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You searched for subject:(Education Sociology of). Showing records 1 – 30 of 1115 total matches.

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1. Chopra, Vidur. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.

Degree: Doctor of Education (EdD), 2018, Harvard University

The need to belong is a fundamental human need, yet in contemporary contexts of migration, conflict and forced displacement, it remains severely contested and continually… (more)

Subjects/Keywords: Education, Sociology of; Sociology, General

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APA (6th Edition):

Chopra, V. (2018). Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847

Chicago Manual of Style (16th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Doctoral Dissertation, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

MLA Handbook (7th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Web. 07 Mar 2021.

Vancouver:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

Council of Science Editors:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847


Harvard University

2. Klonsky, Amanda Rose. The Right to Be Young: Entering Adulthood in American Jails.

Degree: 2018, Harvard University

Young people ages 18 to 24 make up 10 percent of the U.S. population, yet account for 30 percent of all arrests (Schiraldi, Western, &… (more)

Subjects/Keywords: Education; Sociology of

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APA (6th Edition):

Klonsky, A. R. (2018). The Right to Be Young: Entering Adulthood in American Jails. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451

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):

Klonsky, Amanda Rose. “The Right to Be Young: Entering Adulthood in American Jails.” 2018. Thesis, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451.

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

MLA Handbook (7th Edition):

Klonsky, Amanda Rose. “The Right to Be Young: Entering Adulthood in American Jails.” 2018. Web. 07 Mar 2021.

Vancouver:

Klonsky AR. The Right to Be Young: Entering Adulthood in American Jails. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451.

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

Council of Science Editors:

Klonsky AR. The Right to Be Young: Entering Adulthood in American Jails. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717451

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


Harvard University

3. Diaquoi, Raygine C. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.

Degree: Doctor of Education (EdD), 2015, Harvard University

Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters.… (more)

Subjects/Keywords: Education; Sociology of

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APA (6th Edition):

Diaquoi, R. C. (2015). Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058

Chicago Manual of Style (16th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Doctoral Dissertation, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

MLA Handbook (7th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Web. 07 Mar 2021.

Vancouver:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

Council of Science Editors:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058


University of Notre Dame

4. Kristi Donaldson. The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>.

Degree: Sociology, 2017, University of Notre Dame

  The International Baccalaureate Diploma Program (IBDP) is an advanced- course program for students in high school. The program is offered throughout the world, but… (more)

Subjects/Keywords: sociology of education

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APA (6th Edition):

Donaldson, K. (2017). The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/p5547p90x1b

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):

Donaldson, Kristi. “The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>.” 2017. Thesis, University of Notre Dame. Accessed March 07, 2021. https://curate.nd.edu/show/p5547p90x1b.

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

MLA Handbook (7th Edition):

Donaldson, Kristi. “The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>.” 2017. Web. 07 Mar 2021.

Vancouver:

Donaldson K. The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>. [Internet] [Thesis]. University of Notre Dame; 2017. [cited 2021 Mar 07]. Available from: https://curate.nd.edu/show/p5547p90x1b.

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

Council of Science Editors:

Donaldson K. The Implementation of the International Baccalaureate Diploma Program: Equity, Access, and Effectively Maintained Inequality</h1>. [Thesis]. University of Notre Dame; 2017. Available from: https://curate.nd.edu/show/p5547p90x1b

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


McGill University

5. Bober, Lara. Media discourse and paradigm shifts in Canadian refugee and child policy frameworks.

Degree: PhD, Department of Integrated Studies in Education, 2015, McGill University

This study draws on sociological theories of education and the methodological frameworks of Critical Discourse Analysis and Frames Theory and Analysis in order to examine… (more)

Subjects/Keywords: Education - Sociology of

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APA (6th Edition):

Bober, L. (2015). Media discourse and paradigm shifts in Canadian refugee and child policy frameworks. (Doctoral Dissertation). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/9306t230m.pdf ; https://escholarship.mcgill.ca/concern/theses/ws859j609

Chicago Manual of Style (16th Edition):

Bober, Lara. “Media discourse and paradigm shifts in Canadian refugee and child policy frameworks.” 2015. Doctoral Dissertation, McGill University. Accessed March 07, 2021. https://escholarship.mcgill.ca/downloads/9306t230m.pdf ; https://escholarship.mcgill.ca/concern/theses/ws859j609.

MLA Handbook (7th Edition):

Bober, Lara. “Media discourse and paradigm shifts in Canadian refugee and child policy frameworks.” 2015. Web. 07 Mar 2021.

Vancouver:

Bober L. Media discourse and paradigm shifts in Canadian refugee and child policy frameworks. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2021 Mar 07]. Available from: https://escholarship.mcgill.ca/downloads/9306t230m.pdf ; https://escholarship.mcgill.ca/concern/theses/ws859j609.

Council of Science Editors:

Bober L. Media discourse and paradigm shifts in Canadian refugee and child policy frameworks. [Doctoral Dissertation]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/9306t230m.pdf ; https://escholarship.mcgill.ca/concern/theses/ws859j609


McGill University

6. Toprak, Ziya. The transformation of the Turkish education system and the culture of neoliberalism.

Degree: PhD, Department of Integrated Studies in Education, 2015, McGill University

The educational system of Turkey has been undergoing an influentialneoliberal transformation for the last decade. It has been redefined, restructured and reorganized through four major… (more)

Subjects/Keywords: Education - Sociology of

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APA (6th Edition):

Toprak, Z. (2015). The transformation of the Turkish education system and the culture of neoliberalism. (Doctoral Dissertation). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/9306t225r.pdf ; https://escholarship.mcgill.ca/concern/theses/sb397c286

Chicago Manual of Style (16th Edition):

Toprak, Ziya. “The transformation of the Turkish education system and the culture of neoliberalism.” 2015. Doctoral Dissertation, McGill University. Accessed March 07, 2021. https://escholarship.mcgill.ca/downloads/9306t225r.pdf ; https://escholarship.mcgill.ca/concern/theses/sb397c286.

MLA Handbook (7th Edition):

Toprak, Ziya. “The transformation of the Turkish education system and the culture of neoliberalism.” 2015. Web. 07 Mar 2021.

Vancouver:

Toprak Z. The transformation of the Turkish education system and the culture of neoliberalism. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2021 Mar 07]. Available from: https://escholarship.mcgill.ca/downloads/9306t225r.pdf ; https://escholarship.mcgill.ca/concern/theses/sb397c286.

Council of Science Editors:

Toprak Z. The transformation of the Turkish education system and the culture of neoliberalism. [Doctoral Dissertation]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/9306t225r.pdf ; https://escholarship.mcgill.ca/concern/theses/sb397c286


University of Oklahoma

7. Thompson, Goldie V. TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.

Degree: PhD, 2014, University of Oklahoma

 Care theory is a complex theory to understand, and interpreting its meaning involves a close investigation of the context in which it is both employed… (more)

Subjects/Keywords: Education; Sociology of.

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APA (6th Edition):

Thompson, G. V. (2014). TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/8111

Chicago Manual of Style (16th Edition):

Thompson, Goldie V. “TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed March 07, 2021. http://hdl.handle.net/11244/8111.

MLA Handbook (7th Edition):

Thompson, Goldie V. “TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM.” 2014. Web. 07 Mar 2021.

Vancouver:

Thompson GV. TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11244/8111.

Council of Science Editors:

Thompson GV. TEACHER UNDERSTANDING OF CARE: USING EMPIRICAL AND CONCEPTUAL ANALYSIS TO EXPLICATE THE MEANING OF CARE AS REFLECTED IN THE RELATIONAL ASPECTS OF THE CLASSROOM. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/8111


Harvard University

8. Zhu, Queenie X. (Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools.

Degree: PhD, 2016, Harvard University

 U.S. suburbia is rapidly changing, becoming home to increasing numbers of poor families and immigrants. However, traditionally disadvantaged students who attend well-resourced middle-class suburban schools… (more)

Subjects/Keywords: Sociology, General; Education, Sociology of; Sociology, Organizational

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APA (6th Edition):

Zhu, Q. X. (2016). (Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493337

Chicago Manual of Style (16th Edition):

Zhu, Queenie X. “(Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools.” 2016. Doctoral Dissertation, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493337.

MLA Handbook (7th Edition):

Zhu, Queenie X. “(Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools.” 2016. Web. 07 Mar 2021.

Vancouver:

Zhu QX. (Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493337.

Council of Science Editors:

Zhu QX. (Hiding) in Plain Sight: How Class Matters Differently Among Low-Income Students in Suburban Schools. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493337


The George Washington University

9. Mosley, Rashid. Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings.

Degree: 2014, The George Washington University

  Organizational Identity Formation Processes: A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their… (more)

Subjects/Keywords: Education, Sociology of; Sociology, General; Sociology, Organizational

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APA (6th Edition):

Mosley, R. (2014). Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3617181

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):

Mosley, Rashid. “Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings.” 2014. Thesis, The George Washington University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3617181.

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

MLA Handbook (7th Edition):

Mosley, Rashid. “Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings.” 2014. Web. 07 Mar 2021.

Vancouver:

Mosley R. Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings. [Internet] [Thesis]. The George Washington University; 2014. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3617181.

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

Council of Science Editors:

Mosley R. Organizational Identity Formation Processes| A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings. [Thesis]. The George Washington University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3617181

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


Arizona State University

10. Niver, April Diana. Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict.

Degree: 2007, Arizona State University

  Research using a grounded theory approach explored sex educators' experiences and perceptions of conflict. Open-ended, conversational telephone interviews with fourteen informants were analyzed to… (more)

Subjects/Keywords: Education, Sociology of; Education, Health

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APA (6th Edition):

Niver, A. D. (2007). Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict. (Thesis). Arizona State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3258045

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):

Niver, April Diana. “Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict.” 2007. Thesis, Arizona State University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3258045.

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

MLA Handbook (7th Edition):

Niver, April Diana. “Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict.” 2007. Web. 07 Mar 2021.

Vancouver:

Niver AD. Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict. [Internet] [Thesis]. Arizona State University; 2007. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3258045.

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

Council of Science Editors:

Niver AD. Taking sides| A grounded theory of sex educators' experiences and perceptions of conflict. [Thesis]. Arizona State University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3258045

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

11. Carter, Julia M. The voice of choice| Reasons urban African American parents exercise private school choice.

Degree: 2011, Capella University

  Research has shown that the Black Flight in the United States from large public urban schools to private schools has been a nationwide concern… (more)

Subjects/Keywords: Education, Sociology of; Education, Religious

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APA (6th Edition):

Carter, J. M. (2011). The voice of choice| Reasons urban African American parents exercise private school choice. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487090

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):

Carter, Julia M. “The voice of choice| Reasons urban African American parents exercise private school choice.” 2011. Thesis, Capella University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3487090.

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

MLA Handbook (7th Edition):

Carter, Julia M. “The voice of choice| Reasons urban African American parents exercise private school choice.” 2011. Web. 07 Mar 2021.

Vancouver:

Carter JM. The voice of choice| Reasons urban African American parents exercise private school choice. [Internet] [Thesis]. Capella University; 2011. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487090.

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

Council of Science Editors:

Carter JM. The voice of choice| Reasons urban African American parents exercise private school choice. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487090

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

12. Fetene, Getnet Tizazu. Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic.

Degree: 2009, State University of New York at Buffalo

  By using a mixed methodology, the current study sought to explore the sexual experiences, sexual conduct and safer/unsafe sex practices of Ethiopian male and… (more)

Subjects/Keywords: Education, Sociology of; Education, Health

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

APA (6th Edition):

Fetene, G. T. (2009). Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3356131

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):

Fetene, Getnet Tizazu. “Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic.” 2009. Thesis, State University of New York at Buffalo. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3356131.

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

MLA Handbook (7th Edition):

Fetene, Getnet Tizazu. “Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic.” 2009. Web. 07 Mar 2021.

Vancouver:

Fetene GT. Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic. [Internet] [Thesis]. State University of New York at Buffalo; 2009. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3356131.

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

Council of Science Editors:

Fetene GT. Self-reported sexual experiences, sexual conduct and safer-sex practices of Ethiopian undergraduate male and female students in the context of HIV/AIDS pandemic. [Thesis]. State University of New York at Buffalo; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3356131

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

13. Crimmin, Nancy Papagno. An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area.

Degree: 2008, Johnson & Wales University

  This research evaluated housing for sophomores on a small, private, Catholic campus. Students in traditional residence halls (TRH) and a living learning community (LLC)… (more)

Subjects/Keywords: Education, Sociology of; Education, Higher

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APA (6th Edition):

Crimmin, N. P. (2008). An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area. (Thesis). Johnson & Wales University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3315767

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):

Crimmin, Nancy Papagno. “An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area.” 2008. Thesis, Johnson & Wales University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3315767.

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

MLA Handbook (7th Edition):

Crimmin, Nancy Papagno. “An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area.” 2008. Web. 07 Mar 2021.

Vancouver:

Crimmin NP. An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area. [Internet] [Thesis]. Johnson & Wales University; 2008. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315767.

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

Council of Science Editors:

Crimmin NP. An evaluation of college sophomore living environments| Traditional residence compared to a living learning community with respect to interaction with faculty, peers, and satisfaction with living area. [Thesis]. Johnson & Wales University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315767

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

14. Duska, Ronald, Jr. Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective.

Degree: 2011, Immaculata University

  A qualitative study was designed to compare and contrast the perspectives of students and parents having experienced schooling in a coeducational setting and a… (more)

Subjects/Keywords: Education, Sociology of; Education, Secondary

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APA (6th Edition):

Duska, Ronald, J. (2011). Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective. (Thesis). Immaculata University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3451925

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):

Duska, Ronald, Jr. “Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective.” 2011. Thesis, Immaculata University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3451925.

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

MLA Handbook (7th Edition):

Duska, Ronald, Jr. “Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective.” 2011. Web. 07 Mar 2021.

Vancouver:

Duska, Ronald J. Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective. [Internet] [Thesis]. Immaculata University; 2011. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3451925.

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

Council of Science Editors:

Duska, Ronald J. Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective. [Thesis]. Immaculata University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3451925

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

15. Ukomadu, Linus C. International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students.

Degree: 2011, University of Arkansas at Little Rock

  One of the major challenges that confront Nigerian undergraduate students in American higher education is reconciling the demands of a low-context culture (American culture)… (more)

Subjects/Keywords: Education, Sociology of; Education, Higher

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APA (6th Edition):

Ukomadu, L. C. (2011). International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students. (Thesis). University of Arkansas at Little Rock. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3465708

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):

Ukomadu, Linus C. “International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students.” 2011. Thesis, University of Arkansas at Little Rock. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3465708.

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

MLA Handbook (7th Edition):

Ukomadu, Linus C. “International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students.” 2011. Web. 07 Mar 2021.

Vancouver:

Ukomadu LC. International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students. [Internet] [Thesis]. University of Arkansas at Little Rock; 2011. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465708.

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

Council of Science Editors:

Ukomadu LC. International students' transition and adjustment to American higher education| Issues and challenges for Nigerian students. [Thesis]. University of Arkansas at Little Rock; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465708

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


The George Washington University

16. Orobko, Angela Kowitz. An examination of policies, programs, and strategies that address bullying in Virginia public school systems.

Degree: 2009, The George Washington University

  Bullying incidents in schools are getting more attention since the Columbine High School shootings on April 20, 1999 in Littleton, Colorado. Many national and… (more)

Subjects/Keywords: Education, Sociology of; Education, Administration

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APA (6th Edition):

Orobko, A. K. (2009). An examination of policies, programs, and strategies that address bullying in Virginia public school systems. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3366553

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):

Orobko, Angela Kowitz. “An examination of policies, programs, and strategies that address bullying in Virginia public school systems.” 2009. Thesis, The George Washington University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3366553.

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

MLA Handbook (7th Edition):

Orobko, Angela Kowitz. “An examination of policies, programs, and strategies that address bullying in Virginia public school systems.” 2009. Web. 07 Mar 2021.

Vancouver:

Orobko AK. An examination of policies, programs, and strategies that address bullying in Virginia public school systems. [Internet] [Thesis]. The George Washington University; 2009. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3366553.

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

Council of Science Editors:

Orobko AK. An examination of policies, programs, and strategies that address bullying in Virginia public school systems. [Thesis]. The George Washington University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3366553

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


Loyola University Chicago

17. Arvin, Lorraine J. Teachers' perceptions of equity in education in high-poverty schools.

Degree: 2009, Loyola University Chicago

  This study explores teachers' perceptions of equity in education for students in four high-poverty elementary schools in Chicago. Teachers in high-poverty schools in Chicago… (more)

Subjects/Keywords: Education, Sociology of; Education, Elementary

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APA (6th Edition):

Arvin, L. J. (2009). Teachers' perceptions of equity in education in high-poverty schools. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3367132

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):

Arvin, Lorraine J. “Teachers' perceptions of equity in education in high-poverty schools.” 2009. Thesis, Loyola University Chicago. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3367132.

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

MLA Handbook (7th Edition):

Arvin, Lorraine J. “Teachers' perceptions of equity in education in high-poverty schools.” 2009. Web. 07 Mar 2021.

Vancouver:

Arvin LJ. Teachers' perceptions of equity in education in high-poverty schools. [Internet] [Thesis]. Loyola University Chicago; 2009. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367132.

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

Council of Science Editors:

Arvin LJ. Teachers' perceptions of equity in education in high-poverty schools. [Thesis]. Loyola University Chicago; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367132

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

18. Ramsey, James Louis. First year experiences of low-income students at a public flagship university.

Degree: 2013, State University of New York at Buffalo

  In order to improve the academic and cultural transition of low income, disadvantaged, first-generation, and working-class students at a public flagship institution, the purpose… (more)

Subjects/Keywords: Education, Sociology of; Education, Higher

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

APA (6th Edition):

Ramsey, J. L. (2013). First year experiences of low-income students at a public flagship university. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3554496

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):

Ramsey, James Louis. “First year experiences of low-income students at a public flagship university.” 2013. Thesis, State University of New York at Buffalo. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3554496.

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

MLA Handbook (7th Edition):

Ramsey, James Louis. “First year experiences of low-income students at a public flagship university.” 2013. Web. 07 Mar 2021.

Vancouver:

Ramsey JL. First year experiences of low-income students at a public flagship university. [Internet] [Thesis]. State University of New York at Buffalo; 2013. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554496.

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

Council of Science Editors:

Ramsey JL. First year experiences of low-income students at a public flagship university. [Thesis]. State University of New York at Buffalo; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554496

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


UCLA

19. Neal, Darlene. Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters.

Degree: Education, 2015, UCLA

 Each year there are over 400,000 youth living in out-of-home placement across the nation due to alleged child abuse, neglect, the loss of a parent(s),… (more)

Subjects/Keywords: Sociology of education; Higher education

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APA (6th Edition):

Neal, D. (2015). Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0vt0q65k

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):

Neal, Darlene. “Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters.” 2015. Thesis, UCLA. Accessed March 07, 2021. http://www.escholarship.org/uc/item/0vt0q65k.

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

MLA Handbook (7th Edition):

Neal, Darlene. “Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters.” 2015. Web. 07 Mar 2021.

Vancouver:

Neal D. Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Mar 07]. Available from: http://www.escholarship.org/uc/item/0vt0q65k.

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

Council of Science Editors:

Neal D. Breaking the Cycle Together: Foster Youth in High School and the Impact of Adult Supporters. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/0vt0q65k

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

20. Nguyen, My Ngoc T. School-family-community partnerships for establishing a college-going culture.

Degree: 2014, California State University, Long Beach

  This project examined the college-going culture at David Starr Jordan High School, an urban high school in North Long Beach, California. Drawing from two… (more)

Subjects/Keywords: Education, Sociology of; Education, Secondary

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APA (6th Edition):

Nguyen, M. N. T. (2014). School-family-community partnerships for establishing a college-going culture. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1527571

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):

Nguyen, My Ngoc T. “School-family-community partnerships for establishing a college-going culture.” 2014. Thesis, California State University, Long Beach. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1527571.

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

MLA Handbook (7th Edition):

Nguyen, My Ngoc T. “School-family-community partnerships for establishing a college-going culture.” 2014. Web. 07 Mar 2021.

Vancouver:

Nguyen MNT. School-family-community partnerships for establishing a college-going culture. [Internet] [Thesis]. California State University, Long Beach; 2014. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527571.

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

Council of Science Editors:

Nguyen MNT. School-family-community partnerships for establishing a college-going culture. [Thesis]. California State University, Long Beach; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527571

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


Harvard University

21. Johnston, William R. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.

Degree: Doctor of Education (EdD), 2015, Harvard University

Intra-district open enrollment policies are increasingly implemented as a means of expanding children’s educational opportunities and promoting greater racial integration in urban schools. However, racial… (more)

Subjects/Keywords: Education, Sociology of; Education, Elementary

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APA (6th Edition):

Johnston, W. R. (2015). The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043

Chicago Manual of Style (16th Edition):

Johnston, William R. “The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.” 2015. Doctoral Dissertation, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043.

MLA Handbook (7th Edition):

Johnston, William R. “The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.” 2015. Web. 07 Mar 2021.

Vancouver:

Johnston WR. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043.

Council of Science Editors:

Johnston WR. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043


Syracuse University

22. Lu, Kun. Against educational reproduction – the experiment of a volunteer-managed school in rural China.

Degree: 2011, Syracuse University

  This dissertation investigates volunteer teachers’ efforts to reform rural schooling in China. The recent decade witnesses an emergence of volunteerism in China supported both… (more)

Subjects/Keywords: Education, Sociology of; Education, Leadership; Sociology, Organizational

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APA (6th Edition):

Lu, K. (2011). Against educational reproduction – the experiment of a volunteer-managed school in rural China. (Thesis). Syracuse University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3437569

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):

Lu, Kun. “Against educational reproduction – the experiment of a volunteer-managed school in rural China.” 2011. Thesis, Syracuse University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3437569.

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

MLA Handbook (7th Edition):

Lu, Kun. “Against educational reproduction – the experiment of a volunteer-managed school in rural China.” 2011. Web. 07 Mar 2021.

Vancouver:

Lu K. Against educational reproduction – the experiment of a volunteer-managed school in rural China. [Internet] [Thesis]. Syracuse University; 2011. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3437569.

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

Council of Science Editors:

Lu K. Against educational reproduction – the experiment of a volunteer-managed school in rural China. [Thesis]. Syracuse University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3437569

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


University of Kansas

23. Petty, Laurie. Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness.

Degree: MA, Sociology, 2011, University of Kansas

 Prior research shows pervasive inequalities in the ways that women and men faculty experience the competing demands of balancing an academic career with raising a… (more)

Subjects/Keywords: Sociology; Sociology of education; Higher education

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APA (6th Edition):

Petty, L. (2011). Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/7899

Chicago Manual of Style (16th Edition):

Petty, Laurie. “Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness.” 2011. Masters Thesis, University of Kansas. Accessed March 07, 2021. http://hdl.handle.net/1808/7899.

MLA Handbook (7th Edition):

Petty, Laurie. “Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness.” 2011. Web. 07 Mar 2021.

Vancouver:

Petty L. Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness. [Internet] [Masters thesis]. University of Kansas; 2011. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1808/7899.

Council of Science Editors:

Petty L. Department Chairs and High Chairs: The importance of perceived department chair supportiveness on faculty parents' views of departmental and institutional kid-friendliness. [Masters Thesis]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/7899


University of Washington

24. Patton, Deleena. Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States.

Degree: PhD, 2014, University of Washington

 While the impact of early childhood education on kindergarten readiness is well established, the relationship of such experiences to later life outcomes is not well… (more)

Subjects/Keywords: early education; education; stratification; Sociology; Sociology of education; sociology

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APA (6th Edition):

Patton, D. (2014). Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/26836

Chicago Manual of Style (16th Edition):

Patton, Deleena. “Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States.” 2014. Doctoral Dissertation, University of Washington. Accessed March 07, 2021. http://hdl.handle.net/1773/26836.

MLA Handbook (7th Edition):

Patton, Deleena. “Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States.” 2014. Web. 07 Mar 2021.

Vancouver:

Patton D. Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/1773/26836.

Council of Science Editors:

Patton D. Unequal at the Starting Line: How Early Learning Experiences and School Capital Influence Stratification in The United States. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/26836

25. Beardall, Joshua Michael. Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.

Degree: 2011, Loyola Marymount University

  In Los Angeles, the charter movement has gained incredible momentum as Charter Management Organizations take over troubled public schools in working class neighborhoods and… (more)

Subjects/Keywords: Education, Sociology of; Sociology, Theory and Methods

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APA (6th Edition):

Beardall, J. M. (2011). Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478670

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):

Beardall, Joshua Michael. “Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.” 2011. Thesis, Loyola Marymount University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3478670.

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

MLA Handbook (7th Edition):

Beardall, Joshua Michael. “Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice.” 2011. Web. 07 Mar 2021.

Vancouver:

Beardall JM. Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478670.

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

Council of Science Editors:

Beardall JM. Taken Over| The Story of the Locke High School Takeover Through a Qualitative Study of Student Voice. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478670

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


Harvard University

26. Mackall, Abena Subira. “It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth.

Degree: 2018, Harvard University

Annually, nearly 1.5 million youth under age 18 are arrested nationwide. Regardless of the outcome of their arrests, this formal contact with the juvenile or… (more)

Subjects/Keywords: Education, Sociology of; Sociology, Criminology and Penology

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APA (6th Edition):

Mackall, A. S. (2018). “It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935843

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):

Mackall, Abena Subira. ““It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth.” 2018. Thesis, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935843.

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

MLA Handbook (7th Edition):

Mackall, Abena Subira. ““It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth.” 2018. Web. 07 Mar 2021.

Vancouver:

Mackall AS. “It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935843.

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

Council of Science Editors:

Mackall AS. “It’s on Me”: Arrest and the Transition to Adulthood for Street-Involved Youth. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935843

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


Harvard University

27. Shollenberger, Tracey Lynn. Essays on Schools, Crime, and Punishment.

Degree: PhD, 2015, Harvard University

This dissertation consists of three essays on schools, crime, and punishment. The first essay — stemming from collaborative work with Christopher Jencks, Anthony Braga, and… (more)

Subjects/Keywords: Sociology, Criminology and Penology; Education, Sociology of

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APA (6th Edition):

Shollenberger, T. L. (2015). Essays on Schools, Crime, and Punishment. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320

Chicago Manual of Style (16th Edition):

Shollenberger, Tracey Lynn. “Essays on Schools, Crime, and Punishment.” 2015. Doctoral Dissertation, Harvard University. Accessed March 07, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320.

MLA Handbook (7th Edition):

Shollenberger, Tracey Lynn. “Essays on Schools, Crime, and Punishment.” 2015. Web. 07 Mar 2021.

Vancouver:

Shollenberger TL. Essays on Schools, Crime, and Punishment. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Mar 07]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320.

Council of Science Editors:

Shollenberger TL. Essays on Schools, Crime, and Punishment. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320

28. Cruise, Susan Candice. Student/faculty interaction, risk status, academic identity and persistence of undergraduate students.

Degree: 2014, Texas Woman's University

 The purpose of this dissertation was to ascertain whether student/faculty interaction, risk status and academic identity impact persistence of undergraduate students. While research shows that… (more)

Subjects/Keywords: Sociology; Sociology of education; Social psychology

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

APA (6th Edition):

Cruise, S. C. (2014). Student/faculty interaction, risk status, academic identity and persistence of undergraduate students. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/4899

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):

Cruise, Susan Candice. “Student/faculty interaction, risk status, academic identity and persistence of undergraduate students.” 2014. Thesis, Texas Woman's University. Accessed March 07, 2021. http://hdl.handle.net/11274/4899.

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

MLA Handbook (7th Edition):

Cruise, Susan Candice. “Student/faculty interaction, risk status, academic identity and persistence of undergraduate students.” 2014. Web. 07 Mar 2021.

Vancouver:

Cruise SC. Student/faculty interaction, risk status, academic identity and persistence of undergraduate students. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2021 Mar 07]. Available from: http://hdl.handle.net/11274/4899.

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

Council of Science Editors:

Cruise SC. Student/faculty interaction, risk status, academic identity and persistence of undergraduate students. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/4899

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


The George Washington University

29. Dieker, Emily. Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis.

Degree: 2009, The George Washington University

  In the past decade the number of US public schools operating single-sex classrooms has increased from just a handful to over five hundred in… (more)

Subjects/Keywords: Education, Sociology of; Women's Studies

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

APA (6th Edition):

Dieker, E. (2009). Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1463927

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):

Dieker, Emily. “Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis.” 2009. Thesis, The George Washington University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1463927.

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

MLA Handbook (7th Edition):

Dieker, Emily. “Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis.” 2009. Web. 07 Mar 2021.

Vancouver:

Dieker E. Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis. [Internet] [Thesis]. The George Washington University; 2009. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1463927.

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

Council of Science Editors:

Dieker E. Gendered classrooms| Exploring the legal & social acceptance of single-sex education through a gender, race, and class analysis. [Thesis]. The George Washington University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1463927

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


Colorado State University

30. Modesti, Sonja. (We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship.

Degree: 2012, Colorado State University

  This project argues that the roles of teacher and learner are no longer definable by traditional conceptualizations, and instead, the intimacy with which teachers… (more)

Subjects/Keywords: Education, Sociology of; Speech Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Modesti, S. (2012). (We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3489895

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):

Modesti, Sonja. “(We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship.” 2012. Thesis, Colorado State University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3489895.

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

MLA Handbook (7th Edition):

Modesti, Sonja. “(We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship.” 2012. Web. 07 Mar 2021.

Vancouver:

Modesti S. (We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship. [Internet] [Thesis]. Colorado State University; 2012. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489895.

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

Council of Science Editors:

Modesti S. (We)ducation| A narrative and autoethnographic analysis of the teaching and learning process postured as an intimate relationship. [Thesis]. Colorado State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489895

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

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