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You searched for subject:(Economically Disadvantaged). Showing records 1 – 30 of 78 total matches.

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University of KwaZulu-Natal

1. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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


University of Wisconsin – Milwaukee

2. O'Brien, Karen Lynn. Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program.

Degree: PhD, Nursing, 2016, University of Wisconsin – Milwaukee

  Retention in baccalaureate nursing programs has been a concern for administrators and educators for decades. The non-traditional students of the past have become the… (more)

Subjects/Keywords: Baccalaureate; Economically Disadvantaged; Nursing Education; Retention; Education; Nursing

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APA (6th Edition):

O'Brien, K. L. (2016). Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1185

Chicago Manual of Style (16th Edition):

O'Brien, Karen Lynn. “Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program.” 2016. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed September 20, 2020. https://dc.uwm.edu/etd/1185.

MLA Handbook (7th Edition):

O'Brien, Karen Lynn. “Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program.” 2016. Web. 20 Sep 2020.

Vancouver:

O'Brien KL. Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2016. [cited 2020 Sep 20]. Available from: https://dc.uwm.edu/etd/1185.

Council of Science Editors:

O'Brien KL. Relationship Between Financial Support and Retention of Economically Disadvantaged Students in an Undergraduate Baccalaureate Nursing Program. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2016. Available from: https://dc.uwm.edu/etd/1185


Colorado State University

3. Koehn, Karen K. Summer school: effects in fourth and fifth grades.

Degree: PhD, Education, 2014, Colorado State University

 Summer school has long been viewed as a viable method of decreasing the time out of school for students and thereby increasing student achievement for… (more)

Subjects/Keywords: summer loss; intermediate grades; summer school; academic achievement; economically disadvantaged

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APA (6th Edition):

Koehn, K. K. (2014). Summer school: effects in fourth and fifth grades. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83750

Chicago Manual of Style (16th Edition):

Koehn, Karen K. “Summer school: effects in fourth and fifth grades.” 2014. Doctoral Dissertation, Colorado State University. Accessed September 20, 2020. http://hdl.handle.net/10217/83750.

MLA Handbook (7th Edition):

Koehn, Karen K. “Summer school: effects in fourth and fifth grades.” 2014. Web. 20 Sep 2020.

Vancouver:

Koehn KK. Summer school: effects in fourth and fifth grades. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10217/83750.

Council of Science Editors:

Koehn KK. Summer school: effects in fourth and fifth grades. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83750


University of Houston

4. 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: EdD, Curriculum and Instruction, 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 assessments; Economically disadvantaged students; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1033

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. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/1033.

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. 20 Sep 2020.

Vancouver:

Doyno PM1. Formative Assessment, Modification of Instruction, and Grade Three Achievement in Predominantly Economically Disadvantaged Hispanic Schools on the South Texas Border. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/1033.

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. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1033


University of Houston

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

Degree: EdD, Professional Leadership, 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; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/801

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. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/801.

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. 20 Sep 2020.

Vancouver:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/801.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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 students; Completions; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/936

Chicago Manual of Style (16th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/936.

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 20 Sep 2020.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/936.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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 students; Professional leadership

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

APA (6th Edition):

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

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. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/652.

MLA Handbook (7th Edition):

Hoke, Tracy 1961-. “Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.” 2012. Web. 20 Sep 2020.

Vancouver:

Hoke T1. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/652.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/934

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. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/934.

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. 20 Sep 2020.

Vancouver:

Mensah KB. THE RELATIONSHIP OF SELF-EFFICACY AND STUDENT ACHIEVEMENT ON ECONOMICALLY DISADVANTAGED STUDENTS:IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/934.

Council of Science Editors:

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

9. Rodriguez, Joseph L. High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation.

Degree: 2016, Sam Houston State University

 Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (i.e., reading and mathematics) of… (more)

Subjects/Keywords: English Language Learners; Economically disadvantaged; Ethnicity/Race; Gender; Reading; Mathematics

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APA (6th Edition):

Rodriguez, J. L. (2016). High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/38

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):

Rodriguez, Joseph L. “High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation.” 2016. Thesis, Sam Houston State University. Accessed September 20, 2020. http://hdl.handle.net/20.500.11875/38.

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

MLA Handbook (7th Edition):

Rodriguez, Joseph L. “High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation.” 2016. Web. 20 Sep 2020.

Vancouver:

Rodriguez JL. High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/20.500.11875/38.

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

Council of Science Editors:

Rodriguez JL. High School Size and Differences in the Academic Achievement of English Language Learners: A Texas Statewide, Multiyear Investigation. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/38

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

10. -0099-5063. Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study.

Degree: 2017, Sam Houston State University

 Archival data from the Texas Education Agency Academic Performance Report were analyzed to examine the relationships between high school enrollment size and dropout rates, GED… (more)

Subjects/Keywords: Dropout rates; GED; Graduation rates; Poverty; Economically disadvantaged; School size

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

APA (6th Edition):

-0099-5063. (2017). Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/2180

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):

-0099-5063. “Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study.” 2017. Thesis, Sam Houston State University. Accessed September 20, 2020. http://hdl.handle.net/20.500.11875/2180.

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):

-0099-5063. “Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study.” 2017. Web. 20 Sep 2020.

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

Vancouver:

-0099-5063. Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study. [Internet] [Thesis]. Sam Houston State University; 2017. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/20.500.11875/2180.

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:

-0099-5063. Differences in dropout rates, General Education Development recipient rates, High school graduation rates as a function of school size for students in poverty: A Texas multiyear statewide study. [Thesis]. Sam Houston State University; 2017. Available from: http://hdl.handle.net/20.500.11875/2180

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

11. Mc Gown, Jenny. DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY.

Degree: 2016, Sam Houston State University

 Purpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the… (more)

Subjects/Keywords: Literacy; Economically disadvantaged; Ethnicity/race; Reading skills; Gender; Texas

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APA (6th Edition):

Mc Gown, J. (2016). DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/55

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):

Mc Gown, Jenny. “DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY.” 2016. Thesis, Sam Houston State University. Accessed September 20, 2020. http://hdl.handle.net/20.500.11875/55.

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

MLA Handbook (7th Edition):

Mc Gown, Jenny. “DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY.” 2016. Web. 20 Sep 2020.

Vancouver:

Mc Gown J. DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/20.500.11875/55.

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

Council of Science Editors:

Mc Gown J. DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/55

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


Louisiana State University

12. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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


California State University – Sacramento

13. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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


East Tennessee State University

14. Hyde, Mia. Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions.

Degree: EdD (Doctor of Education), Educational Leadership, 2020, East Tennessee State University

  The purpose of this study was to measure the possible relationship between Advanced Placement and dual enrollment courses for economically disadvantaged students on 2-year… (more)

Subjects/Keywords: Advanced Placement; Dual Enrollment; Economically Disadvantaged; Other Education

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

APA (6th Edition):

Hyde, M. (2020). Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3793

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):

Hyde, Mia. “Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions.” 2020. Thesis, East Tennessee State University. Accessed September 20, 2020. https://dc.etsu.edu/etd/3793.

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

MLA Handbook (7th Edition):

Hyde, Mia. “Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions.” 2020. Web. 20 Sep 2020.

Vancouver:

Hyde M. Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions. [Internet] [Thesis]. East Tennessee State University; 2020. [cited 2020 Sep 20]. Available from: https://dc.etsu.edu/etd/3793.

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

Council of Science Editors:

Hyde M. Advanced Placement and Dual Enrollment Courses for Economically Disadvantaged Students and 2-Year Completion Rates at Tennessee Public Higher Education Institutions. [Thesis]. East Tennessee State University; 2020. Available from: https://dc.etsu.edu/etd/3793

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


East Tennessee State University

15. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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

16. 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: PhD, Educational Psychology, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153996

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. Doctoral Dissertation, Texas A&M University. Accessed September 20, 2020. http://hdl.handle.net/1969.1/153996.

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. 20 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1969.1/153996.

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. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153996


Virginia Tech

17. Smith, Jennifer Yvette. Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 Although there are strong opinions both for and against identifying exceptional children, it is important school divisions as well as schools ensure that student sub… (more)

Subjects/Keywords: overrepresentation; special education; minorities; disproportionate; disproportionality; proportionality; risk-ratio; and economically disadvantaged

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

APA (6th Edition):

Smith, J. Y. (2018). Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/98533

Chicago Manual of Style (16th Edition):

Smith, Jennifer Yvette. “Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?.” 2018. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2020. http://hdl.handle.net/10919/98533.

MLA Handbook (7th Edition):

Smith, Jennifer Yvette. “Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?.” 2018. Web. 20 Sep 2020.

Vancouver:

Smith JY. Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10919/98533.

Council of Science Editors:

Smith JY. Proportional Representation of Students with Disabilities based on Race, Gender and Socio-Economic Status in Virginia 2008-2009 and 2013-2014: Has it changed?. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/98533


Virginia Tech

18. 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 September 20, 2020. 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. 20 Sep 2020.

Vancouver:

Nichols KM. Instructional Strategies for Academic Success in High Poverty, High Performing Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Sep 20]. 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


East Tennessee State University

19. 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 September 20, 2020. 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. 20 Sep 2020.

Vancouver:

Bryant SC. Measuring the Achievement Gap: A New Lens for Economic Disadvantage. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2020 Sep 20]. 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


Virginia Tech

20. 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 and… (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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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

21. 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 September 20, 2020. http://digitalcommons.liberty.edu/doctoral/453.

MLA Handbook (7th Edition):

Thompson, Katie Adrianne. “Identifying At Risk Mobile Students for Academic Failure.” 2011. Web. 20 Sep 2020.

Vancouver:

Thompson KA. Identifying At Risk Mobile Students for Academic Failure. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2020 Sep 20]. 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


University of Georgia

22. Blackburn, Meredith Ann. Academic achievement of economically disadvantaged African American students in secondary career-technical education.

Degree: 2014, University of Georgia

 Clarke County, Georgia, has a higher average number of students who do not complete high school than for the state of Georgia as a whole.… (more)

Subjects/Keywords: Career-Technical Education; Academic Achievement; African American; Economically Disadvantaged; At-Risk; Secondary Education; High Stakes Testing; Gender; Curriculum Integration; Standardized Testing

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APA (6th Edition):

Blackburn, M. A. (2014). Academic achievement of economically disadvantaged African American students in secondary career-technical education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27062

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):

Blackburn, Meredith Ann. “Academic achievement of economically disadvantaged African American students in secondary career-technical education.” 2014. Thesis, University of Georgia. Accessed September 20, 2020. http://hdl.handle.net/10724/27062.

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

MLA Handbook (7th Edition):

Blackburn, Meredith Ann. “Academic achievement of economically disadvantaged African American students in secondary career-technical education.” 2014. Web. 20 Sep 2020.

Vancouver:

Blackburn MA. Academic achievement of economically disadvantaged African American students in secondary career-technical education. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10724/27062.

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

Council of Science Editors:

Blackburn MA. Academic achievement of economically disadvantaged African American students in secondary career-technical education. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27062

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


Texas A&M University

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

Degree: PhD, School Psychology, 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

Razo, Nancy Pena. “The representation of migrant students in special education in the state of Texas.” 2005. Doctoral Dissertation, Texas A&M University. Accessed September 20, 2020. http://hdl.handle.net/1969.1/2802.

MLA Handbook (7th Edition):

Razo, Nancy Pena. “The representation of migrant students in special education in the state of Texas.” 2005. Web. 20 Sep 2020.

Vancouver:

Razo NP. The representation of migrant students in special education in the state of Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1969.1/2802.

Council of Science Editors:

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


University of North Texas

24. Minyard, Michael. Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective.

Degree: 2019, University of North Texas

 To conduct this qualitative dissertation study, a phenomenological approach was utilized. The purpose of the study was to examine the perspectives of highly motivated, economically(more)

Subjects/Keywords: Motivation; Intrinsic Motivation; Self-Determination Theory; Student Voice; Economically Disadvantaged; Middle School Students; Education, General; Education, Administration

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APA (6th Edition):

Minyard, M. (2019). Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1609141/

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):

Minyard, Michael. “Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective.” 2019. Thesis, University of North Texas. Accessed September 20, 2020. https://digital.library.unt.edu/ark:/67531/metadc1609141/.

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

MLA Handbook (7th Edition):

Minyard, Michael. “Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective.” 2019. Web. 20 Sep 2020.

Vancouver:

Minyard M. Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Sep 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609141/.

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

Council of Science Editors:

Minyard M. Highly Motivated, High-Achieving, Economically Disadvantaged, Middle School Students: A Self-Determination Theory Perspective. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609141/

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


The Ohio State University

25. 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 (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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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


Liberty University

26. Medlock, Elizabeth Courtney. The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency.

Degree: 2020, Liberty University

 All students must have opportunities to achieve high levels of mathematics learning, thus, organizational settings in the field of education should be carefully examined to… (more)

Subjects/Keywords: Instructional Settings; Departmentalized; Traditional; Low-income Students; Mathematics Achievement; Economically Disadvantaged; Education; Educational Methods; Elementary Education; Mathematics; Science and Mathematics Education

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APA (6th Edition):

Medlock, E. C. (2020). The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2364

Chicago Manual of Style (16th Edition):

Medlock, Elizabeth Courtney. “The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency.” 2020. Doctoral Dissertation, Liberty University. Accessed September 20, 2020. https://digitalcommons.liberty.edu/doctoral/2364.

MLA Handbook (7th Edition):

Medlock, Elizabeth Courtney. “The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency.” 2020. Web. 20 Sep 2020.

Vancouver:

Medlock EC. The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Sep 20]. Available from: https://digitalcommons.liberty.edu/doctoral/2364.

Council of Science Editors:

Medlock EC. The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2364


Kennesaw State University

27. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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


University of the Western Cape

28. Munyuki, Tinashe. The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town.

Degree: 2020, University of the Western Cape

 Entrepreneurship has been regarded as a solution to various developmental challenges such as unemployment, inequality, and poverty, which are inherent among the marginalised populations. However,… (more)

Subjects/Keywords: Youth entrepreneurship; Small and Medium Enterprises; Youth unemployment; Well-being; Economically disadvantaged communities; Human capital; Capabilities; Entrepreneurial failure; Entrepreneurial success

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

APA (6th Edition):

Munyuki, T. (2020). The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7298

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):

Munyuki, Tinashe. “The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town. ” 2020. Thesis, University of the Western Cape. Accessed September 20, 2020. http://hdl.handle.net/11394/7298.

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

MLA Handbook (7th Edition):

Munyuki, Tinashe. “The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town. ” 2020. Web. 20 Sep 2020.

Vancouver:

Munyuki T. The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town. [Internet] [Thesis]. University of the Western Cape; 2020. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/11394/7298.

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

Council of Science Editors:

Munyuki T. The implications of financial literacy on the success of Small and Medium Enterprises (SMEs) initiated by the youth in economically disadvantaged areas of Cape Town. [Thesis]. University of the Western Cape; 2020. Available from: http://hdl.handle.net/11394/7298

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


Eastern Michigan University

29. Schukow, Alex. Culturally responsive school leadership: Examining white male principals’ practices.

Degree: PhD, Leadership and Counseling, 2020, Eastern Michigan University

  K-12 principals must enact culturally responsive school leadership to close the opportunity gaps Black students and economically disadvantaged students experience. Critical race theory, the… (more)

Subjects/Keywords: Black students; culturally responsive school leadership; economically disadvantaged students; masculinity; school principals; Whiteness; Education; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Schukow, A. (2020). Culturally responsive school leadership: Examining white male principals’ practices. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/1014

Chicago Manual of Style (16th Edition):

Schukow, Alex. “Culturally responsive school leadership: Examining white male principals’ practices.” 2020. Doctoral Dissertation, Eastern Michigan University. Accessed September 20, 2020. https://commons.emich.edu/theses/1014.

MLA Handbook (7th Edition):

Schukow, Alex. “Culturally responsive school leadership: Examining white male principals’ practices.” 2020. Web. 20 Sep 2020.

Vancouver:

Schukow A. Culturally responsive school leadership: Examining white male principals’ practices. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2020. [cited 2020 Sep 20]. Available from: https://commons.emich.edu/theses/1014.

Council of Science Editors:

Schukow A. Culturally responsive school leadership: Examining white male principals’ practices. [Doctoral Dissertation]. Eastern Michigan University; 2020. Available from: https://commons.emich.edu/theses/1014


East Tennessee State University

30. 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 September 20, 2020. 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. 20 Sep 2020.

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 2020 Sep 20]. 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

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