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You searched for subject:(Minorities Education). Showing records 1 – 30 of 413 total matches.

[1] [2] [3] [4] [5] … [14]

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The Ohio State University

1. Young, Gary Eugene. Differential predictive validity of the American College Test (ACT) for minority and non-minority students.

Degree: PhD, Graduate School, 1972, The Ohio State University

Subjects/Keywords: Education; Minorities

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APA (6th Edition):

Young, G. E. (1972). Differential predictive validity of the American College Test (ACT) for minority and non-minority students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486736094430589

Chicago Manual of Style (16th Edition):

Young, Gary Eugene. “Differential predictive validity of the American College Test (ACT) for minority and non-minority students.” 1972. Doctoral Dissertation, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486736094430589.

MLA Handbook (7th Edition):

Young, Gary Eugene. “Differential predictive validity of the American College Test (ACT) for minority and non-minority students.” 1972. Web. 23 Oct 2019.

Vancouver:

Young GE. Differential predictive validity of the American College Test (ACT) for minority and non-minority students. [Internet] [Doctoral dissertation]. The Ohio State University; 1972. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486736094430589.

Council of Science Editors:

Young GE. Differential predictive validity of the American College Test (ACT) for minority and non-minority students. [Doctoral Dissertation]. The Ohio State University; 1972. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486736094430589


The Ohio State University

2. Creswell, Kent William. An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting.

Degree: PhD, Graduate School, 1973, The Ohio State University

Subjects/Keywords: Education; Minorities

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APA (6th Edition):

Creswell, K. W. (1973). An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738396147644

Chicago Manual of Style (16th Edition):

Creswell, Kent William. “An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting.” 1973. Doctoral Dissertation, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738396147644.

MLA Handbook (7th Edition):

Creswell, Kent William. “An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting.” 1973. Web. 23 Oct 2019.

Vancouver:

Creswell KW. An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting. [Internet] [Doctoral dissertation]. The Ohio State University; 1973. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738396147644.

Council of Science Editors:

Creswell KW. An historical descriptive analysis of the Broadcast Skills Bank : a cooperative industry effort to involve minorities in broadcasting. [Doctoral Dissertation]. The Ohio State University; 1973. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738396147644


University of Utah

3. Lee, Jinna. How undergraduate students of color experience multicultural education.

Degree: PhD, Educational Psychology, 2011, University of Utah

 One of the stated purposes of multicultural and diversity classes is to provide students of color with positive educational experiences. Little is known, however, about… (more)

Subjects/Keywords: Education; Higher; Minorities; Multicultural; Qualitative

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APA (6th Edition):

Lee, J. (2011). How undergraduate students of color experience multicultural education. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/625/rec/1258

Chicago Manual of Style (16th Edition):

Lee, Jinna. “How undergraduate students of color experience multicultural education.” 2011. Doctoral Dissertation, University of Utah. Accessed October 23, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/625/rec/1258.

MLA Handbook (7th Edition):

Lee, Jinna. “How undergraduate students of color experience multicultural education.” 2011. Web. 23 Oct 2019.

Vancouver:

Lee J. How undergraduate students of color experience multicultural education. [Internet] [Doctoral dissertation]. University of Utah; 2011. [cited 2019 Oct 23]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/625/rec/1258.

Council of Science Editors:

Lee J. How undergraduate students of color experience multicultural education. [Doctoral Dissertation]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/625/rec/1258


California State University – East Bay

4. Jones, Elizabeth Waiters. Teacher Perspectives As They Influence Minority Students' Mathematics Achievement.

Degree: MSin Education, 1987, California State University – East Bay

 This study is a language analysis of mathematics teacher perspectives of minority and female students. The research examines teacher perspectives as they influence those teachers'… (more)

Subjects/Keywords: Minorities  – Education

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APA (6th Edition):

Jones, E. W. (1987). Teacher Perspectives As They Influence Minority Students' Mathematics Achievement. (Masters Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/130914

Chicago Manual of Style (16th Edition):

Jones, Elizabeth Waiters. “Teacher Perspectives As They Influence Minority Students' Mathematics Achievement.” 1987. Masters Thesis, California State University – East Bay. Accessed October 23, 2019. http://hdl.handle.net/10211.3/130914.

MLA Handbook (7th Edition):

Jones, Elizabeth Waiters. “Teacher Perspectives As They Influence Minority Students' Mathematics Achievement.” 1987. Web. 23 Oct 2019.

Vancouver:

Jones EW. Teacher Perspectives As They Influence Minority Students' Mathematics Achievement. [Internet] [Masters thesis]. California State University – East Bay; 1987. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10211.3/130914.

Council of Science Editors:

Jones EW. Teacher Perspectives As They Influence Minority Students' Mathematics Achievement. [Masters Thesis]. California State University – East Bay; 1987. Available from: http://hdl.handle.net/10211.3/130914


Oregon State University

5. Altmaier, Pamela M. Students' Decision to Disclose a Bias-Related Incident.

Degree: MS, College Student Services Administration, 2016, Oregon State University

 This qualitative study informed by a phenomenological approach explored the experiences of students when deciding to disclose bias-related incidents. Through an individual interview and follow-up… (more)

Subjects/Keywords: Bias; Minorities in higher education

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APA (6th Edition):

Altmaier, P. M. (2016). Students' Decision to Disclose a Bias-Related Incident. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/58968

Chicago Manual of Style (16th Edition):

Altmaier, Pamela M. “Students' Decision to Disclose a Bias-Related Incident.” 2016. Masters Thesis, Oregon State University. Accessed October 23, 2019. http://hdl.handle.net/1957/58968.

MLA Handbook (7th Edition):

Altmaier, Pamela M. “Students' Decision to Disclose a Bias-Related Incident.” 2016. Web. 23 Oct 2019.

Vancouver:

Altmaier PM. Students' Decision to Disclose a Bias-Related Incident. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1957/58968.

Council of Science Editors:

Altmaier PM. Students' Decision to Disclose a Bias-Related Incident. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/58968


Michigan State University

6. Beasley-Wojick, Leah E. Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible.

Degree: 2015, Michigan State University

Low-socioeconomic status (SES) and minority high school students aspire to attend four-year higher education institutions at similar rates as their White and high-SES peers, yet,… (more)

Subjects/Keywords: Minorities – Education (Higher) – United States; Higher education

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APA (6th Edition):

Beasley-Wojick, L. E. (2015). Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3023

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):

Beasley-Wojick, Leah E. “Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible.” 2015. Thesis, Michigan State University. Accessed October 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:3023.

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

MLA Handbook (7th Edition):

Beasley-Wojick, Leah E. “Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible.” 2015. Web. 23 Oct 2019.

Vancouver:

Beasley-Wojick LE. Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Oct 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3023.

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

Council of Science Editors:

Beasley-Wojick LE. Beating the odds : a case study of a low-income, minority public high school with higher than expected four-year college-going and the partnership that helped make it possible. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3023

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


University of Utah

7. Franklin, Jeremy David. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.

Degree: MS;, Education, Culture & Society;, 2008, University of Utah

 Amid growing concern over the campus racial climate for historically marginalized populations on historically White college campuses, the current study examined how a student's institutional… (more)

Subjects/Keywords: Minorities; Discrimination in higher education; United States

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APA (6th Edition):

Franklin, J. D. (2008). Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727

Chicago Manual of Style (16th Edition):

Franklin, Jeremy David. “Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.” 2008. Masters Thesis, University of Utah. Accessed October 23, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727.

MLA Handbook (7th Edition):

Franklin, Jeremy David. “Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress.” 2008. Web. 23 Oct 2019.

Vancouver:

Franklin JD. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2019 Oct 23]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727.

Council of Science Editors:

Franklin JD. Making the subtle the obvious: underrepresentd students on a historically white camput and implications for institutional fit and stress. [Masters Thesis]. University of Utah; 2008. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1010/rec/727


Texas A&M University

8. Schuur Sousa, Alexandra Natalia Nicole. Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction.

Degree: 2016, Texas A&M University

 The central aim of this thesis is to explore the types of messages that high school educators construct and whether or not they are appropriate… (more)

Subjects/Keywords: higher education; message construction; communication; minorities

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APA (6th Edition):

Schuur Sousa, A. N. N. (2016). Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157823

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):

Schuur Sousa, Alexandra Natalia Nicole. “Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction.” 2016. Thesis, Texas A&M University. Accessed October 23, 2019. http://hdl.handle.net/1969.1/157823.

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

MLA Handbook (7th Edition):

Schuur Sousa, Alexandra Natalia Nicole. “Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction.” 2016. Web. 23 Oct 2019.

Vancouver:

Schuur Sousa ANN. Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1969.1/157823.

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

Council of Science Editors:

Schuur Sousa ANN. Can High School Educators Bridge the Gap?: The Role of Teachers and Counselors in Improving Minority Students' Perceptions about Higher Education via Effective Message Construction. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157823

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


University of Oxford

9. Constantinescu, Rãzvan Ungureanu. Social mobility and educational attainment among Romanian Rroma.

Degree: 2007, University of Oxford

 Academic researches suggests that Rroma face challenges of overcoming poverty, improving access to education, increasing employability and improving health. This thesis describes a qualitative investigation… (more)

Subjects/Keywords: 305.513094563; Minorities : Romanies : Social conditions : Education : Romania

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APA (6th Edition):

Constantinescu, R. U. (2007). Social mobility and educational attainment among Romanian Rroma. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:873446b4-d596-47ef-9ebc-698ae407cfa0 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442752

Chicago Manual of Style (16th Edition):

Constantinescu, Rãzvan Ungureanu. “Social mobility and educational attainment among Romanian Rroma.” 2007. Doctoral Dissertation, University of Oxford. Accessed October 23, 2019. http://ora.ox.ac.uk/objects/uuid:873446b4-d596-47ef-9ebc-698ae407cfa0 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442752.

MLA Handbook (7th Edition):

Constantinescu, Rãzvan Ungureanu. “Social mobility and educational attainment among Romanian Rroma.” 2007. Web. 23 Oct 2019.

Vancouver:

Constantinescu RU. Social mobility and educational attainment among Romanian Rroma. [Internet] [Doctoral dissertation]. University of Oxford; 2007. [cited 2019 Oct 23]. Available from: http://ora.ox.ac.uk/objects/uuid:873446b4-d596-47ef-9ebc-698ae407cfa0 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442752.

Council of Science Editors:

Constantinescu RU. Social mobility and educational attainment among Romanian Rroma. [Doctoral Dissertation]. University of Oxford; 2007. Available from: http://ora.ox.ac.uk/objects/uuid:873446b4-d596-47ef-9ebc-698ae407cfa0 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442752


Baylor University

10. [No author]. Student success in higher education : an analysis of the effects of support and community.

Degree: 2017, Baylor University

 Student success is the goal of every higher learning institutions in America. How these institutions choose to measure success looks different from university to university.… (more)

Subjects/Keywords: Higher education. Student success. Support. Community. Minorities.

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APA (6th Edition):

author], [. (2017). Student success in higher education : an analysis of the effects of support and community. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/10086

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. “Student success in higher education : an analysis of the effects of support and community. ” 2017. Thesis, Baylor University. Accessed October 23, 2019. http://hdl.handle.net/2104/10086.

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. “Student success in higher education : an analysis of the effects of support and community. ” 2017. Web. 23 Oct 2019.

Vancouver:

author] [. Student success in higher education : an analysis of the effects of support and community. [Internet] [Thesis]. Baylor University; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2104/10086.

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

Council of Science Editors:

author] [. Student success in higher education : an analysis of the effects of support and community. [Thesis]. Baylor University; 2017. Available from: http://hdl.handle.net/2104/10086

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


University of California – Riverside

11. Pike, Rosenda Amalia. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.

Degree: Education, 2015, University of California – Riverside

 ABSTRACT OF DISSERTATIONSerious Students and Good Girls: Differential Achievement and the Negotiation of Identities Among Middle School Latinasby Rosenda Amalia PikeDoctor of Philosophy, Graduate Program… (more)

Subjects/Keywords: Education; Educational sociology; achievement; identity; Latinas; minorities

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APA (6th Edition):

Pike, R. A. (2015). Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/02z7s4w3

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):

Pike, Rosenda Amalia. “Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.” 2015. Thesis, University of California – Riverside. Accessed October 23, 2019. http://www.escholarship.org/uc/item/02z7s4w3.

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

MLA Handbook (7th Edition):

Pike, Rosenda Amalia. “Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas.” 2015. Web. 23 Oct 2019.

Vancouver:

Pike RA. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Oct 23]. Available from: http://www.escholarship.org/uc/item/02z7s4w3.

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

Council of Science Editors:

Pike RA. Serious Students and Good Girls: Differential Achievement and the Negotiation of Social Identities Among Middle School Latinas. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/02z7s4w3

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


Oregon State University

12. Valdez, Cristobal. The human spirit and higher education : landscapes of persistence in first generation students of color.

Degree: EdD, Education, 2010, Oregon State University

 The purpose of this study was to understand the experiences of first-generation persons of color attending and persisting at a community technical college. Students of… (more)

Subjects/Keywords: Human Spirit; Minorities  – Education (Higher)  – Attitudes

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APA (6th Edition):

Valdez, C. (2010). The human spirit and higher education : landscapes of persistence in first generation students of color. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/15341

Chicago Manual of Style (16th Edition):

Valdez, Cristobal. “The human spirit and higher education : landscapes of persistence in first generation students of color.” 2010. Doctoral Dissertation, Oregon State University. Accessed October 23, 2019. http://hdl.handle.net/1957/15341.

MLA Handbook (7th Edition):

Valdez, Cristobal. “The human spirit and higher education : landscapes of persistence in first generation students of color.” 2010. Web. 23 Oct 2019.

Vancouver:

Valdez C. The human spirit and higher education : landscapes of persistence in first generation students of color. [Internet] [Doctoral dissertation]. Oregon State University; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1957/15341.

Council of Science Editors:

Valdez C. The human spirit and higher education : landscapes of persistence in first generation students of color. [Doctoral Dissertation]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/15341


University of Wisconsin – Stout

13. Retzak, Amanda. Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Linguistic minorities – Education

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APA (6th Edition):

Retzak, A. (2003). Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/41029 ; http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf

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):

Retzak, Amanda. “Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers.” 2003. Thesis, University of Wisconsin – Stout. Accessed October 23, 2019. http://digital.library.wisc.edu/1793/41029 ; http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.

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

MLA Handbook (7th Edition):

Retzak, Amanda. “Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers.” 2003. Web. 23 Oct 2019.

Vancouver:

Retzak A. Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Oct 23]. Available from: http://digital.library.wisc.edu/1793/41029 ; http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.

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

Council of Science Editors:

Retzak A. Teacher allocation of turns to limited English proficiency students: the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://digital.library.wisc.edu/1793/41029 ; http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf

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


Columbia University

14. Lee, Ajin. Essays in Applied Microeconomics.

Degree: 2017, Columbia University

 This dissertation consists of three essays in applied microeconomics. Each chapter covers a large category of public spending in the US: (1) health care; (2)… (more)

Subjects/Keywords: Economics; Microeconomics; Expenditures, Public; Minorities – Education

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APA (6th Edition):

Lee, A. (2017). Essays in Applied Microeconomics. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89P3CXH

Chicago Manual of Style (16th Edition):

Lee, Ajin. “Essays in Applied Microeconomics.” 2017. Doctoral Dissertation, Columbia University. Accessed October 23, 2019. https://doi.org/10.7916/D89P3CXH.

MLA Handbook (7th Edition):

Lee, Ajin. “Essays in Applied Microeconomics.” 2017. Web. 23 Oct 2019.

Vancouver:

Lee A. Essays in Applied Microeconomics. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Oct 23]. Available from: https://doi.org/10.7916/D89P3CXH.

Council of Science Editors:

Lee A. Essays in Applied Microeconomics. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D89P3CXH


University of California – San Francisco

15. Poole, Tera. Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?.

Degree: Oral and Craniofacial Sciences, 2019, University of California – San Francisco

 INTRODUCTION: Minority populations within the US have been growing more rapidly than in the dentist population leading to the underrepresentation of African American, Hispanic and… (more)

Subjects/Keywords: Dentistry; Higher education; Dental Specialties; Underrepresented Minorities

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APA (6th Edition):

Poole, T. (2019). Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?. (Thesis). University of California – San Francisco. Retrieved from http://www.escholarship.org/uc/item/3g42h1rw

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):

Poole, Tera. “Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?.” 2019. Thesis, University of California – San Francisco. Accessed October 23, 2019. http://www.escholarship.org/uc/item/3g42h1rw.

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

MLA Handbook (7th Edition):

Poole, Tera. “Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?.” 2019. Web. 23 Oct 2019.

Vancouver:

Poole T. Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?. [Internet] [Thesis]. University of California – San Francisco; 2019. [cited 2019 Oct 23]. Available from: http://www.escholarship.org/uc/item/3g42h1rw.

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

Council of Science Editors:

Poole T. Slipping through the Cracks: Just How Underrepresented are Minorities within the Dental Specialties?. [Thesis]. University of California – San Francisco; 2019. Available from: http://www.escholarship.org/uc/item/3g42h1rw

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


University of Missouri – Columbia

16. Nickell, Stephen M. Positive and negative influences perceived by minority students toward a career in athletic training.

Degree: 2017, University of Missouri – Columbia

 Objective: The lack of diversity in the profession of athletic training is a concern as other healthcare professions increase. This research explores the influences and… (more)

Subjects/Keywords: Athletic trainers  – Training of; Minorities  – Education (Higher)

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

APA (6th Edition):

Nickell, S. M. (2017). Positive and negative influences perceived by minority students toward a career in athletic training. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62324

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):

Nickell, Stephen M. “Positive and negative influences perceived by minority students toward a career in athletic training.” 2017. Thesis, University of Missouri – Columbia. Accessed October 23, 2019. http://hdl.handle.net/10355/62324.

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

MLA Handbook (7th Edition):

Nickell, Stephen M. “Positive and negative influences perceived by minority students toward a career in athletic training.” 2017. Web. 23 Oct 2019.

Vancouver:

Nickell SM. Positive and negative influences perceived by minority students toward a career in athletic training. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10355/62324.

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

Council of Science Editors:

Nickell SM. Positive and negative influences perceived by minority students toward a career in athletic training. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/62324

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


Drexel University

17. Ledden, Emma M. Queering Our Education: A Call for LGBTQIA Guidelines.

Degree: 2019, Drexel University

The purpose of this capstone thesis was to write a call-to-action manuscript that will be submitted for publication to the American Art Therapy Association Journal.… (more)

Subjects/Keywords: Art therapy; Art therapists; Education; Sexual minorities

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APA (6th Edition):

Ledden, E. M. (2019). Queering Our Education: A Call for LGBTQIA Guidelines. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9589

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):

Ledden, Emma M. “Queering Our Education: A Call for LGBTQIA Guidelines.” 2019. Thesis, Drexel University. Accessed October 23, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A9589.

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

MLA Handbook (7th Edition):

Ledden, Emma M. “Queering Our Education: A Call for LGBTQIA Guidelines.” 2019. Web. 23 Oct 2019.

Vancouver:

Ledden EM. Queering Our Education: A Call for LGBTQIA Guidelines. [Internet] [Thesis]. Drexel University; 2019. [cited 2019 Oct 23]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9589.

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

Council of Science Editors:

Ledden EM. Queering Our Education: A Call for LGBTQIA Guidelines. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9589

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


Michigan State University

18. Davis, Charlae M. A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap.

Degree: 2015, Michigan State University

Alternative education literature is consistent with quantitative findings, negative accounts or the experiences of white working-class youth. This qualitative study utilized a phenomenological approach to… (more)

Subjects/Keywords: Alternative education – United States; Minorities – Education – United States; Minorities – Education – Social aspects – United States; Cultural relativism; Education policy; Education

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APA (6th Edition):

Davis, C. M. (2015). A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3250

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):

Davis, Charlae M. “A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap.” 2015. Thesis, Michigan State University. Accessed October 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:3250.

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

MLA Handbook (7th Edition):

Davis, Charlae M. “A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap.” 2015. Web. 23 Oct 2019.

Vancouver:

Davis CM. A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Oct 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3250.

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

Council of Science Editors:

Davis CM. A study of the lived experiences of students and staff at an alternative school dedicated to diminishing the achievement gap. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3250

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


Georgia State University

19. Anderson-Thompkins, Sibby. Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas,… (more)

Subjects/Keywords: higher education; minorities; critical race theory; Education; Education Policy

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APA (6th Edition):

Anderson-Thompkins, S. (2009). Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/44

Chicago Manual of Style (16th Edition):

Anderson-Thompkins, Sibby. “Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry.” 2009. Doctoral Dissertation, Georgia State University. Accessed October 23, 2019. https://scholarworks.gsu.edu/eps_diss/44.

MLA Handbook (7th Edition):

Anderson-Thompkins, Sibby. “Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry.” 2009. Web. 23 Oct 2019.

Vancouver:

Anderson-Thompkins S. Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Oct 23]. Available from: https://scholarworks.gsu.edu/eps_diss/44.

Council of Science Editors:

Anderson-Thompkins S. Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/44

20. Joyce, Liam J. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.

Degree: Doctorate in Education, Education, 2009, Loyola Marymount University

  Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools… (more)

Subjects/Keywords: Minorities  – Education  – California; Charter schools  – California; Education; Education

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APA (6th Edition):

Joyce, L. J. (2009). Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/554

Chicago Manual of Style (16th Edition):

Joyce, Liam J. “Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.” 2009. Doctoral Dissertation, Loyola Marymount University. Accessed October 23, 2019. https://digitalcommons.lmu.edu/etd/554.

MLA Handbook (7th Edition):

Joyce, Liam J. “Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students.” 2009. Web. 23 Oct 2019.

Vancouver:

Joyce LJ. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2009. [cited 2019 Oct 23]. Available from: https://digitalcommons.lmu.edu/etd/554.

Council of Science Editors:

Joyce LJ. Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students. [Doctoral Dissertation]. Loyola Marymount University; 2009. Available from: https://digitalcommons.lmu.edu/etd/554


Drexel University

21. Fischer, David J. Out 4 Math: The Intersection of Queer Identity and Mathematical Identity.

Degree: 2013, Drexel University

Educational disparities have been examined in relationship to many different groups, but one group had been left out of the discussion - queer identified students.… (more)

Subjects/Keywords: Education; Education, Higher – Mathematics; Sexual minorities – Education; Educational leadership and management

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

APA (6th Edition):

Fischer, D. J. (2013). Out 4 Math: The Intersection of Queer Identity and Mathematical Identity. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4178

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):

Fischer, David J. “Out 4 Math: The Intersection of Queer Identity and Mathematical Identity.” 2013. Thesis, Drexel University. Accessed October 23, 2019. http://hdl.handle.net/1860/4178.

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

MLA Handbook (7th Edition):

Fischer, David J. “Out 4 Math: The Intersection of Queer Identity and Mathematical Identity.” 2013. Web. 23 Oct 2019.

Vancouver:

Fischer DJ. Out 4 Math: The Intersection of Queer Identity and Mathematical Identity. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1860/4178.

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

Council of Science Editors:

Fischer DJ. Out 4 Math: The Intersection of Queer Identity and Mathematical Identity. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4178

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


Drexel University

22. Weir, Michael Jerome. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.

Degree: 2017, Drexel University

In the United States, undergraduate underrepresented minority (URM) students tend to change out of declared majors in science, technology, engineering and math (STEM) disciplines at… (more)

Subjects/Keywords: Education; Counseling in higher education; Minorities – Education (Higher)

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

APA (6th Edition):

Weir, M. J. (2017). A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7488

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):

Weir, Michael Jerome. “A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.” 2017. Thesis, Drexel University. Accessed October 23, 2019. http://hdl.handle.net/1860/idea:7488.

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

MLA Handbook (7th Edition):

Weir, Michael Jerome. “A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.” 2017. Web. 23 Oct 2019.

Vancouver:

Weir MJ. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1860/idea:7488.

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

Council of Science Editors:

Weir MJ. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7488

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


Drexel University

23. Ousby, Sara Hillis. Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study.

Degree: 2015, Drexel University

The purpose of this mixed methods study was to explore the effects of campus culture on minority students’ perceptions of their academic success at a… (more)

Subjects/Keywords: Education; Minorities – Education (Higher); Educational sociology; Educational leadership; Education, Higher – Management

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

APA (6th Edition):

Ousby, S. H. (2015). Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6432

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):

Ousby, Sara Hillis. “Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study.” 2015. Thesis, Drexel University. Accessed October 23, 2019. http://hdl.handle.net/1860/idea:6432.

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

MLA Handbook (7th Edition):

Ousby, Sara Hillis. “Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study.” 2015. Web. 23 Oct 2019.

Vancouver:

Ousby SH. Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1860/idea:6432.

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

Council of Science Editors:

Ousby SH. Exploring Minority Student Perceptions of the Effects of Campus Culture on Minority Student Academic and Social Integration at a Predominately White Technical College: a Mixed Methods Case Study. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6432

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


Drexel University

24. Gannon-Rittenhouse, Elizabeth Marie. Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates.

Degree: 2015, Drexel University

Gender and sexuality diverse (GSD) high school students in the United States often feel alienated from their classmates due to heteronormative policies, curriculum, and climate,… (more)

Subjects/Keywords: Education; Sexual minorities – Education; Homosexuality and education; Educational leadership

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APA (6th Edition):

Gannon-Rittenhouse, E. M. (2015). Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6627

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):

Gannon-Rittenhouse, Elizabeth Marie. “Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates.” 2015. Thesis, Drexel University. Accessed October 23, 2019. http://hdl.handle.net/1860/idea:6627.

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

MLA Handbook (7th Edition):

Gannon-Rittenhouse, Elizabeth Marie. “Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates.” 2015. Web. 23 Oct 2019.

Vancouver:

Gannon-Rittenhouse EM. Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1860/idea:6627.

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

Council of Science Editors:

Gannon-Rittenhouse EM. Heteronormativity and its effect on school belonging: a narrative inquiry of recent gender and sexuality diverse graduates. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6627

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


Drexel University

25. Brown, Todd B. How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders.

Degree: 2015, Drexel University

To examine the experiences of out lesbian and gay (LG) administrators, this study was conducted to examine the factors and circumstances that support administrators in… (more)

Subjects/Keywords: Education; Homosexuality and education; Sexual minorities – Education; Educational leadership and management

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APA (6th Edition):

Brown, T. B. (2015). How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6623

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):

Brown, Todd B. “How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders.” 2015. Thesis, Drexel University. Accessed October 23, 2019. http://hdl.handle.net/1860/idea:6623.

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

MLA Handbook (7th Edition):

Brown, Todd B. “How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders.” 2015. Web. 23 Oct 2019.

Vancouver:

Brown TB. How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1860/idea:6623.

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

Council of Science Editors:

Brown TB. How Lesbian and Gay K-12 Public School Administrators Transform Themselves Into Out, Proud School Leaders. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6623

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


University of Florida

26. Hickey, Elise. The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education.

Degree: 2010, University of Florida

 Higher education is viewed as a doorway to economic and societal success within the United States. It provides a means of promoting upward mobility for… (more)

Subjects/Keywords: Affirmative action; American minorities; Equal education; Higher education; School enrollment; Socioeconomics; State universities; Universities; Upward mobility; Affirmative action programs; Education, Higher; Minorities; Minorities – Education

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APA (6th Edition):

Hickey, E. (2010). The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059505

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):

Hickey, Elise. “The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education.” 2010. Thesis, University of Florida. Accessed October 23, 2019. http://ufdc.ufl.edu/AA00059505.

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

MLA Handbook (7th Edition):

Hickey, Elise. “The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education.” 2010. Web. 23 Oct 2019.

Vancouver:

Hickey E. The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education. [Internet] [Thesis]. University of Florida; 2010. [cited 2019 Oct 23]. Available from: http://ufdc.ufl.edu/AA00059505.

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

Council of Science Editors:

Hickey E. The Effects of Eliminating Affirmative Action on Minority Representation in Higher Education. [Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/AA00059505

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

27. Stephenson, Jillian K. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty.

Degree: 2015, SUNY College at Fredonia

 Disruptive behaviors negatively affect the learning environment by taking time away from academic instruction (McKissick, 2012). Studies have indicated that these behaviors are prevalent in… (more)

Subjects/Keywords: Behavior disorders in children.; Academic achievement.; Motivation in education.; Minorities  – Education.

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

APA (6th Edition):

Stephenson, J. K. (2015). Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65756

Chicago Manual of Style (16th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed October 23, 2019. http://hdl.handle.net/1951/65756.

MLA Handbook (7th Edition):

Stephenson, Jillian K. “Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. ” 2015. Web. 23 Oct 2019.

Vancouver:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1951/65756.

Council of Science Editors:

Stephenson JK. Effectiveness of the Chance Jars Game and Mystery Motivators to reduce disruptive behaviors in minority students living in poverty. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65756


University of Wisconsin – Stout

28. Siders, Jennifer J. A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Linquistic minorities – Education; Education, Bilingual

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APA (6th Edition):

Siders, J. J. (2003). A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf ; http://digital.library.wisc.edu/1793/41057

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):

Siders, Jennifer J. “A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children.” 2003. Thesis, University of Wisconsin – Stout. Accessed October 23, 2019. http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf ; http://digital.library.wisc.edu/1793/41057.

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

MLA Handbook (7th Edition):

Siders, Jennifer J. “A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children.” 2003. Web. 23 Oct 2019.

Vancouver:

Siders JJ. A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Oct 23]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf ; http://digital.library.wisc.edu/1793/41057.

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

Council of Science Editors:

Siders JJ. A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf ; http://digital.library.wisc.edu/1793/41057

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


Columbia University

29. McLaughlin Cahill, Jennifer. Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs.

Degree: 2019, Columbia University

 This qualitative practitioner research study examined a ninth-grade young adult (YA) queer book club curriculum and culturally relevant pedagogy. Students read two out of nine… (more)

Subjects/Keywords: Education; Sexual minorities; Education, Secondary; Sexual minority youth; Gays in literature

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

APA (6th Edition):

McLaughlin Cahill, J. (2019). Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-47nh-ff92

Chicago Manual of Style (16th Edition):

McLaughlin Cahill, Jennifer. “Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs.” 2019. Doctoral Dissertation, Columbia University. Accessed October 23, 2019. https://doi.org/10.7916/d8-47nh-ff92.

MLA Handbook (7th Edition):

McLaughlin Cahill, Jennifer. “Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs.” 2019. Web. 23 Oct 2019.

Vancouver:

McLaughlin Cahill J. Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Oct 23]. Available from: https://doi.org/10.7916/d8-47nh-ff92.

Council of Science Editors:

McLaughlin Cahill J. Queering Secondary English: Practitioner Research Examining Culturally Responsive Pedagogy and YA Queer Book Clubs. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-47nh-ff92


Columbia University

30. Williams, Leslie Allen. Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success.

Degree: 2019, Columbia University

 College access programs (CAPs) have proliferated throughout the United States to address disparities in college enrollment between White, higher-income students, and racial/ethnic minority and lower-income… (more)

Subjects/Keywords: Education, Higher; Minorities – Education; College preparation programs; Educational sociology; Academic achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, L. A. (2019). Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-nksg-3m38

Chicago Manual of Style (16th Edition):

Williams, Leslie Allen. “Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success.” 2019. Doctoral Dissertation, Columbia University. Accessed October 23, 2019. https://doi.org/10.7916/d8-nksg-3m38.

MLA Handbook (7th Edition):

Williams, Leslie Allen. “Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success.” 2019. Web. 23 Oct 2019.

Vancouver:

Williams LA. Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Oct 23]. Available from: https://doi.org/10.7916/d8-nksg-3m38.

Council of Science Editors:

Williams LA. Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-nksg-3m38

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