Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

University: University of Texas – Austin

You searched for subject:(High school). Showing records 1 – 30 of 98 total matches.

[1] [2] [3] [4]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of Texas – Austin

1. Deveaux, Lisa L. Principal Leadership: Implementing RtI in Urban HighSchools.

Degree: 2017, University of Texas – Austin

 The reauthorized 2004 Individuals with Disabilities Act (IDEA) allowed Response to Intervention (RTI) to be employed as an instructional method (IDEA, 2004). Although few researchers… (more)

Subjects/Keywords: High School RtI; Principal Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Deveaux, L. L. (2017). Principal Leadership: Implementing RtI in Urban HighSchools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65224

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):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/65224.

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

MLA Handbook (7th Edition):

Deveaux, Lisa L. “Principal Leadership: Implementing RtI in Urban HighSchools.” 2017. Web. 17 Jun 2019.

Vancouver:

Deveaux LL. Principal Leadership: Implementing RtI in Urban HighSchools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/65224.

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

Council of Science Editors:

Deveaux LL. Principal Leadership: Implementing RtI in Urban HighSchools. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65224

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


University of Texas – Austin

2. Clark, Cheryl Beth. Reverse Engineering for freshman through seniors.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 Reverse Engineering is the process of discovering the workings of a device or system through analysis. It is a high interest activity for high school(more)

Subjects/Keywords: Reverse Engineering; High school; MASEE

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, C. B. (2015). Reverse Engineering for freshman through seniors. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32271

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):

Clark, Cheryl Beth. “Reverse Engineering for freshman through seniors.” 2015. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/32271.

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

MLA Handbook (7th Edition):

Clark, Cheryl Beth. “Reverse Engineering for freshman through seniors.” 2015. Web. 17 Jun 2019.

Vancouver:

Clark CB. Reverse Engineering for freshman through seniors. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/32271.

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

Council of Science Editors:

Clark CB. Reverse Engineering for freshman through seniors. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32271

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


University of Texas – Austin

3. Sathyaseelan, Sadhan. Functional modeling through energy flow diagrams for novice engineering design students.

Degree: Mechanical Engineering, 2015, University of Texas – Austin

 Functional Modeling through Energy Flow Diagrams for Novice Engineering Design Students By Sadhan Sathyaseelan, MSE The University of Texas at Austin, 2015 SUPERVISOR: Richard Crawford… (more)

Subjects/Keywords: Functional modeling; High school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sathyaseelan, S. (2015). Functional modeling through energy flow diagrams for novice engineering design students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34036

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):

Sathyaseelan, Sadhan. “Functional modeling through energy flow diagrams for novice engineering design students.” 2015. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/34036.

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

MLA Handbook (7th Edition):

Sathyaseelan, Sadhan. “Functional modeling through energy flow diagrams for novice engineering design students.” 2015. Web. 17 Jun 2019.

Vancouver:

Sathyaseelan S. Functional modeling through energy flow diagrams for novice engineering design students. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/34036.

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

Council of Science Editors:

Sathyaseelan S. Functional modeling through energy flow diagrams for novice engineering design students. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34036

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


University of Texas – Austin

4. Correa, Ana Yáñez. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting… (more)

Subjects/Keywords: Discretionary school discipline policies; Middle school; High school; School administrators

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Correa, A. Y. (2011). A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2698

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):

Correa, Ana Yáñez. “A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2698.

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

MLA Handbook (7th Edition):

Correa, Ana Yáñez. “A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools.” 2011. Web. 17 Jun 2019.

Vancouver:

Correa AY. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2698.

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

Council of Science Editors:

Correa AY. A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2698

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


University of Texas – Austin

5. Haley, Sean Andrew. Dropping out of high school: a focus group approach to examining why students leave and return.

Degree: Educational Psychology, 2006, University of Texas – Austin

Subjects/Keywords: High school dropouts; High schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haley, S. A. (2006). Dropping out of high school: a focus group approach to examining why students leave and return. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3434

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):

Haley, Sean Andrew. “Dropping out of high school: a focus group approach to examining why students leave and return.” 2006. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/3434.

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

MLA Handbook (7th Edition):

Haley, Sean Andrew. “Dropping out of high school: a focus group approach to examining why students leave and return.” 2006. Web. 17 Jun 2019.

Vancouver:

Haley SA. Dropping out of high school: a focus group approach to examining why students leave and return. [Internet] [Thesis]. University of Texas – Austin; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/3434.

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

Council of Science Editors:

Haley SA. Dropping out of high school: a focus group approach to examining why students leave and return. [Thesis]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/3434

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


University of Texas – Austin

6. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 17 Jun 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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


University of Texas – Austin

7. Wehring, Vera Kay. Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice.

Degree: Educational Administration, 2010, University of Texas – Austin

 The purpose of this study was to conduct an investigation of the meanings novice high school assistant principals have constructed from their experiences to comply… (more)

Subjects/Keywords: Principal induction; High school principals; Secondary school principals; School administrators; Assistant principals

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wehring, V. K. (2010). Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2372

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):

Wehring, Vera Kay. “Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice.” 2010. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2372.

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

MLA Handbook (7th Edition):

Wehring, Vera Kay. “Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice.” 2010. Web. 17 Jun 2019.

Vancouver:

Wehring VK. Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2372.

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

Council of Science Editors:

Wehring VK. Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2372

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


University of Texas – Austin

8. DeVeaux, Lisa Lillian. Principal leadership : implementing RtI in urban high schools.

Degree: Educational Administration, 2017, University of Texas – Austin

 The reauthorized 2004 Individuals with Disabilities Act (IDEA) allowed Response to Intervention (RTI) to be employed as an instructional method (IDEA, 2004). Although few researchers… (more)

Subjects/Keywords: High school RtI; Response to Intervention; RtI; Principal leadership; RtI implementation; High school principals; Balanced Leadership Framework; Principal leadership practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

DeVeaux, L. L. (2017). Principal leadership : implementing RtI in urban high schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65651

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):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/65651.

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

MLA Handbook (7th Edition):

DeVeaux, Lisa Lillian. “Principal leadership : implementing RtI in urban high schools.” 2017. Web. 17 Jun 2019.

Vancouver:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/65651.

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

Council of Science Editors:

DeVeaux LL. Principal leadership : implementing RtI in urban high schools. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65651

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


University of Texas – Austin

9. -6001-4664. Educational barriers for refugee high school students literature review.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 This report contains a review of the literature concerning the schooling experience of recently migrated refugee high school students. The report first distinguishes the refugee… (more)

Subjects/Keywords: Refugee students; Acculturation; High school; Human rights; Refugee schooling experience; Refugee high school experience; Literature review; Recently migrated refugees; Refugee dilemma

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-6001-4664. (2017). Educational barriers for refugee high school students literature review. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65950

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):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/65950.

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):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Web. 17 Jun 2019.

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

Vancouver:

-6001-4664. Educational barriers for refugee high school students literature review. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/65950.

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:

-6001-4664. Educational barriers for refugee high school students literature review. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65950

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


University of Texas – Austin

10. Halx, Mark D. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.

Degree: Educational Administration, 2010, University of Texas – Austin

 This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose… (more)

Subjects/Keywords: Critical consciousness; Critical thinking; Pedagogy; Pedagogical partnerships; Principals; Low SES high school students; Disadvantaged students; Low socioeconomic high school students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Halx, M. D. (2010). Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1682

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):

Halx, Mark D. “Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.” 2010. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1682.

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

MLA Handbook (7th Edition):

Halx, Mark D. “Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.” 2010. Web. 17 Jun 2019.

Vancouver:

Halx MD. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1682.

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

Council of Science Editors:

Halx MD. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1682

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


University of Texas – Austin

11. Lee, Pei-Ling. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.

Degree: Educational Administration, 2012, University of Texas – Austin

 The study explored the relationship between program placement policies regarding the education of recently immigrated students and selected outcomes for these newcomers in urban high(more)

Subjects/Keywords: Placement policies; Placement policies; Newly arrived high school immigrants; Academic performance; High school newcomer academic achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, P. (2012). Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

MLA Handbook (7th Edition):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Web. 17 Jun 2019.

Vancouver:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

Council of Science Editors:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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


University of Texas – Austin

12. Rodriguez, Christopher Jessie. Applied statistics in the classroom.

Degree: Science and Mathematics Education, 2013, University of Texas – Austin

 The purpose of this report is to give teachers of AP Statistics a way to enrich student learning with an engaging, rigorous and relevant project.… (more)

Subjects/Keywords: Statistics; High school; Applied statistics; Statistics project; AP statistics; AP statistics project; High school statistics; Project rubric

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rodriguez, C. J. (2013). Applied statistics in the classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22620

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, Christopher Jessie. “Applied statistics in the classroom.” 2013. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/22620.

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

MLA Handbook (7th Edition):

Rodriguez, Christopher Jessie. “Applied statistics in the classroom.” 2013. Web. 17 Jun 2019.

Vancouver:

Rodriguez CJ. Applied statistics in the classroom. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/22620.

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

Council of Science Editors:

Rodriguez CJ. Applied statistics in the classroom. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22620

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


University of Texas – Austin

13. -1736-9923. A hands-on manufacturing curriculum for high school students.

Degree: Mechanical Engineering, 2015, University of Texas – Austin

 The UTeachEngineering program in the Cockrell School of Engineering of The University of Texas at Austin has developed a high school engineering curriculum, Engineer Your… (more)

Subjects/Keywords: Manufacturing curricula; High school curricula; High school engineering curricula; STEM; Manufacturing curriculum; Affordable manufacturing curriculum; Teaching manufacturing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-1736-9923. (2015). A hands-on manufacturing curriculum for high school students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46993

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):

-1736-9923. “A hands-on manufacturing curriculum for high school students.” 2015. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/46993.

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):

-1736-9923. “A hands-on manufacturing curriculum for high school students.” 2015. Web. 17 Jun 2019.

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

Vancouver:

-1736-9923. A hands-on manufacturing curriculum for high school students. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/46993.

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:

-1736-9923. A hands-on manufacturing curriculum for high school students. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/46993

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

14. Foulis, Erin Maura Phalon. Transitioning to high school : an examination of the issues and proposed solutions.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Students’ first year of high school can set them on a trajectory for future success or struggles. The transition experience is a significant part of… (more)

Subjects/Keywords: Middle school; High school; Transition

…students dropping out of high school. The beginning of high school presents new people and new… …situations. A student’s ability to handle the new environment can impact student’s high school… …comprehensive high school transition programs have been shown to improve students’ attendance… …achievement and retention (Cauley & Jovanovich, 2006). High school transition programs are… …a transition program often begins with the high school, there is work that can be done at… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Foulis, E. M. P. (2011). Transitioning to high school : an examination of the issues and proposed solutions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3244

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):

Foulis, Erin Maura Phalon. “Transitioning to high school : an examination of the issues and proposed solutions.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3244.

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

MLA Handbook (7th Edition):

Foulis, Erin Maura Phalon. “Transitioning to high school : an examination of the issues and proposed solutions.” 2011. Web. 17 Jun 2019.

Vancouver:

Foulis EMP. Transitioning to high school : an examination of the issues and proposed solutions. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3244.

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

Council of Science Editors:

Foulis EMP. Transitioning to high school : an examination of the issues and proposed solutions. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3244

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


University of Texas – Austin

15. -9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.

Degree: Foreign Language Education, 2018, University of Texas – Austin

 Although many studies have examined “flipped classrooms” (essentially the inversion of presentational and practice learning spaces, Bergman & Sams, 2012; Bledsoe 2015; Bretzman, 2013; Lockwood… (more)

Subjects/Keywords: Flipped classroom; High school; SLA; Spanish; Foreign language education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-9113-2310. (2018). How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65818

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):

-9113-2310. “How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/65818.

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):

-9113-2310. “How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement.” 2018. Web. 17 Jun 2019.

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

Vancouver:

-9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/65818.

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:

-9113-2310. How high school learners of Spanish respond to a flipped classroom : an analysis of performance & involvement. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65818

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


University of Texas – Austin

16. -8689-0179. The effect of rationale on classroom engagement : moderation by perceived competence.

Degree: Educational Psychology, 2018, University of Texas – Austin

 Pervasive evidence suggests that students’ classroom engagement in science tends to decline both within a school year and across school years. Motivation theory and research… (more)

Subjects/Keywords: Rationale; Autonomy; Engagement; Science education; High School; Competence; Individual differences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-8689-0179. (2018). The effect of rationale on classroom engagement : moderation by perceived competence. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68556

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):

-8689-0179. “The effect of rationale on classroom engagement : moderation by perceived competence.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/68556.

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):

-8689-0179. “The effect of rationale on classroom engagement : moderation by perceived competence.” 2018. Web. 17 Jun 2019.

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

Vancouver:

-8689-0179. The effect of rationale on classroom engagement : moderation by perceived competence. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/68556.

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:

-8689-0179. The effect of rationale on classroom engagement : moderation by perceived competence. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68556

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


University of Texas – Austin

17. -1205-7250. Discourses and enactments of English Language Arts in a secondary English Department.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

 This year-long qualitative embedded case study explores the nature of the discipline of English Language Arts in a secondary context, Midgard High School, using the… (more)

Subjects/Keywords: English language arts; High school; Urban education; Case study

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-1205-7250. (2018). Discourses and enactments of English Language Arts in a secondary English Department. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68619

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):

-1205-7250. “Discourses and enactments of English Language Arts in a secondary English Department.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/68619.

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):

-1205-7250. “Discourses and enactments of English Language Arts in a secondary English Department.” 2018. Web. 17 Jun 2019.

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

Vancouver:

-1205-7250. Discourses and enactments of English Language Arts in a secondary English Department. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/68619.

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:

-1205-7250. Discourses and enactments of English Language Arts in a secondary English Department. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68619

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


University of Texas – Austin

18. Lee, Shih-ting. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.

Degree: Curriculum and Instruction, 2009, University of Texas – Austin

 This study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and… (more)

Subjects/Keywords: Critical thinking; Metacognition; Self-regulation; High school students; Online Socratic seminars

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, S. (2009). Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/7556

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):

Lee, Shih-ting. “Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.” 2009. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/7556.

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

MLA Handbook (7th Edition):

Lee, Shih-ting. “Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.” 2009. Web. 17 Jun 2019.

Vancouver:

Lee S. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/7556.

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

Council of Science Editors:

Lee S. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/7556

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


University of Texas – Austin

19. Tucker, Jennifer Leigh. Teaching musical theater to the high school voice students.

Degree: Music, 2009, University of Texas – Austin

 In this treatise, I will examine musical theater as a pedagogical tool for adolescent singers who have just begun training in classical singing technique. In… (more)

Subjects/Keywords: Teaching musical theater; Musical theater; High school voice students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tucker, J. L. (2009). Teaching musical theater to the high school voice students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/7672

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):

Tucker, Jennifer Leigh. “Teaching musical theater to the high school voice students.” 2009. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/7672.

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

MLA Handbook (7th Edition):

Tucker, Jennifer Leigh. “Teaching musical theater to the high school voice students.” 2009. Web. 17 Jun 2019.

Vancouver:

Tucker JL. Teaching musical theater to the high school voice students. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/7672.

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

Council of Science Editors:

Tucker JL. Teaching musical theater to the high school voice students. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/7672

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


University of Texas – Austin

20. Consalvo, Annamary L. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.

Degree: Curriculum and Instruction, 2011, University of Texas – Austin

 This qualitative classroom study follows two high school English teachers, in one class apiece, and their students across a school year in a diversely populated… (more)

Subjects/Keywords: Writing conferences; High school writing instruction; Dialogic classrooms

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Consalvo, A. L. (2011). Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3767

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):

Consalvo, Annamary L. “Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3767.

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

MLA Handbook (7th Edition):

Consalvo, Annamary L. “Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.” 2011. Web. 17 Jun 2019.

Vancouver:

Consalvo AL. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3767.

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

Council of Science Editors:

Consalvo AL. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3767

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


University of Texas – Austin

21. Garcia, Bobby Jo. Does A deeper level of empathy help high school engineering students generate more innovative consumer products?.

Degree: Science and Mathematics Education, 2011, University of Texas – Austin

 Secondary level engineering education is a relatively new field of study. This report evaluates an activity in which high school students experience simulated disabilities as… (more)

Subjects/Keywords: Engineering education; Secondary; High school; Empathic design; Design; Concept generation; Innovative

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garcia, B. J. (2011). Does A deeper level of empathy help high school engineering students generate more innovative consumer products?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3902

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):

Garcia, Bobby Jo. “Does A deeper level of empathy help high school engineering students generate more innovative consumer products?.” 2011. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3902.

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

MLA Handbook (7th Edition):

Garcia, Bobby Jo. “Does A deeper level of empathy help high school engineering students generate more innovative consumer products?.” 2011. Web. 17 Jun 2019.

Vancouver:

Garcia BJ. Does A deeper level of empathy help high school engineering students generate more innovative consumer products?. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3902.

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

Council of Science Editors:

Garcia BJ. Does A deeper level of empathy help high school engineering students generate more innovative consumer products?. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3902

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


University of Texas – Austin

22. -3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.

Degree: Special Education, 2018, University of Texas – Austin

 English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only… (more)

Subjects/Keywords: Intervention; Reading; English learners; Adolescents; High school; Students with disabilities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-3243-313X. (2018). Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63717

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):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/63717.

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):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Web. 17 Jun 2019.

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

Vancouver:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/63717.

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:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63717

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


University of Texas – Austin

23. Crocker, Paul Michael. From the mind to the hand : a beginners guide to milling.

Degree: Science and Mathematics Education, 2013, University of Texas – Austin

 The purpose of this document is to provide a starting point to engage high school students in a program utilizing CNC milling technology along with… (more)

Subjects/Keywords: Milling; CNC; Autodesk Inventor; Machining; sprutCAM; Tormach; High school; Engineering; Robotics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crocker, P. M. (2013). From the mind to the hand : a beginners guide to milling. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46346

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):

Crocker, Paul Michael. “From the mind to the hand : a beginners guide to milling.” 2013. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/46346.

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

MLA Handbook (7th Edition):

Crocker, Paul Michael. “From the mind to the hand : a beginners guide to milling.” 2013. Web. 17 Jun 2019.

Vancouver:

Crocker PM. From the mind to the hand : a beginners guide to milling. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/46346.

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

Council of Science Editors:

Crocker PM. From the mind to the hand : a beginners guide to milling. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/46346

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

24. Neill, Cooper Hampton. Regents football : this is war.

Degree: Journalism, 2012, University of Texas – Austin

 After winning the TAPPS Division III State Championship in 2010, the Regents School of Austin Knights set out to defend their title as the top… (more)

Subjects/Keywords: High school football; Photojournalism

…250 students in the high school, Regents only fields a varsity team and does not have a JV… …Enterprise High School on October 7, 2011 at Regents School of Austin in Austin, Tx. But the lost… …graduate from high school. It is the relationships players make, the sense of accomplishment and… …For any school, let alone a school who first began its varsity football program in 2000… …State School on November 3, 2011 at Regents School of Austin in Austin, Tx. 4 I was first… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neill, C. H. (2012). Regents football : this is war. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19907

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):

Neill, Cooper Hampton. “Regents football : this is war.” 2012. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/19907.

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

MLA Handbook (7th Edition):

Neill, Cooper Hampton. “Regents football : this is war.” 2012. Web. 17 Jun 2019.

Vancouver:

Neill CH. Regents football : this is war. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/19907.

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

Council of Science Editors:

Neill CH. Regents football : this is war. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19907

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


University of Texas – Austin

25. Ortiz, Moisés. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 This study examined the description principals of Hispanic-serving urban high schools had of their parent engagement activities through a nationally recognized parent engagement framework, including… (more)

Subjects/Keywords: Hispanic parent engagement; High school; Principal; Parent engagement standards

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ortiz, M. (2018). Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67968

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):

Ortiz, Moisés. “Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/67968.

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

MLA Handbook (7th Edition):

Ortiz, Moisés. “Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards.” 2018. Web. 17 Jun 2019.

Vancouver:

Ortiz M. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/67968.

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

Council of Science Editors:

Ortiz M. Hispanic parent engagement : how urban high school principals address the National Parent Teacher Association parent engagement standards. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67968

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


University of Texas – Austin

26. Roberts, Lisa Garety. Facilitating school connection : the roles of relationship development and extracurricular activity participation.

Degree: Educational Psychology, 2010, University of Texas – Austin

 Numerous researchers have examined school and student variables that can prevent school failure, dropping out, and the development of delinquent behaviors. Such research suggests that… (more)

Subjects/Keywords: School connection; School engagement; Extracurricular activity participation; High school students; Relationships with teachers; Relationships with parents; Relationships with peers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roberts, L. G. (2010). Facilitating school connection : the roles of relationship development and extracurricular activity participation. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1606

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):

Roberts, Lisa Garety. “Facilitating school connection : the roles of relationship development and extracurricular activity participation.” 2010. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1606.

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

MLA Handbook (7th Edition):

Roberts, Lisa Garety. “Facilitating school connection : the roles of relationship development and extracurricular activity participation.” 2010. Web. 17 Jun 2019.

Vancouver:

Roberts LG. Facilitating school connection : the roles of relationship development and extracurricular activity participation. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1606.

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

Council of Science Editors:

Roberts LG. Facilitating school connection : the roles of relationship development and extracurricular activity participation. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1606

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


University of Texas – Austin

27. -5858-5457. Co-learning, co-creating : a case study on collaborative art in a high school classroom.

Degree: Art Education, 2017, University of Texas – Austin

 The purpose of this study was to investigate the benefits and challenges of collaborative art-making in one high school art class from the teacher’s and… (more)

Subjects/Keywords: Art education; Collaborative art; Collaborative art-making; Collaborative learning; High school art; School art; Collaborative painting; Social learning; High school students; High school art teachers; Art teachers; 21st century learning; 21st century skills; Cooperative learning; Student perceptions; Teacher perceptions; Dialogic learning; Constructivism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-5858-5457. (2017). Co-learning, co-creating : a case study on collaborative art in a high school classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67986

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):

-5858-5457. “Co-learning, co-creating : a case study on collaborative art in a high school classroom.” 2017. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/67986.

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):

-5858-5457. “Co-learning, co-creating : a case study on collaborative art in a high school classroom.” 2017. Web. 17 Jun 2019.

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

Vancouver:

-5858-5457. Co-learning, co-creating : a case study on collaborative art in a high school classroom. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/67986.

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:

-5858-5457. Co-learning, co-creating : a case study on collaborative art in a high school classroom. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/67986

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


University of Texas – Austin

28. Dies, Erin. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.

Degree: Educational Psychology, 2010, University of Texas – Austin

 Pursuing higher education after high school is a common practice in the United States, and for many individuals this process is expected. However, students in… (more)

Subjects/Keywords: High school to college; Education transition; College preparation; Post-secondary school transition; Minority college transition; Education social capital; Education cultural capital

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dies, E. (2010). Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1120

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):

Dies, Erin. “Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.” 2010. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1120.

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

MLA Handbook (7th Edition):

Dies, Erin. “Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs.” 2010. Web. 17 Jun 2019.

Vancouver:

Dies E. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1120.

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

Council of Science Editors:

Dies E. Improving secondary to post-secondary school transitions : social, cultural, and resource capital constructs. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1120

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


University of Texas – Austin

29. Brooks, Jean Evelyn. School characteristics associated with the educational resilience of low-income and ethnic minority youth.

Degree: Social Work, 2010, University of Texas – Austin

 This study empirically tested Benard’s (1991, 2004) theory of resilience and youth development by examining the influence of caring relationships, high expectations and opportunities for… (more)

Subjects/Keywords: Educational resilience; High school graduation; Mathematics achievement; At-risk youth; School climate; Minority students; Low-income students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brooks, J. E. (2010). School characteristics associated with the educational resilience of low-income and ethnic minority youth. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2176

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):

Brooks, Jean Evelyn. “School characteristics associated with the educational resilience of low-income and ethnic minority youth.” 2010. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2176.

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

MLA Handbook (7th Edition):

Brooks, Jean Evelyn. “School characteristics associated with the educational resilience of low-income and ethnic minority youth.” 2010. Web. 17 Jun 2019.

Vancouver:

Brooks JE. School characteristics associated with the educational resilience of low-income and ethnic minority youth. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2176.

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

Council of Science Editors:

Brooks JE. School characteristics associated with the educational resilience of low-income and ethnic minority youth. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2176

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


University of Texas – Austin

30. Williams, Carrie Lee. The Art and Media Communications course : a case study of one teacher’s perspective.

Degree: Art Education, 2018, University of Texas – Austin

 This study investigates the teaching experience of one Texas high school visual art teacher as she integrates the Arts and Media Communication course into her… (more)

Subjects/Keywords: Art education; Digital literacy; Technology; High school art teaching; Arts and media communication; High school art curriculum; Secondary art education; Student-centered instruction; Art and technology education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, C. L. (2018). The Art and Media Communications course : a case study of one teacher’s perspective. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/67994

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):

Williams, Carrie Lee. “The Art and Media Communications course : a case study of one teacher’s perspective.” 2018. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/67994.

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

MLA Handbook (7th Edition):

Williams, Carrie Lee. “The Art and Media Communications course : a case study of one teacher’s perspective.” 2018. Web. 17 Jun 2019.

Vancouver:

Williams CL. The Art and Media Communications course : a case study of one teacher’s perspective. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/67994.

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

Council of Science Editors:

Williams CL. The Art and Media Communications course : a case study of one teacher’s perspective. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/67994

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

[1] [2] [3] [4]

.