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

You searched for subject:(Hispanic student school performance). Showing records 1 – 30 of 89643 total matches.

[1] [2] [3] [4] [5] … [2989]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Houston

1. -0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.

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

 Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose… (more)

Subjects/Keywords: Hispanic high school students; perceptions of instructional strategies; teacher professional development; 21st century skills; campus support; teacher support; Hispanic student motivation; Hispanic student school performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

-0824-1530. (2015). Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2024

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):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/2024.

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):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Web. 25 Mar 2019.

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

Vancouver:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/2024.

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:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2024

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 Limerick

2. Ryan, Veronica. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.

Degree: 2018, University of Limerick

 This research study investigated student performance in mathematics during the transition from primary to post-primary school. Academic achievement in mathematics was measured using a standardised… (more)

Subjects/Keywords: mathematics; post-primary school; student engagement; performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ryan, V. (2018). Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7060

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):

Ryan, Veronica. “Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.” 2018. Thesis, University of Limerick. Accessed March 25, 2019. http://hdl.handle.net/10344/7060.

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

MLA Handbook (7th Edition):

Ryan, Veronica. “Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.” 2018. Web. 25 Mar 2019.

Vancouver:

Ryan V. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. [Internet] [Thesis]. University of Limerick; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10344/7060.

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

Council of Science Editors:

Ryan V. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7060

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


Virginia Tech

3. Wheeler, John Francis. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The purpose of this study is to examine how a change of facilities from a modern school building designed for educating middle school students, sixth… (more)

Subjects/Keywords: school facility; middle school; student measures of performance; student achievement; influence of the school facility

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wheeler, J. F. (2014). A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/46979

Chicago Manual of Style (16th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 25, 2019. http://hdl.handle.net/10919/46979.

MLA Handbook (7th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Web. 25 Mar 2019.

Vancouver:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10919/46979.

Council of Science Editors:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/46979


University of Toledo

4. Curtis-Chávez, Mark. Hispanic Male Success in the Community College as Measured by Cumulative GPA.

Degree: PhD, Higher Education, 2017, University of Toledo

 The majority of Hispanics select community colleges as their higher institution of choice, but studies on what contributes to their success, especially Hispanic males, has… (more)

Subjects/Keywords: Community College Education; Community Colleges; Hispanic Americans; Minority and Ethnic Groups; Hispanic males; Hispanic male GPA; Latino males; Latino male GPA; community college; Hispanic male performance; Latino male performance; Hispanic male academic success; Latino male academic success; Community College Survey of Student Engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Curtis-Chávez, M. (2017). Hispanic Male Success in the Community College as Measured by Cumulative GPA. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501775584852973

Chicago Manual of Style (16th Edition):

Curtis-Chávez, Mark. “Hispanic Male Success in the Community College as Measured by Cumulative GPA.” 2017. Doctoral Dissertation, University of Toledo. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501775584852973.

MLA Handbook (7th Edition):

Curtis-Chávez, Mark. “Hispanic Male Success in the Community College as Measured by Cumulative GPA.” 2017. Web. 25 Mar 2019.

Vancouver:

Curtis-Chávez M. Hispanic Male Success in the Community College as Measured by Cumulative GPA. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501775584852973.

Council of Science Editors:

Curtis-Chávez M. Hispanic Male Success in the Community College as Measured by Cumulative GPA. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501775584852973


Texas A&M University

5. Butler, Pamela W. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.

Degree: 2013, Texas A&M University

 The decision to drop out of high school is a serious problem for the individual making the decision to drop out, but it also has… (more)

Subjects/Keywords: Dropout; Recovery; Urban; High School; Hispanic; Deficit thinking; Prevention; Adult Perceptions; Student Perceptions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Butler, P. W. (2013). Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151955

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):

Butler, Pamela W. “Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.” 2013. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/151955.

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

MLA Handbook (7th Edition):

Butler, Pamela W. “Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area.” 2013. Web. 25 Mar 2019.

Vancouver:

Butler PW. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/151955.

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

Council of Science Editors:

Butler PW. Dropouts and a Dropout Recovery Program at a Suburban High-poverty High School Near a Large Urban Area. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151955

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


California State University – Sacramento

6. Falconer-Medlin, Stacey M. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.

Degree: MA, Education (Educational Leadership, 2014, California State University – Sacramento

 Brief Literature Review: A review of related literature identified several factors that affect the academic success of African American students in public high schools. These… (more)

Subjects/Keywords: African American; Student achievement; School performance; Achievement gap; High school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Falconer-Medlin, S. M. (2014). Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122110

Chicago Manual of Style (16th Edition):

Falconer-Medlin, Stacey M. “Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.” 2014. Masters Thesis, California State University – Sacramento. Accessed March 25, 2019. http://hdl.handle.net/10211.3/122110.

MLA Handbook (7th Edition):

Falconer-Medlin, Stacey M. “Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School.” 2014. Web. 25 Mar 2019.

Vancouver:

Falconer-Medlin SM. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10211.3/122110.

Council of Science Editors:

Falconer-Medlin SM. Teacher and student perspectives of factors affecting the school performance of African American students at Suburbia High School. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122110


University of Southern California

7. Byun-Kitayama, Chiae J. Use of accountability indicators to evaluate elementary school principal performance.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Recently, the federal government has pressured states to add student growth data as a part of the evaluation system. State legislatures in New York and… (more)

Subjects/Keywords: accountability; evaluation; principal performance; elementary school principal; performance evaluation; student growth data based evaluation; school principal performance evaluation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Byun-Kitayama, C. J. (2012). Use of accountability indicators to evaluate elementary school principal performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25196/rec/7720

Chicago Manual of Style (16th Edition):

Byun-Kitayama, Chiae J. “Use of accountability indicators to evaluate elementary school principal performance.” 2012. Doctoral Dissertation, University of Southern California. Accessed March 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25196/rec/7720.

MLA Handbook (7th Edition):

Byun-Kitayama, Chiae J. “Use of accountability indicators to evaluate elementary school principal performance.” 2012. Web. 25 Mar 2019.

Vancouver:

Byun-Kitayama CJ. Use of accountability indicators to evaluate elementary school principal performance. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Mar 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25196/rec/7720.

Council of Science Editors:

Byun-Kitayama CJ. Use of accountability indicators to evaluate elementary school principal performance. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25196/rec/7720


Texas A&M University

8. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

 The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

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):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 25 Mar 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

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


University of Nairobi

9. Mahulo, Peter. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .

Degree: 2012, University of Nairobi

 The Kenyan system of education has become mainly examination oriented. This has made the education managers to be result-oriented in their management styles. After pre-service… (more)

Subjects/Keywords: Teacher training; Student Performance; Mixed Secondary School; Gem District; Kenya

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mahulo, P. (2012). Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049

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):

Mahulo, Peter. “Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .” 2012. Thesis, University of Nairobi. Accessed March 25, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049.

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

MLA Handbook (7th Edition):

Mahulo, Peter. “Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya .” 2012. Web. 25 Mar 2019.

Vancouver:

Mahulo P. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Mar 25]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049.

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

Council of Science Editors:

Mahulo P. Influence of teacher training on the performance of students in mixed secondary schools in Gem District, Kenya . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/13049

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


Universidade do Rio Grande do Sul

10. Fuão, Anna Schumacher Eder. Performances de tempos e espaços na escola : um estudo com professoras da rede pública.

Degree: 2015, Universidade do Rio Grande do Sul

Esta dissertação trata sobre o modo como o currículo, o tempo, o espaço e a relação entre professor e aluno estão presentes na escola pública… (more)

Subjects/Keywords: Teatro; Theatre; Theatre pedagogy; Pedagogia; Currículo; Performance; Performance; School; Curriculum; Teacher and student

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fuão, A. S. E. (2015). Performances de tempos e espaços na escola : um estudo com professoras da rede pública. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/115953

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):

Fuão, Anna Schumacher Eder. “Performances de tempos e espaços na escola : um estudo com professoras da rede pública.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed March 25, 2019. http://hdl.handle.net/10183/115953.

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

MLA Handbook (7th Edition):

Fuão, Anna Schumacher Eder. “Performances de tempos e espaços na escola : um estudo com professoras da rede pública.” 2015. Web. 25 Mar 2019.

Vancouver:

Fuão ASE. Performances de tempos e espaços na escola : um estudo com professoras da rede pública. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10183/115953.

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

Council of Science Editors:

Fuão ASE. Performances de tempos e espaços na escola : um estudo com professoras da rede pública. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/115953

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


University of New Mexico

11. Bishop, Steven. Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District.

Degree: School of Architecture and Planning, 2015, University of New Mexico

 Locating services and accesses to opportunities is a growing trend in community schools. Having on-site health services, employment programs, after-school programs, and other social services… (more)

Subjects/Keywords: Architecture; Social Capital; Student Performance; Spatial Analysis; School Performance; GIS; Community Schools; Parental Involvement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bishop, S. (2015). Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24472

Chicago Manual of Style (16th Edition):

Bishop, Steven. “Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District.” 2015. Masters Thesis, University of New Mexico. Accessed March 25, 2019. http://hdl.handle.net/1928/24472.

MLA Handbook (7th Edition):

Bishop, Steven. “Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District.” 2015. Web. 25 Mar 2019.

Vancouver:

Bishop S. Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District. [Internet] [Masters thesis]. University of New Mexico; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1928/24472.

Council of Science Editors:

Bishop S. Connecting Schools and Communities: A Spatial Approach to Social Capital and Student Performance in the Albuquerque Public School District. [Masters Thesis]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/24472


University of Central Florida

12. Anderson, Marguerite. Student Engagement and Ethical Care in a Title I Middle School Program.

Degree: 2014, University of Central Florida

 The purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that… (more)

Subjects/Keywords: Student engagement; ethical care; middle school; public school; Education; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anderson, M. (2014). Student Engagement and Ethical Care in a Title I Middle School Program. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4766

Chicago Manual of Style (16th Edition):

Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Doctoral Dissertation, University of Central Florida. Accessed March 25, 2019. http://stars.library.ucf.edu/etd/4766.

MLA Handbook (7th Edition):

Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Web. 25 Mar 2019.

Vancouver:

Anderson M. Student Engagement and Ethical Care in a Title I Middle School Program. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Mar 25]. Available from: http://stars.library.ucf.edu/etd/4766.

Council of Science Editors:

Anderson M. Student Engagement and Ethical Care in a Title I Middle School Program. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: http://stars.library.ucf.edu/etd/4766


University of Southern California

13. Hargrove, Sonaleena Patnaik. School-level resource allocation practices in elementary schools to increase student achievement.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Schools aim to achieve high student performance outcomes that were never expected by society, government leaders, and many education professionals in the United States. They… (more)

Subjects/Keywords: school funding; budget cuts; increasing student achievement; instructional program improvement; doubling student performance; educational adequacy funding models; adequacy models; school resource use; school resource allocation; school revenue

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hargrove, S. P. (2011). School-level resource allocation practices in elementary schools to increase student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/439969/rec/5707

Chicago Manual of Style (16th Edition):

Hargrove, Sonaleena Patnaik. “School-level resource allocation practices in elementary schools to increase student achievement.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/439969/rec/5707.

MLA Handbook (7th Edition):

Hargrove, Sonaleena Patnaik. “School-level resource allocation practices in elementary schools to increase student achievement.” 2011. Web. 25 Mar 2019.

Vancouver:

Hargrove SP. School-level resource allocation practices in elementary schools to increase student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Mar 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/439969/rec/5707.

Council of Science Editors:

Hargrove SP. School-level resource allocation practices in elementary schools to increase student achievement. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/439969/rec/5707


University of Oregon

14. Melton, Joshua. Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics.

Degree: 2017, University of Oregon

 This dissertation explored the academic growth in mathematics of a longitudinal cohort of 21,567 Oregon students during middle school on a state accountability test. The… (more)

Subjects/Keywords: Achievement gaps; Growth mixture models; Latent class growth analysis; Longitudinal modeling; School performance; Student growth

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Melton, J. (2017). Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/22287

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):

Melton, Joshua. “Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics.” 2017. Thesis, University of Oregon. Accessed March 25, 2019. http://hdl.handle.net/1794/22287.

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

MLA Handbook (7th Edition):

Melton, Joshua. “Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics.” 2017. Web. 25 Mar 2019.

Vancouver:

Melton J. Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics. [Internet] [Thesis]. University of Oregon; 2017. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1794/22287.

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

Council of Science Editors:

Melton J. Beyond One-Size Fits All: Using Heterogeneous Models to Estimate School Performance in Mathematics. [Thesis]. University of Oregon; 2017. Available from: http://hdl.handle.net/1794/22287

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


Virginia Tech

15. Miles, Bernardine Goode. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher… (more)

Subjects/Keywords: Algebra; effective teachers; teacher attributes; teacher certification; teacher degree; school performance; student achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miles, B. G. (2010). The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77304

Chicago Manual of Style (16th Edition):

Miles, Bernardine Goode. “The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 25, 2019. http://hdl.handle.net/10919/77304.

MLA Handbook (7th Edition):

Miles, Bernardine Goode. “The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.” 2010. Web. 25 Mar 2019.

Vancouver:

Miles BG. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10919/77304.

Council of Science Editors:

Miles BG. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77304


University of South Carolina

16. Mandrell, Jennifer C. The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The role of the school librarian has greatly evolved from its origination as a person who solely checks out books or reads to students.… (more)

Subjects/Keywords: Curriculum and Instruction; Education; school librarians; teachers; teachers and librarians collaboration; student academic performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mandrell, J. C. (2018). The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5000

Chicago Manual of Style (16th Edition):

Mandrell, Jennifer C. “The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed March 25, 2019. https://scholarcommons.sc.edu/etd/5000.

MLA Handbook (7th Edition):

Mandrell, Jennifer C. “The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study.” 2018. Web. 25 Mar 2019.

Vancouver:

Mandrell JC. The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Mar 25]. Available from: https://scholarcommons.sc.edu/etd/5000.

Council of Science Editors:

Mandrell JC. The Effect of Professional Development on Teachers’ Perceptions of the Role of School Librarians: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5000


Texas A&M University

17. Tresslar, Christopher A. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.

Degree: 2010, Texas A&M University

 The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of… (more)

Subjects/Keywords: principal ethnicity and student achievement; Hispanic student achievement in predominantly Hispanic schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tresslar, C. A. (2010). The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

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):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

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

MLA Handbook (7th Edition):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Web. 25 Mar 2019.

Vancouver:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

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

Council of Science Editors:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

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


University of Southern California

18. Martínez, Hiacynth Dewilla. School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study selected a purposeful sample of five Title I elementary schools in Orange County and Los Angeles County in Southern California with similar demographics,… (more)

Subjects/Keywords: resource allocation; student achievement; Title I; Evidence-Based Model; doubling student performance; educational leadership; school leadership; achievement gap

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martínez, H. D. (2011). School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/476263/rec/5704

Chicago Manual of Style (16th Edition):

Martínez, Hiacynth Dewilla. “School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/476263/rec/5704.

MLA Handbook (7th Edition):

Martínez, Hiacynth Dewilla. “School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools.” 2011. Web. 25 Mar 2019.

Vancouver:

Martínez HD. School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Mar 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/476263/rec/5704.

Council of Science Editors:

Martínez HD. School level resource allocation to improve student performance: A case study of Orange County and Los Angeles County Title I elementary schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/476263/rec/5704

19. Domingues, Ana Beatriz Cardoso. Desempenho escolar de crianças com fissura labiopalatina na visão dos professores.

Degree: Mestrado, Distúrbios da Comunicação Humana, 2007, University of São Paulo

Objetivo: Investigar, por meio da opinião dos professores de 1ª a 8ª séries do Ensino Fundamental de Bauru e região, o desempenho escolar de indivíduos… (more)

Subjects/Keywords: Cleft lip and palate; Desempenho escolar; elementary school; ensino fundamental; fissura labiopalatina; relação professor-aluno; school performance; teacher-student relation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Domingues, A. B. C. (2007). Desempenho escolar de crianças com fissura labiopalatina na visão dos professores. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/61/61131/tde-07022008-154931/ ;

Chicago Manual of Style (16th Edition):

Domingues, Ana Beatriz Cardoso. “Desempenho escolar de crianças com fissura labiopalatina na visão dos professores.” 2007. Masters Thesis, University of São Paulo. Accessed March 25, 2019. http://www.teses.usp.br/teses/disponiveis/61/61131/tde-07022008-154931/ ;.

MLA Handbook (7th Edition):

Domingues, Ana Beatriz Cardoso. “Desempenho escolar de crianças com fissura labiopalatina na visão dos professores.” 2007. Web. 25 Mar 2019.

Vancouver:

Domingues ABC. Desempenho escolar de crianças com fissura labiopalatina na visão dos professores. [Internet] [Masters thesis]. University of São Paulo; 2007. [cited 2019 Mar 25]. Available from: http://www.teses.usp.br/teses/disponiveis/61/61131/tde-07022008-154931/ ;.

Council of Science Editors:

Domingues ABC. Desempenho escolar de crianças com fissura labiopalatina na visão dos professores. [Masters Thesis]. University of São Paulo; 2007. Available from: http://www.teses.usp.br/teses/disponiveis/61/61131/tde-07022008-154931/ ;


University of Florida

20. Fuller, Abigail. Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2014, University of Florida

 This study explored the phenomenon of Black and Hispanic fourth grade students in four separate classrooms in Title I-funded elementary schools view their teachers' culturally… (more)

Subjects/Keywords: Classrooms; Cultural education; Cultural studies; Educational research; High school students; Learning; Schools; Student diversity; Students; Teachers; black  – elementary  – fourth  – grade  – hispanic  – i  – title

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fuller, A. (2014). Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046490

Chicago Manual of Style (16th Edition):

Fuller, Abigail. “Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness.” 2014. Doctoral Dissertation, University of Florida. Accessed March 25, 2019. http://ufdc.ufl.edu/UFE0046490.

MLA Handbook (7th Edition):

Fuller, Abigail. “Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness.” 2014. Web. 25 Mar 2019.

Vancouver:

Fuller A. Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Mar 25]. Available from: http://ufdc.ufl.edu/UFE0046490.

Council of Science Editors:

Fuller A. Listening to the Student Voice An Exploration of Students' Perceptions of Their Teachers' Cultural Responsiveness. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046490


University of Miami

21. Barcinas, Christina. Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2018, University of Miami

 The purpose of this study was to seek the potential factors affecting Hispanic middle school students’ college readiness. Although it is important that students begin… (more)

Subjects/Keywords: middle school college readiness; Hispanic college readiness; middle school Hispanic college readiness; middle school college awareness; college awareness; Hispanic college awareness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barcinas, C. (2018). Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2116

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):

Barcinas, Christina. “Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets.” 2018. Thesis, University of Miami. Accessed March 25, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2116.

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

MLA Handbook (7th Edition):

Barcinas, Christina. “Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets.” 2018. Web. 25 Mar 2019.

Vancouver:

Barcinas C. Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets. [Internet] [Thesis]. University of Miami; 2018. [cited 2019 Mar 25]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2116.

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

Council of Science Editors:

Barcinas C. Exploring College Readiness for Hispanic Middle School Students: Relationship Between Cognitive and Non-Cognitive Facets. [Thesis]. University of Miami; 2018. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2116

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


University of Georgia

22. Malison, David Jordan. Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools.

Degree: AB, Economics, 2010, University of Georgia

 I estimated a linear fixed effects model using panel data collected from the Georgia Department of Education to analyze the impact changes in student body… (more)

Subjects/Keywords: School Performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Malison, D. J. (2010). Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools. (Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/malison_david_j_201005_ab

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):

Malison, David Jordan. “Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools.” 2010. Thesis, University of Georgia. Accessed March 25, 2019. http://purl.galileo.usg.edu/uga_etd/malison_david_j_201005_ab.

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

MLA Handbook (7th Edition):

Malison, David Jordan. “Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools.” 2010. Web. 25 Mar 2019.

Vancouver:

Malison DJ. Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools. [Internet] [Thesis]. University of Georgia; 2010. [cited 2019 Mar 25]. Available from: http://purl.galileo.usg.edu/uga_etd/malison_david_j_201005_ab.

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

Council of Science Editors:

Malison DJ. Separate but equal?: an analysis of racial inequality and student achievement in Georgia public schools. [Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/malison_david_j_201005_ab

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


Texas A&M University

23. Kocian, Brandi R. Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement.

Degree: 2011, Texas A&M University

 Researchers have identified numerous risk and protective factors that might provide insight into the academic difficulties and success that Hispanic adolescents experience. Maladjusted outcomes cannot… (more)

Subjects/Keywords: Adolescents; Hispanic; Males; DAEP; Alternative School; Discipline

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kocian, B. R. (2011). Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7851

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):

Kocian, Brandi R. “Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement.” 2011. Thesis, Texas A&M University. Accessed March 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7851.

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

MLA Handbook (7th Edition):

Kocian, Brandi R. “Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement.” 2011. Web. 25 Mar 2019.

Vancouver:

Kocian BR. Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7851.

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

Council of Science Editors:

Kocian BR. Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7851

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

24. Scinski, Lidia. Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest .

Degree: 2014, California State University – San Marcos

 A lack of social capital can be a critical factor impeding underrepresented minority (URM) students from obtaining the mathematical and scientific background required to achieve… (more)

Subjects/Keywords: STEM; Hispanic; Middle school; summer slide

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scinski, L. (2014). Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/132290

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):

Scinski, Lidia. “Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest .” 2014. Thesis, California State University – San Marcos. Accessed March 25, 2019. http://hdl.handle.net/10211.3/132290.

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

MLA Handbook (7th Edition):

Scinski, Lidia. “Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest .” 2014. Web. 25 Mar 2019.

Vancouver:

Scinski L. Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10211.3/132290.

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

Council of Science Editors:

Scinski L. Beyond the Classroom: The Impact of Informal STEM Experiences on Student Attitudes and Interest . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/132290

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


University of Houston

25. Landa, Luis Ricardo. An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District.

Degree: Educational Leadership and Policy Studies, Department of, 2018, University of Houston

 Background: Research shows parent engagement positively impacts student academic performance, motivation, behavior, and attendance. The impact has been of such significance that legislation, such as… (more)

Subjects/Keywords: Parent engagement; secondary slump; Hispanic; high school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Landa, L. R. (2018). An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3120

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):

Landa, Luis Ricardo. “An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District.” 2018. Thesis, University of Houston. Accessed March 25, 2019. http://hdl.handle.net/10657/3120.

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

MLA Handbook (7th Edition):

Landa, Luis Ricardo. “An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District.” 2018. Web. 25 Mar 2019.

Vancouver:

Landa LR. An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10657/3120.

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

Council of Science Editors:

Landa LR. An Examination of Parent Engagement in Primarily Hispanic High School Campuses in a Large Urban School District. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3120

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

26. Moreno, Yadira. Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color.

Degree: 2018, Loyola Marymount University

  The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California.… (more)

Subjects/Keywords: Middle school education; Education; Hispanic American studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moreno, Y. (2018). Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10845352

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):

Moreno, Yadira. “Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color.” 2018. Thesis, Loyola Marymount University. Accessed March 25, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10845352.

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

MLA Handbook (7th Edition):

Moreno, Yadira. “Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color.” 2018. Web. 25 Mar 2019.

Vancouver:

Moreno Y. Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color. [Internet] [Thesis]. Loyola Marymount University; 2018. [cited 2019 Mar 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10845352.

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

Council of Science Editors:

Moreno Y. Homegrown Teacher Project| Developing an Early Intervention Pipeline for Future Teachers of Color. [Thesis]. Loyola Marymount University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10845352

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

27. Aquino, Juliana Maria de. Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo.

Degree: PhD, Economia Aplicada, 2011, University of São Paulo

O atual desenvolvimento tecnológico e o cenário nada favorável da qualidade de educação no Brasil fazem com que a educação escolar tenha que ser repensada.… (more)

Subjects/Keywords: Basic education program evaluation; Educação escolar; Escola de tempo integral; Estudantes - Desempenho; Full-Time School; Programas de ensino fundamental - Avaliação; Rendimento escolar.; School performance.; Schooling; Student performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aquino, J. M. d. (2011). Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/11/11132/tde-12092011-165425/ ;

Chicago Manual of Style (16th Edition):

Aquino, Juliana Maria de. “Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo.” 2011. Doctoral Dissertation, University of São Paulo. Accessed March 25, 2019. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-12092011-165425/ ;.

MLA Handbook (7th Edition):

Aquino, Juliana Maria de. “Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo.” 2011. Web. 25 Mar 2019.

Vancouver:

Aquino JMd. Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2019 Mar 25]. Available from: http://www.teses.usp.br/teses/disponiveis/11/11132/tde-12092011-165425/ ;.

Council of Science Editors:

Aquino JMd. Uma ampliação da jornada escolar melhora o desempenho acadêmico dos estudantes? Uma avaliação do programa Escola de Tempo Integral da rede pública do estado de São Paulo. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/11/11132/tde-12092011-165425/ ;


University of Central Florida

28. McDonald, Jason. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.

Degree: 2014, University of Central Florida

 The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this… (more)

Subjects/Keywords: Advanced placement; ap; ap potential; equity gap; enrollment; traditionally underserved minorities; african american; hispanic; economically disadvantaged; invitational theory; inviting messages; program access student survey; Education; Educational Leadership; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McDonald, J. (2014). The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4767

Chicago Manual of Style (16th Edition):

McDonald, Jason. “The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.” 2014. Doctoral Dissertation, University of Central Florida. Accessed March 25, 2019. http://stars.library.ucf.edu/etd/4767.

MLA Handbook (7th Edition):

McDonald, Jason. “The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.” 2014. Web. 25 Mar 2019.

Vancouver:

McDonald J. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Mar 25]. Available from: http://stars.library.ucf.edu/etd/4767.

Council of Science Editors:

McDonald J. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: http://stars.library.ucf.edu/etd/4767


Uppsala University

29. Haglund, Anna Hasselqvist. Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school.

Degree: Economics, 2018, Uppsala University

  In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to… (more)

Subjects/Keywords: Education economics; desegregation; merger; school organization; secondary school; public school; peer effects; socioeconomic background; student performance; integration; segregation; Difference in differences; matching; labour economics; education system; Nyköpingsmodellen; Economics; Nationalekonomi

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haglund, A. H. (2018). Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283

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):

Haglund, Anna Hasselqvist. “Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school.” 2018. Thesis, Uppsala University. Accessed March 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.

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

MLA Handbook (7th Edition):

Haglund, Anna Hasselqvist. “Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school.” 2018. Web. 25 Mar 2019.

Vancouver:

Haglund AH. Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school. [Internet] [Thesis]. Uppsala University; 2018. [cited 2019 Mar 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.

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

Council of Science Editors:

Haglund AH. Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school. [Thesis]. Uppsala University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283

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


Kansas State University

30. Vincent, Shiloh John Daniel. A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015.

Degree: EdD, Department of Educational Leadership, 2018, Kansas State University

 This present study extended the longitudinal perspective begun by DeBacker (2002) and Jordan (2012) and, when considered wholly, provides insights into the educational experiences offered… (more)

Subjects/Keywords: Educational leadership; School finance; Classroom Learning Assuring Student Success (CLASS) Act; School District Finance and Quality Performance Act (SDFQPA); Kansas school funding; K-12 Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vincent, S. J. D. (2018). A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/39366

Chicago Manual of Style (16th Edition):

Vincent, Shiloh John Daniel. “A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015.” 2018. Doctoral Dissertation, Kansas State University. Accessed March 25, 2019. http://hdl.handle.net/2097/39366.

MLA Handbook (7th Edition):

Vincent, Shiloh John Daniel. “A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015.” 2018. Web. 25 Mar 2019.

Vancouver:

Vincent SJD. A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2097/39366.

Council of Science Editors:

Vincent SJD. A longitudinal study of selected state school aid formula changes in Kansas 1992-2017, with emphasis on the Classroom Learning Assuring Student Success (CLASS) Act of 2015. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/39366

[1] [2] [3] [4] [5] … [2989]

.