: https://dc.etsu.edu/etd/3055.

Council of Science Editors:

Bryant SC. Measuring the Achievement Gap: A New Lens for Economic Disadvantage. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3055


University of Houston

13. Russell, Deborah 1960-. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Third grade reading level has been found to be a predictor of both eighth and ninth grade reading level as well as graduation and college… (more)

Subjects/Keywords: Academic Achievement; Economically Disadvantaged Students; School Improvement Planning; Parent Perceptions; Professional leadership

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APA (6th Edition):

Russell, D. 1. (2012). Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/801

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):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/801.

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

MLA Handbook (7th Edition):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Web. 25 Mar 2019.

Vancouver:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/801.

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

Council of Science Editors:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/801

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


Virginia Tech

14. Nichols, Kristen Marie. Instructional Strategies for Academic Success in High Poverty, High Performing Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work… (more)

Subjects/Keywords: elementary school; poverty; low socio-economic status; instructional strategies; economically disadvantaged students; effective schools

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

APA (6th Edition):

Nichols, K. M. (2015). Instructional Strategies for Academic Success in High Poverty, High Performing Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77624

Chicago Manual of Style (16th Edition):

Nichols, Kristen Marie. “Instructional Strategies for Academic Success in High Poverty, High Performing Schools.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 25, 2019. http://hdl.handle.net/10919/77624.

MLA Handbook (7th Edition):

Nichols, Kristen Marie. “Instructional Strategies for Academic Success in High Poverty, High Performing Schools.” 2015. Web. 25 Mar 2019.

Vancouver:

Nichols KM. Instructional Strategies for Academic Success in High Poverty, High Performing Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10919/77624.

Council of Science Editors:

Nichols KM. Instructional Strategies for Academic Success in High Poverty, High Performing Schools. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77624


Virginia Tech

15. Thornton, James D. A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech

  The purpose of this study is to examine the relationship between building conditions and student achievement of students identified in the subgroups of poverty… (more)

Subjects/Keywords: Student Achievement; Minority; Economically Disadvantaged; Facilities

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APA (6th Edition):

Thornton, J. D. (2006). A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29806

Chicago Manual of Style (16th Edition):

Thornton, James D. “A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia.” 2006. Doctoral Dissertation, Virginia Tech. Accessed March 25, 2019. http://hdl.handle.net/10919/29806.

MLA Handbook (7th Edition):

Thornton, James D. “A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia.” 2006. Web. 25 Mar 2019.

Vancouver:

Thornton JD. A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10919/29806.

Council of Science Editors:

Thornton JD. A Study Examining the Relationship Between School Building Conditions and the Achievement of Students Identified in the Subgroups of Economically Disadvantaged and Minority in High Schools in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/29806


Liberty University

16. Thompson, Katie Adrianne. Identifying At Risk Mobile Students for Academic Failure.

Degree: 2011, Liberty University

 Student mobility can be described as movement from one school to another for any reason beyond grade promotion. Student mobility affects many areas of student… (more)

Subjects/Keywords: Academics; At Risk; Economically Disadvantaged; Family Structure; Mobility; Predictive Regression Model; Education, General; Education, Tests and Measurements; Education, Administration

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

APA (6th Edition):

Thompson, K. A. (2011). Identifying At Risk Mobile Students for Academic Failure. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/453

Chicago Manual of Style (16th Edition):

Thompson, Katie Adrianne. “Identifying At Risk Mobile Students for Academic Failure.” 2011. Doctoral Dissertation, Liberty University. Accessed March 25, 2019. http://digitalcommons.liberty.edu/doctoral/453.

MLA Handbook (7th Edition):

Thompson, Katie Adrianne. “Identifying At Risk Mobile Students for Academic Failure.” 2011. Web. 25 Mar 2019.

Vancouver:

Thompson KA. Identifying At Risk Mobile Students for Academic Failure. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 Mar 25]. Available from: http://digitalcommons.liberty.edu/doctoral/453.

Council of Science Editors:

Thompson KA. Identifying At Risk Mobile Students for Academic Failure. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/453


California State University – Northridge

17. Steinhardt, Sima Joy. Disadvantaged children, health and school adjustment.

Degree: MA, Department of Education, 1976, California State University – Northridge

 This project examines various aspects of health and discusses its relationship to the disadvantaged child. Research is cited regarding the following categories: (1) the availability… (more)

Subjects/Keywords: Disadvantaged, Economically; Dissertations, Academic  – CSUN  – Department of Education

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

APA (6th Edition):

Steinhardt, S. J. (1976). Disadvantaged children, health and school adjustment. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/5542

Chicago Manual of Style (16th Edition):

Steinhardt, Sima Joy. “Disadvantaged children, health and school adjustment.” 1976. Masters Thesis, California State University – Northridge. Accessed March 25, 2019. http://hdl.handle.net/10211.2/5542.

MLA Handbook (7th Edition):

Steinhardt, Sima Joy. “Disadvantaged children, health and school adjustment.” 1976. Web. 25 Mar 2019.

Vancouver:

Steinhardt SJ. Disadvantaged children, health and school adjustment. [Internet] [Masters thesis]. California State University – Northridge; 1976. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10211.2/5542.

Council of Science Editors:

Steinhardt SJ. Disadvantaged children, health and school adjustment. [Masters Thesis]. California State University – Northridge; 1976. Available from: http://hdl.handle.net/10211.2/5542


Kennesaw State University

18. Veney, Valerie. The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia.

Degree: MPA, Political Science, 2013, Kennesaw State University

  The recent attention to the United States’ educational system has revealed that many students, especially those in underserved communities, are not receiving a quality… (more)

Subjects/Keywords: no child left behind; georgia schools; NCLB; economically disadvantaged students; cobb county schools; fulton county schools; Education Policy

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APA (6th Edition):

Veney, V. (2013). The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/564

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):

Veney, Valerie. “The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia.” 2013. Thesis, Kennesaw State University. Accessed March 25, 2019. https://digitalcommons.kennesaw.edu/etd/564.

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

MLA Handbook (7th Edition):

Veney, Valerie. “The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia.” 2013. Web. 25 Mar 2019.

Vancouver:

Veney V. The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Mar 25]. Available from: https://digitalcommons.kennesaw.edu/etd/564.

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

Council of Science Editors:

Veney V. The No Child Left Behind Act: An Analysis of its Impact on the Academic Success of Students in Cobb and Fulton Counties in Georgia. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/564

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


Texas A&M University

19. Razo, Nancy Pena. The representation of migrant students in special education in the state of Texas.

Degree: 2005, Texas A&M University

 Migrant children are considered one of the most at-risk populations in the United States. They confront multiple obstacles of poverty, poor health, mobility, and limited… (more)

Subjects/Keywords: migrant students; special education; overrepresentation; Hispanics; LEP; economically disadvantaged

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

APA (6th Edition):

Razo, N. P. (2005). The representation of migrant students in special education in the state of Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2802

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):

Razo, Nancy Pena. “The representation of migrant students in special education in the state of Texas.” 2005. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/2802.

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

MLA Handbook (7th Edition):

Razo, Nancy Pena. “The representation of migrant students in special education in the state of Texas.” 2005. Web. 25 Mar 2019.

Vancouver:

Razo NP. The representation of migrant students in special education in the state of Texas. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/2802.

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

Council of Science Editors:

Razo NP. The representation of migrant students in special education in the state of Texas. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2802

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


The Ohio State University

20. Brown, Brian Christopher. Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study.

Degree: MA, EDU Teaching and Learning, 2014, The Ohio State University

 Data from mandated standardized testing reveals an Achievement Gap amongst students of various racial, socioeconomic, and linguistic groups. Within my own school district of employment,… (more)

Subjects/Keywords: Education; Families and Family Life; Literacy; Achievement Gap; literacy; family literacy; social constructivism; funds of knowledge; economically disadvantaged; authentic literacy

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

APA (6th Edition):

Brown, B. C. (2014). Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271

Chicago Manual of Style (16th Edition):

Brown, Brian Christopher. “Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study.” 2014. Masters Thesis, The Ohio State University. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271.

MLA Handbook (7th Edition):

Brown, Brian Christopher. “Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study.” 2014. Web. 25 Mar 2019.

Vancouver:

Brown BC. Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study. [Internet] [Masters thesis]. The Ohio State University; 2014. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271.

Council of Science Editors:

Brown BC. Exploring Literacy in the Home of an Economically Disadvantaged Student: A Case Study. [Masters Thesis]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1417729271


Georgia State University

21. Jackson, Tameka R. The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools.

Degree: PhD, Counseling and Psychological Services, 2010, Georgia State University

  The purpose of this phenomenological study was to explore the lived experiences of economically disadvantaged, Black students attending predominantly White, elite private boarding schools.… (more)

Subjects/Keywords: Black students; private; boarding schools; predominantly White; low income; economically disadvantaged; Student Counseling and Personnel Services

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

APA (6th Edition):

Jackson, T. R. (2010). The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/51

Chicago Manual of Style (16th Edition):

Jackson, Tameka R. “The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools.” 2010. Doctoral Dissertation, Georgia State University. Accessed March 25, 2019. https://scholarworks.gsu.edu/cps_diss/51.

MLA Handbook (7th Edition):

Jackson, Tameka R. “The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools.” 2010. Web. 25 Mar 2019.

Vancouver:

Jackson TR. The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Mar 25]. Available from: https://scholarworks.gsu.edu/cps_diss/51.

Council of Science Editors:

Jackson TR. The Lived Experience of Economically Disadvantaged, Black Students Attending Predominantly White, Elite Private Boarding Schools. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/cps_diss/51

22. Golly, Heather. A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students .

Degree: 2013, California State University – San Marcos

 This research project was a response to the current IB Self-Study examining the implementation of the International Baccalaureate (IB) program at Western Coast High School… (more)

Subjects/Keywords: achievement gap; International Baccalaureate Full Diploma; participation; motivation; Hispanic and/or socio-economically disadvantaged students; supportive schooling practices

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APA (6th Edition):

Golly, H. (2013). A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/366

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):

Golly, Heather. “A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students .” 2013. Thesis, California State University – San Marcos. Accessed March 25, 2019. http://hdl.handle.net/10211.8/366.

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

MLA Handbook (7th Edition):

Golly, Heather. “A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students .” 2013. Web. 25 Mar 2019.

Vancouver:

Golly H. A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10211.8/366.

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

Council of Science Editors:

Golly H. A Project to Respond to an IB Self-Study with a Focus on Participation and Success of Hispanic and Low-income Students . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/366

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


East Tennessee State University

23. Church, Lori. School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this study was to explore the impact of school library access on student reading comprehension as measured by the Easy CBM… (more)

Subjects/Keywords: economically disadvantaged; free or reduced meals; library access; reading acement; reading comprehension; socioeconomic statushiev; Educational Leadership

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

APA (6th Edition):

Church, L. (2018). School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3479

Chicago Manual of Style (16th Edition):

Church, Lori. “School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed March 25, 2019. https://dc.etsu.edu/etd/3479.

MLA Handbook (7th Edition):

Church, Lori. “School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District.” 2018. Web. 25 Mar 2019.

Vancouver:

Church L. School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Mar 25]. Available from: https://dc.etsu.edu/etd/3479.

Council of Science Editors:

Church L. School Library Access as Related to Student Reading Comprehension in an Urban East Tennessee School District. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3479


SUNY College at Brockport

24. Hill, Tausha. The Impact of Economic Disparity on Motivation and College Success.

Degree: MSEd, Counselor Education, 2014, SUNY College at Brockport

  This qualitative study explored the motivation and college success of a sample of economically disadvantage students attending an urban community college in the North… (more)

Subjects/Keywords: economically disadvantaged; community college; motivation; success; higher education; Counseling; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Hill, T. (2014). The Impact of Economic Disparity on Motivation and College Success. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/162

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):

Hill, Tausha. “The Impact of Economic Disparity on Motivation and College Success.” 2014. Thesis, SUNY College at Brockport. Accessed March 25, 2019. https://digitalcommons.brockport.edu/edc_theses/162.

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

MLA Handbook (7th Edition):

Hill, Tausha. “The Impact of Economic Disparity on Motivation and College Success.” 2014. Web. 25 Mar 2019.

Vancouver:

Hill T. The Impact of Economic Disparity on Motivation and College Success. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 25]. Available from: https://digitalcommons.brockport.edu/edc_theses/162.

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

Council of Science Editors:

Hill T. The Impact of Economic Disparity on Motivation and College Success. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/edc_theses/162

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


Liberty University

25. Woodford, Karen Ogden. The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study.

Degree: 2015, Liberty University

 The purpose of this study was to determine what, if any, relationship existed between Thinking Maps® instruction used as a school-wide strategy and student achievement… (more)

Subjects/Keywords: economically disadvantaged; gender; middle school; reading instruction; school-wide strategy; Thinking Maps; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Woodford, K. O. (2015). The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1003

Chicago Manual of Style (16th Edition):

Woodford, Karen Ogden. “The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study.” 2015. Doctoral Dissertation, Liberty University. Accessed March 25, 2019. http://digitalcommons.liberty.edu/doctoral/1003.

MLA Handbook (7th Edition):

Woodford, Karen Ogden. “The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study.” 2015. Web. 25 Mar 2019.

Vancouver:

Woodford KO. The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Mar 25]. Available from: http://digitalcommons.liberty.edu/doctoral/1003.

Council of Science Editors:

Woodford KO. The Effect of Thinking Maps® on the Reading Achievement of Middle School Students: An Ex Post Facto Causal Comparative Study. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1003


University of British Columbia

26. Brann-Barrett, Mary-Tanya. The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community .

Degree: 2007, University of British Columbia

 This study investigates how socially and economically disadvantaged young people, living in a semi-rural, post-industrial Atlantic Canadian community, experience and perceive social and economic health… (more)

Subjects/Keywords: Atlantic Canada; social health; economic health; Pierre Bourdieu; economically disadvantaged; youth

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

APA (6th Edition):

Brann-Barrett, M. (2007). The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/270

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):

Brann-Barrett, Mary-Tanya. “The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community .” 2007. Thesis, University of British Columbia. Accessed March 25, 2019. http://hdl.handle.net/2429/270.

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

MLA Handbook (7th Edition):

Brann-Barrett, Mary-Tanya. “The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community .” 2007. Web. 25 Mar 2019.

Vancouver:

Brann-Barrett M. The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community . [Internet] [Thesis]. University of British Columbia; 2007. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2429/270.

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

Council of Science Editors:

Brann-Barrett M. The way we see it: an analysis of economically disadvantaged young people's experiences and perceptions of social and economic health in their semi-rural community . [Thesis]. University of British Columbia; 2007. Available from: http://hdl.handle.net/2429/270

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


Wayne State University

27. Bloodsaw, Yolanda E. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.

Degree: PhD, Education Evaluation and Research, 2016, Wayne State University

  This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine… (more)

Subjects/Keywords: cultural insensitivity; culturally relevant pedagogy; diversifying schools; economically disadvantaged; racial stereotypes; teacher-student interactions; Bilingual, Multilingual, and Multicultural Education; Junior High, Intermediate, Middle School Education and Teaching; Other Education

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

APA (6th Edition):

Bloodsaw, Y. E. (2016). Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1430

Chicago Manual of Style (16th Edition):

Bloodsaw, Yolanda E. “Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.” 2016. Doctoral Dissertation, Wayne State University. Accessed March 25, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1430.

MLA Handbook (7th Edition):

Bloodsaw, Yolanda E. “Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools.” 2016. Web. 25 Mar 2019.

Vancouver:

Bloodsaw YE. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Mar 25]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1430.

Council of Science Editors:

Bloodsaw YE. Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1430


East Tennessee State University

28. Davidson, Melanie C. Tennessee Per-pupil Expenditures in Special Education and Academic Achievement.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  Federal legislation known as the No Child Left Behind act has required states to close achievement gaps. The purpose of this study was to… (more)

Subjects/Keywords: TCAP; Gap Width; Gap Size; Economically Disadvantaged; Expenditures; Educational Assessment, Evaluation, and Research; Education Economics; Special Education Administration; Special Education and Teaching

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

APA (6th Edition):

Davidson, M. C. (2015). Tennessee Per-pupil Expenditures in Special Education and Academic Achievement. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2571

Chicago Manual of Style (16th Edition):

Davidson, Melanie C. “Tennessee Per-pupil Expenditures in Special Education and Academic Achievement.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed March 25, 2019. https://dc.etsu.edu/etd/2571.

MLA Handbook (7th Edition):

Davidson, Melanie C. “Tennessee Per-pupil Expenditures in Special Education and Academic Achievement.” 2015. Web. 25 Mar 2019.

Vancouver:

Davidson MC. Tennessee Per-pupil Expenditures in Special Education and Academic Achievement. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Mar 25]. Available from: https://dc.etsu.edu/etd/2571.

Council of Science Editors:

Davidson MC. Tennessee Per-pupil Expenditures in Special Education and Academic Achievement. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2571


University of North Texas

29. Applewhite, Gary. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.

Degree: 2015, University of North Texas

 The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to… (more)

Subjects/Keywords: economically disadvantaged; student acheivement; elementary; charter school; school finances; comparative analysis; Education  – Texas  – Finance.; Academic achievement  – Texas.; Elementary schools  – Texas.; Charter schools  – Texas.

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

APA (6th Edition):

Applewhite, G. (2015). A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799550/

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):

Applewhite, Gary. “A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.” 2015. Thesis, University of North Texas. Accessed March 25, 2019. https://digital.library.unt.edu/ark:/67531/metadc799550/.

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

MLA Handbook (7th Edition):

Applewhite, Gary. “A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas.” 2015. Web. 25 Mar 2019.

Vancouver:

Applewhite G. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Mar 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799550/.

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

Council of Science Editors:

Applewhite G. A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799550/

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

30. Paldanius, Martina. Fattiga barn i Sverige : Hur kan vi underlätta för dem?.

Degree: Social and Behavioural Studies, 2011, University West

Barnfattigdomen är ett samhällsproblem som är högaktuellt i media och i samhällsdebatten. Syftet med studien var att få en ökad kunskap om de fattiga… (more)

Subjects/Keywords: poverty; poverty; meager economy; economically disadvantaged children; Barnfattigdom; fattigdom; knapp ekonomi; ekonomiskt utsatta barn; empowerment; barns aktörskap; skam; begränsningar; Other Social Sciences not elsewhere specified; Övrig annan samhällsvetenskap

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

APA (6th Edition):

Paldanius, M. (2011). Fattiga barn i Sverige : Hur kan vi underlätta för dem?. (Thesis). University West. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3395

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):

Paldanius, Martina. “Fattiga barn i Sverige : Hur kan vi underlätta för dem?.” 2011. Thesis, University West. Accessed March 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3395.

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

MLA Handbook (7th Edition):

Paldanius, Martina. “Fattiga barn i Sverige : Hur kan vi underlätta för dem?.” 2011. Web. 25 Mar 2019.

Vancouver:

Paldanius M. Fattiga barn i Sverige : Hur kan vi underlätta för dem?. [Internet] [Thesis]. University West; 2011. [cited 2019 Mar 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3395.

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

Council of Science Editors:

Paldanius M. Fattiga barn i Sverige : Hur kan vi underlätta för dem?. [Thesis]. University West; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3395

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

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