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You searched for subject:(Low income high school students). Showing records 1 – 30 of 103473 total matches.

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Florida Atlantic University

1. Collado, Washington B. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.

Degree: 2018, Florida Atlantic University

This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case… (more)

Subjects/Keywords: Low-income high school students.; Minority high school students.; Dropouts – Prevention.

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APA (6th Edition):

Collado, W. B. (2018). Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40712

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):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Thesis, Florida Atlantic University. Accessed November 11, 2019. http://fau.digital.flvc.org/islandora/object/fau:40712.

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

MLA Handbook (7th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Web. 11 Nov 2019.

Vancouver:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Nov 11]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712.

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

Council of Science Editors:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712

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


University of KwaZulu-Natal

2. [No author]. Inside the lives of township high school working learners.

Degree: Education, 2009, University of KwaZulu-Natal

 Learning thrives in conducive and supportive environments, and where a culture of learning is cultivated. There are many factors that distract learners from devoting themselves… (more)

Subjects/Keywords: High school students – Employment – KwaZulu-Natal.; Low-income high school students – KwaZulu-Natal.; Education.

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APA (6th Edition):

author], [. (2009). Inside the lives of township high school working learners. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1386

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):

author], [No. “Inside the lives of township high school working learners. ” 2009. Thesis, University of KwaZulu-Natal. Accessed November 11, 2019. http://hdl.handle.net/10413/1386.

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

MLA Handbook (7th Edition):

author], [No. “Inside the lives of township high school working learners. ” 2009. Web. 11 Nov 2019.

Vancouver:

author] [. Inside the lives of township high school working learners. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10413/1386.

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

Council of Science Editors:

author] [. Inside the lives of township high school working learners. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1386

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


University of Missouri – Columbia

3. Lacy, Matthew R. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.

Degree: 2016, University of Missouri – Columbia

 The purpose of this quantitative study was to analyze the impact of a 1:1 initiative on English Language Arts (ELA) student learning outcomes for low(more)

Subjects/Keywords: Low-income high school students; Language arts (Secondary)  – Examinations

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APA (6th Edition):

Lacy, M. R. (2016). Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59843

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):

Lacy, Matthew R. “Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.” 2016. Thesis, University of Missouri – Columbia. Accessed November 11, 2019. http://hdl.handle.net/10355/59843.

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

MLA Handbook (7th Edition):

Lacy, Matthew R. “Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting.” 2016. Web. 11 Nov 2019.

Vancouver:

Lacy MR. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10355/59843.

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

Council of Science Editors:

Lacy MR. Analyzing the impact of a 1:1 initiative on student learning outcomes : a focus on low socioeconomic students in the high school setting. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59843

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


Rutgers University

4. Hullings, Christy L., 1990-. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.

Degree: MS, Nutritional Sciences, 2015, Rutgers University

 Obesity rates among teenagers have increased as their physical activity levels have simultaneously declined. Obesity and related disorders disproportionally affect teenagers from minority backgrounds and… (more)

Subjects/Keywords: Low-income high school students – New Jersey; Exercise for youth; Obesity

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APA (6th Edition):

Hullings, Christy L., 1. (2015). A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/46363/

Chicago Manual of Style (16th Edition):

Hullings, Christy L., 1990-. “A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.” 2015. Masters Thesis, Rutgers University. Accessed November 11, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/46363/.

MLA Handbook (7th Edition):

Hullings, Christy L., 1990-. “A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey.” 2015. Web. 11 Nov 2019.

Vancouver:

Hullings, Christy L. 1. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. [Internet] [Masters thesis]. Rutgers University; 2015. [cited 2019 Nov 11]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46363/.

Council of Science Editors:

Hullings, Christy L. 1. A scale to assess perceived barriers to physical activity among low-income high school students in New Jersey. [Masters Thesis]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46363/

5. Farris-Vermeer, Heather K. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .

Degree: 2010, Drake U

 The focus of this study is to examine the social and academic experiences of low-income girls in an urban middle school, and to understand, from… (more)

Subjects/Keywords: Junior high school girls – Social aspects; Education, Urban; Low-income students – Education (Middle school) – Interviews

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APA (6th Edition):

Farris-Vermeer, H. K. (2010). The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1641

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):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Thesis, Drake U. Accessed November 11, 2019. http://hdl.handle.net/2092/1641.

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

MLA Handbook (7th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Web. 11 Nov 2019.

Vancouver:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Internet] [Thesis]. Drake U; 2010. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/2092/1641.

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

Council of Science Editors:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Thesis]. Drake U; 2010. Available from: http://hdl.handle.net/2092/1641

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


University of Missouri – Columbia

6. Matlock, Keith. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.

Degree: 2016, University of Missouri – Columbia

 Effects of an intervention system, Positive Support Teams, (PST) were examined in a case study using critical inquiry analysis. The case study analyzed the effect… (more)

Subjects/Keywords: Low-income high school students; Problem youth; Rural children  – Education (Secondary)|Social networks; Academic achievement

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APA (6th Edition):

Matlock, K. (2016). Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/60135

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):

Matlock, Keith. “Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.” 2016. Thesis, University of Missouri – Columbia. Accessed November 11, 2019. http://hdl.handle.net/10355/60135.

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

MLA Handbook (7th Edition):

Matlock, Keith. “Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.” 2016. Web. 11 Nov 2019.

Vancouver:

Matlock K. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10355/60135.

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

Council of Science Editors:

Matlock K. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/60135

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


University of Missouri – Columbia

7. Matlock, Keith. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.

Degree: 2016, University of Missouri – Columbia

 Effects of an intervention system, Positive Support Teams, (PST) were examined in a case study using critical inquiry analysis. The case study analyzed the effect… (more)

Subjects/Keywords: Low-income high school students; Problem youth; Rural children  – Education (Secondary)|Social networks; Academic achievement

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

APA (6th Edition):

Matlock, K. (2016). Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/60135

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):

Matlock, Keith. “Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.” 2016. Thesis, University of Missouri – Columbia. Accessed November 11, 2019. https://doi.org/10.32469/10355/60135.

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

MLA Handbook (7th Edition):

Matlock, Keith. “Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school.” 2016. Web. 11 Nov 2019.

Vancouver:

Matlock K. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Nov 11]. Available from: https://doi.org/10.32469/10355/60135.

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

Council of Science Editors:

Matlock K. Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/60135

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

8. Partridge, Cynthia E. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2016, University of Cincinnati

 TRIO Upward Bound is the flagship U.S. Department of Education pre-college program designed to assist potential future college students who are low-income, first-generation, or at… (more)

Subjects/Keywords: Education Policy; TRIO Programs; Upward Bound; College Preparatory Programs; First Generation Students; Low Income Students; High School Students

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APA (6th Edition):

Partridge, C. E. (2016). The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206

Chicago Manual of Style (16th Edition):

Partridge, Cynthia E. “The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206.

MLA Handbook (7th Edition):

Partridge, Cynthia E. “The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study.” 2016. Web. 11 Nov 2019.

Vancouver:

Partridge CE. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206.

Council of Science Editors:

Partridge CE. The Impact of TRIO Upward Bound Program Participation on Student Outcomes: TRIO Upward Bound Case Study. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426206


University of Florida

9. Reid, Laura. Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents.

Degree: MA, School Counseling and Guidance - Human Development and Organizational Studies in Education, 2010, University of Florida

 African-American students are particularly at risk for academic underachievement Current literature has demonstrated that parenting practices have a huge impact on student academic performance. The… (more)

Subjects/Keywords: Academic achievement; African Americans; Classrooms; High school students; Linear regression; Parenting; Parents; Questionnaires; Schools; Students; african, american, income, low, parents, proficiencies

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APA (6th Edition):

Reid, L. (2010). Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041814

Chicago Manual of Style (16th Edition):

Reid, Laura. “Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents.” 2010. Masters Thesis, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0041814.

MLA Handbook (7th Edition):

Reid, Laura. “Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents.” 2010. Web. 11 Nov 2019.

Vancouver:

Reid L. Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0041814.

Council of Science Editors:

Reid L. Validating the Parent Proficiencies Questionnaire (PPQ-AA) for use with African-American Parents. [Masters Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041814


University of Florida

10. Primack, Mary A. Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2013, University of Florida

 Among college students nationwide, first-generation low income (FGLI) college students have lower rates of persistence to graduation. This study sought to understand how FGLI college… (more)

Subjects/Keywords: Collaboration; College students; Colleges; Educational research; Graduate students; High school students; High schools; Higher education; Parents; Universities; belonging  – college  – first-generation  – low-income  – persistence  – transition

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APA (6th Edition):

Primack, M. A. (2013). Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045321

Chicago Manual of Style (16th Edition):

Primack, Mary A. “Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution.” 2013. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0045321.

MLA Handbook (7th Edition):

Primack, Mary A. “Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution.” 2013. Web. 11 Nov 2019.

Vancouver:

Primack MA. Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0045321.

Council of Science Editors:

Primack MA. Picture This Portraits of Belonging and First Generation Low Income Students Transition to and Persistence in a Postsecondary Institution. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045321


Stellenbosch University

11. Blomerus, Liesl. The career constructions of and influences on career choices of adolescents in a low-income school.

Degree: MEdPsych, Educational Psychology, 2016, Stellenbosch University

ENGLISH ABSTRACT : In a multi-cultural society such as South Africa, the implementation of career psychology has been challenging as most of our approaches to… (more)

Subjects/Keywords: Career development  – South Africa  – Western Cape; Low-income high school students; Career choices; Systems theory framework (STF); UCTD

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APA (6th Edition):

Blomerus, L. (2016). The career constructions of and influences on career choices of adolescents in a low-income school. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100290

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):

Blomerus, Liesl. “The career constructions of and influences on career choices of adolescents in a low-income school.” 2016. Thesis, Stellenbosch University. Accessed November 11, 2019. http://hdl.handle.net/10019.1/100290.

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

MLA Handbook (7th Edition):

Blomerus, Liesl. “The career constructions of and influences on career choices of adolescents in a low-income school.” 2016. Web. 11 Nov 2019.

Vancouver:

Blomerus L. The career constructions of and influences on career choices of adolescents in a low-income school. [Internet] [Thesis]. Stellenbosch University; 2016. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10019.1/100290.

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

Council of Science Editors:

Blomerus L. The career constructions of and influences on career choices of adolescents in a low-income school. [Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100290

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


Rutgers University

12. DeCandia, Gabriela M., 1988-. Relationships between academic identity and academic achievement in low-income urban adolescents.

Degree: School Psychology, 2014, Rutgers University

Subjects/Keywords: Low-income high school students; Academic achievement – United States

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APA (6th Edition):

DeCandia, Gabriela M., 1. (2014). Relationships between academic identity and academic achievement in low-income urban adolescents. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45133/

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):

DeCandia, Gabriela M., 1988-. “Relationships between academic identity and academic achievement in low-income urban adolescents.” 2014. Thesis, Rutgers University. Accessed November 11, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/45133/.

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

MLA Handbook (7th Edition):

DeCandia, Gabriela M., 1988-. “Relationships between academic identity and academic achievement in low-income urban adolescents.” 2014. Web. 11 Nov 2019.

Vancouver:

DeCandia, Gabriela M. 1. Relationships between academic identity and academic achievement in low-income urban adolescents. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Nov 11]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45133/.

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

Council of Science Editors:

DeCandia, Gabriela M. 1. Relationships between academic identity and academic achievement in low-income urban adolescents. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45133/

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


University of Michigan

13. Hunwick, Sandy L. Alternative Education and the at Risk Student.

Degree: Master's, College of Arts and Sciences: Liberal Studies, 2000, University of Michigan

 This thesis examines the circumstances faced by at risk youth. It begins by presenting examples of four students who are considered "at risk" for different… (more)

Subjects/Keywords: alternative high school; at-risk student; high school; minority students; low-income

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APA (6th Edition):

Hunwick, S. L. (2000). Alternative Education and the at Risk Student. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/117804

Chicago Manual of Style (16th Edition):

Hunwick, Sandy L. “Alternative Education and the at Risk Student.” 2000. Masters Thesis, University of Michigan. Accessed November 11, 2019. http://hdl.handle.net/2027.42/117804.

MLA Handbook (7th Edition):

Hunwick, Sandy L. “Alternative Education and the at Risk Student.” 2000. Web. 11 Nov 2019.

Vancouver:

Hunwick SL. Alternative Education and the at Risk Student. [Internet] [Masters thesis]. University of Michigan; 2000. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/2027.42/117804.

Council of Science Editors:

Hunwick SL. Alternative Education and the at Risk Student. [Masters Thesis]. University of Michigan; 2000. Available from: http://hdl.handle.net/2027.42/117804


University of Florida

14. Houchen, Diedre. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.

Degree: MA, Curriculum and Instruction (ISC) - Teaching and Learning, 2010, University of Florida

 STRUGGLING READING STUDENTS AND CULTURALLY RESPONSIVE PEDAGOGY: A PRACTITIONER INQUIRY ANALYSIS Much attention has been focused on the conundrum within American public schooling known as… (more)

Subjects/Keywords: Classrooms; Cultural education; High school students; Learning; Pedagogy; Reading instruction; Schools; Students; Teachers; Textual criticism; achievement, action, african, american, curriculum, education, english, gap, income, low, practitioner, research, secondary, teacher, urban

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APA (6th Edition):

Houchen, D. (2010). Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042228

Chicago Manual of Style (16th Edition):

Houchen, Diedre. “Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.” 2010. Masters Thesis, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0042228.

MLA Handbook (7th Edition):

Houchen, Diedre. “Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.” 2010. Web. 11 Nov 2019.

Vancouver:

Houchen D. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0042228.

Council of Science Editors:

Houchen D. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. [Masters Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0042228


University of Missouri – Columbia

15. Shindorf, Brian D. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.

Degree: 2015, University of Missouri – Columbia

 This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri.… (more)

Subjects/Keywords: Low-income students; Academic achievement; School improvement programs

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APA (6th Edition):

Shindorf, B. D. (2015). Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46898

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):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Thesis, University of Missouri – Columbia. Accessed November 11, 2019. http://hdl.handle.net/10355/46898.

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

MLA Handbook (7th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Web. 11 Nov 2019.

Vancouver:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/10355/46898.

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

Council of Science Editors:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46898

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

16. Gonzales, Cameron A. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.

Degree: Thesis (D. Ed.), 2016, Ball State University

 The problem addressed in the dissertation is the relationship between high poverty and low academic achievement that persists in spite of efforts to change it.… (more)

Subjects/Keywords: Educational leadership.; Elementary school principals  – Psychology.; Low-income students.

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APA (6th Edition):

Gonzales, C. A. (2016). Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200162

Chicago Manual of Style (16th Edition):

Gonzales, Cameron A. “Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.” 2016. Doctoral Dissertation, Ball State University. Accessed November 11, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200162.

MLA Handbook (7th Edition):

Gonzales, Cameron A. “Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership.” 2016. Web. 11 Nov 2019.

Vancouver:

Gonzales CA. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2019 Nov 11]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200162.

Council of Science Editors:

Gonzales CA. Leadership styles of principals in successful Title I elementary schools: Title on signature page: Leadership styles of principals in successful Title I elementary schools in southern California: Title I principal leadership. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200162


Texas A&M University

17. Martinez, Roger Rodriguez. Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness.

Degree: 2013, Texas A&M University

 This case study examines the National College Advising Corps advisers? perceptions of their preparedness to assist and encourage underrepresented and low-income students to matriculate to… (more)

Subjects/Keywords: Near Peer; Advising; NCAC; Preparation; Low-income; Minority; High school; Counseling

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APA (6th Edition):

Martinez, R. R. (2013). Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149485

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):

Martinez, Roger Rodriguez. “Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness.” 2013. Thesis, Texas A&M University. Accessed November 11, 2019. http://hdl.handle.net/1969.1/149485.

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

MLA Handbook (7th Edition):

Martinez, Roger Rodriguez. “Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness.” 2013. Web. 11 Nov 2019.

Vancouver:

Martinez RR. Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/1969.1/149485.

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

Council of Science Editors:

Martinez RR. Near Peer Advising: A Case Study of the Perceptions of Advisers' Preparedness. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149485

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


University of Southern California

18. García, Victor. Play-testing a video game prototype with low-SES college-bound urban high school students.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study identified five prevailing themes that emerged from observations of play-testing the paper prototype of a pending video game. The objective of the game… (more)

Subjects/Keywords: college access; low-SES; high school students; urban students

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APA (6th Edition):

García, V. (2010). Play-testing a video game prototype with low-SES college-bound urban high school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081

Chicago Manual of Style (16th Edition):

García, Victor. “Play-testing a video game prototype with low-SES college-bound urban high school students.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 11, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081.

MLA Handbook (7th Edition):

García, Victor. “Play-testing a video game prototype with low-SES college-bound urban high school students.” 2010. Web. 11 Nov 2019.

Vancouver:

García V. Play-testing a video game prototype with low-SES college-bound urban high school students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 11]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081.

Council of Science Editors:

García V. Play-testing a video game prototype with low-SES college-bound urban high school students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081

19. Wellmann, Courtney Faith Haggard. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.

Degree: 2012, Texas A&M University

 As access to technology increases, educators must continue to study how to best integrate these resources to help close the writing achievement gap and prepare… (more)

Subjects/Keywords: technology; writing instruction; low-income; diverse high school students

…diverse, low-income high school students in Texas and the teachers’ age, teachers’ years of… …Technology Standards for Teachers and Students ......................... Impact of Low-Income… …high school and beyond. I explain to my students that good writing skills are crucial… …students for college and careers after high school is an additional challenge of each school and… …English classes in diverse, low-income high schools in Texas. These schools include suburban and… 

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

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

APA (6th Edition):

Wellmann, C. F. H. (2012). An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847

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):

Wellmann, Courtney Faith Haggard. “An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.” 2012. Thesis, Texas A&M University. Accessed November 11, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847.

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

MLA Handbook (7th Edition):

Wellmann, Courtney Faith Haggard. “An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.” 2012. Web. 11 Nov 2019.

Vancouver:

Wellmann CFH. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847.

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

Council of Science Editors:

Wellmann CFH. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847

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


University of Southern California

20. Mendoza-Romero, Juan. The college selection process of high-achieving Latino students.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study explores the factors that high-achieving Latino students take into consideration when choosing a college or university to apply. The purpose of this project… (more)

Subjects/Keywords: high-achiving Latinos; higher education; low income students; college going culture; college counselor

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APA (6th Edition):

Mendoza-Romero, J. (2009). The college selection process of high-achieving Latino students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509

Chicago Manual of Style (16th Edition):

Mendoza-Romero, Juan. “The college selection process of high-achieving Latino students.” 2009. Doctoral Dissertation, University of Southern California. Accessed November 11, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509.

MLA Handbook (7th Edition):

Mendoza-Romero, Juan. “The college selection process of high-achieving Latino students.” 2009. Web. 11 Nov 2019.

Vancouver:

Mendoza-Romero J. The college selection process of high-achieving Latino students. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Nov 11]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509.

Council of Science Editors:

Mendoza-Romero J. The college selection process of high-achieving Latino students. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/268425/rec/6509


Syracuse University

21. Unobagha, Uzoamaka Chinyelu. Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students.

Degree: Doctor of Professional Studies, Teaching and Leadership, 2019, Syracuse University

  This research study examines the perspectives of African American and Latino/a students from low-income families who are especially successful in an urban, public school(more)

Subjects/Keywords: academic success; African American; Latino/a; low-income students; resilence; school success; Education

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APA (6th Edition):

Unobagha, U. C. (2019). Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students. (Thesis). Syracuse University. Retrieved from https://surface.syr.edu/etd/1087

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):

Unobagha, Uzoamaka Chinyelu. “Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students.” 2019. Thesis, Syracuse University. Accessed November 11, 2019. https://surface.syr.edu/etd/1087.

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

MLA Handbook (7th Edition):

Unobagha, Uzoamaka Chinyelu. “Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students.” 2019. Web. 11 Nov 2019.

Vancouver:

Unobagha UC. Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students. [Internet] [Thesis]. Syracuse University; 2019. [cited 2019 Nov 11]. Available from: https://surface.syr.edu/etd/1087.

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

Council of Science Editors:

Unobagha UC. Pathways to School Success: An Examination of Perspectives of African American and Latino/a Low-income Students. [Thesis]. Syracuse University; 2019. Available from: https://surface.syr.edu/etd/1087

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


Michigan State University

22. Burkander, Kri Noël. Culture, class, and college : a mixed-method contextual understanding of undermatch.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy 2014.

This dissertation is a collection of three studies investigating students' postsecondary decision making process. Using qualitative… (more)

Subjects/Keywords: Postsecondary education – Decision making; College applications – Psychological aspects; College choice; High school seniors – Middle West – Interviews; High school seniors – Middle West – Attitudes; Low-income students – Middle West – Interviews; Education, Secondary – Parent participation; Peer pressure; Education policy

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

APA (6th Edition):

Burkander, K. N. (2014). Culture, class, and college : a mixed-method contextual understanding of undermatch. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2724

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):

Burkander, Kri Noël. “Culture, class, and college : a mixed-method contextual understanding of undermatch.” 2014. Thesis, Michigan State University. Accessed November 11, 2019. http://etd.lib.msu.edu/islandora/object/etd:2724.

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

MLA Handbook (7th Edition):

Burkander, Kri Noël. “Culture, class, and college : a mixed-method contextual understanding of undermatch.” 2014. Web. 11 Nov 2019.

Vancouver:

Burkander KN. Culture, class, and college : a mixed-method contextual understanding of undermatch. [Internet] [Thesis]. Michigan State University; 2014. [cited 2019 Nov 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2724.

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

Council of Science Editors:

Burkander KN. Culture, class, and college : a mixed-method contextual understanding of undermatch. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2724

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


University of Texas – Austin

23. -9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.

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

 Nearly three decades after it became a leading reform effort in education, decentralization – broadly defined as the transfer of decision-making from central administrations to… (more)

Subjects/Keywords: School district decentralization; School equity; Education; Site-based management; School-based management; Urban school districts; Economically disadvantaged students; Low-income students; Minority students

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APA (6th Edition):

-9406-4731. (2018). Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65665

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

Chicago Manual of Style (16th Edition):

-9406-4731. “Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 11, 2019. http://hdl.handle.net/2152/65665.

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

MLA Handbook (7th Edition):

-9406-4731. “Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth.” 2018. Web. 11 Nov 2019.

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

Vancouver:

-9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/2152/65665.

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

Council of Science Editors:

-9406-4731. Decentralization and equity : a phenomenological study of how district leaders experience site-based management and perceive it to impact low-income and minority youth. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65665

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


University of Toronto

24. Schwarz, Kaylan Horner. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.

Degree: 2010, University of Toronto

This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently… (more)

Subjects/Keywords: citizenship education; community service; community involvement; secondary school students; social class; socio-economic status; adult role models; teacher mentorship; critical pedagogy; qualitative research; quantitative research; mixed method; Ontario; curriculum; reflection; social justice; service learning; graduation requirement; mandatory; high school students; youth; adolescent; young people; active citizenship; agency; self-efficacy; social change; privilege; volunteer; independent school; private school; public school; alternative school; at-risk; high-income; low-income; social problems; service recipients; mandated; focus group; survey; Canada; citizen; participation; comparative; access; 0727

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APA (6th Edition):

Schwarz, K. H. (2010). Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25654

Chicago Manual of Style (16th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Masters Thesis, University of Toronto. Accessed November 11, 2019. http://hdl.handle.net/1807/25654.

MLA Handbook (7th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Web. 11 Nov 2019.

Vancouver:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/1807/25654.

Council of Science Editors:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25654


University of Minnesota

25. Opatz, Leslie Joseph. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.

Degree: PhD, 2013, University of Minnesota

Low-income students earn bachelor's degrees at significantly lower rates than their high-income peers. This qualitative study interviewed 21 Fall 2008 full-time first-year Pell Grant recipients… (more)

Subjects/Keywords: College; Graduation; Low-Income; Persistence; Retention; Students

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APA (6th Edition):

Opatz, L. J. (2013). The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/36766

Chicago Manual of Style (16th Edition):

Opatz, Leslie Joseph. “The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed November 11, 2019. http://hdl.handle.net/11299/36766.

MLA Handbook (7th Edition):

Opatz, Leslie Joseph. “The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs.” 2013. Web. 11 Nov 2019.

Vancouver:

Opatz LJ. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/11299/36766.

Council of Science Editors:

Opatz LJ. The persistence pyramid: factors related to persistence for low-income students in baccalaureate programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/36766


Drexel University

26. Sakash, Michael A. The Impact of Mentoring Low-Income Students at a Title I High School.

Degree: 2016, Drexel University

Today, in the United States, the achievement gap that exists between students of higher socioeconomic status and students of lower ones is a systemic problem… (more)

Subjects/Keywords: Education; Low-income students – Education (Higher); Mentoring

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APA (6th Edition):

Sakash, M. A. (2016). The Impact of Mentoring Low-Income Students at a Title I High School. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6887

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):

Sakash, Michael A. “The Impact of Mentoring Low-Income Students at a Title I High School.” 2016. Thesis, Drexel University. Accessed November 11, 2019. http://hdl.handle.net/1860/idea:6887.

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

MLA Handbook (7th Edition):

Sakash, Michael A. “The Impact of Mentoring Low-Income Students at a Title I High School.” 2016. Web. 11 Nov 2019.

Vancouver:

Sakash MA. The Impact of Mentoring Low-Income Students at a Title I High School. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Nov 11]. Available from: http://hdl.handle.net/1860/idea:6887.

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

Council of Science Editors:

Sakash MA. The Impact of Mentoring Low-Income Students at a Title I High School. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6887

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


University of Florida

27. Colantonio-Yurko, Kathleen C. The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The purpose of this study was to explore the experiences and perspectives of four low performing students during their tenth-grade year in their English Language… (more)

Subjects/Keywords: Classrooms; High school students; High schools; Learning; Middle schools; Schools; Students; Teachers; Writing assignments; Writing instruction; low  – performance

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

APA (6th Edition):

Colantonio-Yurko, K. C. (2016). The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050291

Chicago Manual of Style (16th Edition):

Colantonio-Yurko, Kathleen C. “The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class.” 2016. Doctoral Dissertation, University of Florida. Accessed November 11, 2019. http://ufdc.ufl.edu/UFE0050291.

MLA Handbook (7th Edition):

Colantonio-Yurko, Kathleen C. “The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class.” 2016. Web. 11 Nov 2019.

Vancouver:

Colantonio-Yurko KC. The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Nov 11]. Available from: http://ufdc.ufl.edu/UFE0050291.

Council of Science Editors:

Colantonio-Yurko KC. The Low Performance of Otherwise Capable Students in Their Tenth-Grade English Language Arts Class. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050291


University of South Carolina

28. Mothkovich, Troy A. Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students.

Degree: PhD, Educational Leadership and Policies, 2018, University of South Carolina

  Most low-income, high-achieving students in the United States neither attend nor apply to selective universities despite research that shows that they are just as… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Making Cents Of It; Financial Aid; Selective Universities; Attract More; Low-Income; High-Achieving Students

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

APA (6th Edition):

Mothkovich, T. A. (2018). Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4705

Chicago Manual of Style (16th Edition):

Mothkovich, Troy A. “Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students.” 2018. Doctoral Dissertation, University of South Carolina. Accessed November 11, 2019. https://scholarcommons.sc.edu/etd/4705.

MLA Handbook (7th Edition):

Mothkovich, Troy A. “Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students.” 2018. Web. 11 Nov 2019.

Vancouver:

Mothkovich TA. Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Nov 11]. Available from: https://scholarcommons.sc.edu/etd/4705.

Council of Science Editors:

Mothkovich TA. Making Cents Of It: How The Focus On Financial Aid By Selective Universities May Not Be Enough To Attract More Low-Income, High-Achieving Students. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4705


Western Michigan University

29. Mabin, Timothy Brian, Jr. Student-Teacher Connection, Race, and Relationships to Academic Achievement.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  Urban, primarily minority and low-SES students continue to lag behind their suburban white non-low SES counterparts in terms of academic achievement. Some previous research… (more)

Subjects/Keywords: Student-teacher connection; race; academic achievement; urban students; low-SES students; high school students; Educational Leadership; Educational Methods; Urban Education

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

APA (6th Edition):

Mabin, Timothy Brian, J. (2016). Student-Teacher Connection, Race, and Relationships to Academic Achievement. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1416

Chicago Manual of Style (16th Edition):

Mabin, Timothy Brian, Jr. “Student-Teacher Connection, Race, and Relationships to Academic Achievement.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 11, 2019. https://scholarworks.wmich.edu/dissertations/1416.

MLA Handbook (7th Edition):

Mabin, Timothy Brian, Jr. “Student-Teacher Connection, Race, and Relationships to Academic Achievement.” 2016. Web. 11 Nov 2019.

Vancouver:

Mabin, Timothy Brian J. Student-Teacher Connection, Race, and Relationships to Academic Achievement. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 11]. Available from: https://scholarworks.wmich.edu/dissertations/1416.

Council of Science Editors:

Mabin, Timothy Brian J. Student-Teacher Connection, Race, and Relationships to Academic Achievement. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1416


Rutgers University

30. Yavuz, Olcay, 1981-. Improving college readiness, pursuit, access, and persistence of disadvantaged students.

Degree: Teacher Leadership, 2014, Rutgers University

Subjects/Keywords: Low-income high school students – New Jersey – Paterson; College preparation programs – New Jersey – Paterson

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

APA (6th Edition):

Yavuz, Olcay, 1. (2014). Improving college readiness, pursuit, access, and persistence of disadvantaged students. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/43641/

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):

Yavuz, Olcay, 1981-. “Improving college readiness, pursuit, access, and persistence of disadvantaged students.” 2014. Thesis, Rutgers University. Accessed November 11, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/43641/.

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

MLA Handbook (7th Edition):

Yavuz, Olcay, 1981-. “Improving college readiness, pursuit, access, and persistence of disadvantaged students.” 2014. Web. 11 Nov 2019.

Vancouver:

Yavuz, Olcay 1. Improving college readiness, pursuit, access, and persistence of disadvantaged students. [Internet] [Thesis]. Rutgers University; 2014. [cited 2019 Nov 11]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43641/.

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

Council of Science Editors:

Yavuz, Olcay 1. Improving college readiness, pursuit, access, and persistence of disadvantaged students. [Thesis]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/43641/

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

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