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Degree: EdD

You searched for subject:(Minorities). Showing records 1 – 22 of 22 total matches.

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Oregon State University

1. 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 18, 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. 18 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 18]. 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 Southern California

2. Hemphill, Afia Nini. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.

Degree: EdD, Education (Psychology & Technology), 2009, University of Southern California

 In previous decades, the nation was concerned with identifying the “best and the brightest” and providing them with the best education possible. However, little has… (more)

Subjects/Keywords: gifted minorities; nomination; referral; teacher; under-representation

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APA (6th Edition):

Hemphill, A. N. (2009). How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261

Chicago Manual of Style (16th Edition):

Hemphill, Afia Nini. “How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261.

MLA Handbook (7th Edition):

Hemphill, Afia Nini. “How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs.” 2009. Web. 18 Oct 2019.

Vancouver:

Hemphill AN. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261.

Council of Science Editors:

Hemphill AN. How teacher participation in the identification process impacts the underrepresentation of minority students in gifted programs. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/269426/rec/3261


University of Southern California

3. Joseph, Joretta Bernice. The experiences of African American graduate students: a cultural transition.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 Historically Black Colleges and Universities (HBCU) have long been an intellectual resource for the African American community. HBCUs have provided and continue to provide an… (more)

Subjects/Keywords: graduate students; minorities; sciences

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APA (6th Edition):

Joseph, J. B. (2007). The experiences of African American graduate students: a cultural transition. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/543928/rec/6703

Chicago Manual of Style (16th Edition):

Joseph, Joretta Bernice. “The experiences of African American graduate students: a cultural transition.” 2007. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/543928/rec/6703.

MLA Handbook (7th Edition):

Joseph, Joretta Bernice. “The experiences of African American graduate students: a cultural transition.” 2007. Web. 18 Oct 2019.

Vancouver:

Joseph JB. The experiences of African American graduate students: a cultural transition. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/543928/rec/6703.

Council of Science Editors:

Joseph JB. The experiences of African American graduate students: a cultural transition. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/543928/rec/6703


Virginia Tech

4. Cobbs, Joyce Bernice. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage… (more)

Subjects/Keywords: factors; mathematics; middle school; minorities; underrepresentation; barriers; Black students; enrollment

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APA (6th Edition):

Cobbs, J. B. (2015). Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51182

Chicago Manual of Style (16th Edition):

Cobbs, Joyce Bernice. “Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed October 18, 2019. http://hdl.handle.net/10919/51182.

MLA Handbook (7th Edition):

Cobbs, Joyce Bernice. “Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.” 2015. Web. 18 Oct 2019.

Vancouver:

Cobbs JB. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10919/51182.

Council of Science Editors:

Cobbs JB. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51182


North Carolina State University

5. Evans, Dena Adele. An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT EVANS, DENA ADELE, An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate… (more)

Subjects/Keywords: retention; attrition; minorities; intention; baccalaureate nursing; nursing; shortage

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APA (6th Edition):

Evans, D. A. (2010). An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6180

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):

Evans, Dena Adele. “An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program.” 2010. Thesis, North Carolina State University. Accessed October 18, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6180.

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

MLA Handbook (7th Edition):

Evans, Dena Adele. “An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program.” 2010. Web. 18 Oct 2019.

Vancouver:

Evans DA. An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Oct 18]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6180.

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

Council of Science Editors:

Evans DA. An examination of the influence of select non-cognitive variables on the intention of minority baccalaureate nursing students to complete a baccalaureate nursing program. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6180

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


University of Southern California

6. Aguirre, Tomás A. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.

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

 This study examines the experiences of a number of participants from urban community colleges with high percentages of students from underrepresented populations in Central California.… (more)

Subjects/Keywords: higher education; student success; action research; minorities; retention; graduation

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APA (6th Edition):

Aguirre, T. A. (2012). Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530

Chicago Manual of Style (16th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

MLA Handbook (7th Edition):

Aguirre, Tomás A. “Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices.” 2012. Web. 18 Oct 2019.

Vancouver:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530.

Council of Science Editors:

Aguirre TA. Evaluating the impact of CUE's equity scorecard tools on practioner beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/103523/rec/2530


University of Southern California

7. Aclufi, Allison Jill. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).

Degree: EdD, Education, 2009, University of Southern California

 Female minority students are increasing in numbers as science majors, but are still under-represented when compared to White and Asian males in the workplace. Many… (more)

Subjects/Keywords: science education; females; minorities; science; social capital; educational barriers; tracking

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APA (6th Edition):

Aclufi, A. J. (2009). Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833

Chicago Manual of Style (16th Edition):

Aclufi, Allison Jill. “Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).” 2009. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833.

MLA Handbook (7th Edition):

Aclufi, Allison Jill. “Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP).” 2009. Web. 18 Oct 2019.

Vancouver:

Aclufi AJ. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833.

Council of Science Editors:

Aclufi AJ. Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP). [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/242904/rec/5833


Northeastern University

8. Baida, Ana T. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.

Degree: EdD, School of Education, 2015, Northeastern University

 There was a lack of qualitative research that sought to understand how gay, lesbian, and bisexual individuals' disclosure processes affect their success in organizational contexts.… (more)

Subjects/Keywords: disclosure; leadership; self-monitoring behaviors; sexual identity development; Self-presentation; Sexual minorities; Identity; Gender identity; Identity (Psychology); Homosexuality in the workplace; Sexual minorities; Employment; Leadership; Coming out (Sexual orientation)

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APA (6th Edition):

Baida, A. T. (2015). An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20129038

Chicago Manual of Style (16th Edition):

Baida, Ana T. “An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20129038.

MLA Handbook (7th Edition):

Baida, Ana T. “An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts.” 2015. Web. 18 Oct 2019.

Vancouver:

Baida AT. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20129038.

Council of Science Editors:

Baida AT. An exploration of the acquisition of self-monitoring behaviors through sexual identity development and disclosure, and the application of those behaviors in organizational contexts. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20129038


University of Hong Kong

9. Ho, Kam-kau, Elizabeth. Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese.

Degree: EdD, 2013, University of Hong Kong

 This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional… (more)

Subjects/Keywords: Chinese language - Study and teaching (Secondary) - China - Hong Kong.; Minorities - Education - China - Hong Kong.

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APA (6th Edition):

Ho, Kam-kau, E. (2013). Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. (Doctoral Dissertation). University of Hong Kong. Retrieved from Ho, K. E. [何劍翹]. (2013). Teacher emotions : autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5063926 ; http://dx.doi.org/10.5353/th_b5063926 ; http://hdl.handle.net/10722/192380

Chicago Manual of Style (16th Edition):

Ho, Kam-kau, Elizabeth. “Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed October 18, 2019. Ho, K. E. [何劍翹]. (2013). Teacher emotions : autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5063926 ; http://dx.doi.org/10.5353/th_b5063926 ; http://hdl.handle.net/10722/192380.

MLA Handbook (7th Edition):

Ho, Kam-kau, Elizabeth. “Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese.” 2013. Web. 18 Oct 2019.

Vancouver:

Ho, Kam-kau E. Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Oct 18]. Available from: Ho, K. E. [何劍翹]. (2013). Teacher emotions : autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5063926 ; http://dx.doi.org/10.5353/th_b5063926 ; http://hdl.handle.net/10722/192380.

Council of Science Editors:

Ho, Kam-kau E. Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Ho, K. E. [何劍翹]. (2013). Teacher emotions : autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5063926 ; http://dx.doi.org/10.5353/th_b5063926 ; http://hdl.handle.net/10722/192380


Virginia Tech

10. Casey, Maxine Austin. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda,… (more)

Subjects/Keywords: overrepresentation; special education; minorities; disproportionate; disproportionality; proportionality; risk-ratio; socio-economics; and poverty

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APA (6th Edition):

Casey, M. A. (2017). Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85469

Chicago Manual of Style (16th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed October 18, 2019. http://hdl.handle.net/10919/85469.

MLA Handbook (7th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Web. 18 Oct 2019.

Vancouver:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10919/85469.

Council of Science Editors:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85469


University of Texas – Austin

11. Isaac-Hopton, Deborah Ann. Ethnic and minority teacher recruitment in selected public schools.

Degree: EdD, Educational Administration, 2003, University of Texas – Austin

Subjects/Keywords: Teachers – Recruiting – Texas; Minorities – Employment – Texas

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APA (6th Edition):

Isaac-Hopton, D. A. (2003). Ethnic and minority teacher recruitment in selected public schools. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/668

Chicago Manual of Style (16th Edition):

Isaac-Hopton, Deborah Ann. “Ethnic and minority teacher recruitment in selected public schools.” 2003. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://hdl.handle.net/2152/668.

MLA Handbook (7th Edition):

Isaac-Hopton, Deborah Ann. “Ethnic and minority teacher recruitment in selected public schools.” 2003. Web. 18 Oct 2019.

Vancouver:

Isaac-Hopton DA. Ethnic and minority teacher recruitment in selected public schools. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2003. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2152/668.

Council of Science Editors:

Isaac-Hopton DA. Ethnic and minority teacher recruitment in selected public schools. [Doctoral Dissertation]. University of Texas – Austin; 2003. Available from: http://hdl.handle.net/2152/668


University of Hong Kong

12. Ho, Man-bo. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.

Degree: EdD, 2017, University of Hong Kong

Studies on critical gender and sexual curriculum have been conducted in Western countries in the past three decades. However, such research is still at the… (more)

Subjects/Keywords: Sexual minorities in higher education; Language and languages - Study and teaching (Higher); Language arts (Higher) - Correlation with content subjects

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APA (6th Edition):

Ho, M. (2017). Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252077

Chicago Manual of Style (16th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed October 18, 2019. http://hdl.handle.net/10722/252077.

MLA Handbook (7th Edition):

Ho, Man-bo. “Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum.” 2017. Web. 18 Oct 2019.

Vancouver:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10722/252077.

Council of Science Editors:

Ho M. Engaging sexual identities in tertiary English classrooms : a Content-and-Language-Integrated-Learning (CLIL) approach to designing a critical sexual literacy curriculum. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252077


University of Florida

13. Lopez, Patricia. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.

Degree: EdD, Curriculum and Instruction (ISC) - Teaching and Learning, 2012, University of Florida

 Research literature in the field of two-way immersion (TWI) programs addresses the importance of teaching practices that provide English and Spanish-speaking students with high-quality education… (more)

Subjects/Keywords: Bilingual students; Classrooms; Discourse; Foreign language learning; Language; Language minorities; Language teachers; Learning; Students; Teachers; bilingual  – education  – immersion  – program  – two  – way

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APA (6th Edition):

Lopez, P. (2012). Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043987

Chicago Manual of Style (16th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Doctoral Dissertation, University of Florida. Accessed October 18, 2019. http://ufdc.ufl.edu/UFE0043987.

MLA Handbook (7th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Web. 18 Oct 2019.

Vancouver:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 18]. Available from: http://ufdc.ufl.edu/UFE0043987.

Council of Science Editors:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043987


Northeastern University

14. Overrocker, Kim S. Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates.

Degree: EdD, School of Education, 2015, Northeastern University

 No one is born with leadership skills. These skills are acquired or learned through a plethora of avenues. Leadership skills must be developed in order… (more)

Subjects/Keywords: community college; completion; retention; student leadership; underrepresented students; Student participation in administration; College student government; Community college students; Social conditions; Minorities; Education (Higher); Social conditions; Sexual minorities; Education (Higher); Social conditions; Low-income college students; Social conditions; School of Education

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APA (6th Edition):

Overrocker, K. S. (2015). Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194110

Chicago Manual of Style (16th Edition):

Overrocker, Kim S. “Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20194110.

MLA Handbook (7th Edition):

Overrocker, Kim S. “Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates.” 2015. Web. 18 Oct 2019.

Vancouver:

Overrocker KS. Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20194110.

Council of Science Editors:

Overrocker KS. Community colleges: exploring student engagement and leadership as a route to higher retention and completion rates. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194110


University of Southern California

15. Hoang, Zim Law. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.

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

 The purpose of this project was to apply the Clark and Estes gap analysis model to improve the college participation rate for all students at… (more)

Subjects/Keywords: gap analysis model; increasing college participation rate; closing the achievement gap; minorities; low socioeconomically disadvantaged students; English Language Learners; college admission; motivation; organizational root causes

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

APA (6th Edition):

Hoang, Z. L. (2011). Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445

Chicago Manual of Style (16th Edition):

Hoang, Zim Law. “Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445.

MLA Handbook (7th Edition):

Hoang, Zim Law. “Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model.” 2011. Web. 18 Oct 2019.

Vancouver:

Hoang ZL. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445.

Council of Science Editors:

Hoang ZL. Increasing college matriculation rate for minorities and socioeconomically disadvantaged students by utilizing a gap analysis model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/459052/rec/3445


Northeastern University

16. Davenport, Darrien. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.

Degree: EdD, School of Education, 2014, Northeastern University

 The number of minority undergraduate students seeking the opportunity to attain higher education in the United States is ever growing. While options such as Historically… (more)

Subjects/Keywords: diversity; engagement; inclusion; mentoring; minority; students; Bilingual, Multilingual, and Multicultural Education; Higher Education; Minority college students; Minorities; Education (Higher); Mentoring in education; College dropouts; Prevention; College attendance

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

APA (6th Edition):

Davenport, D. (2014). First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128383

Chicago Manual of Style (16th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/d20128383.

MLA Handbook (7th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Web. 18 Oct 2019.

Vancouver:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/d20128383.

Council of Science Editors:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128383


Northeastern University

17. Okoli, Chuks Chijioke. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.

Degree: EdD, School of Education, 2016, Northeastern University

 Affirmative action in college admissions has been losing support in the United States for some time. New "colorblind" methods are gaining ground among the proliferation… (more)

Subjects/Keywords: affirmative action; diversity; inclusion; public flagship universities; race; Affirmative action programs in education; Universities and colleges; Admission; Minorities; Education (Higher); Minority college students; Multicultural education; Educational equalization

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

APA (6th Edition):

Okoli, C. C. (2016). The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208962

Chicago Manual of Style (16th Edition):

Okoli, Chuks Chijioke. “The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20208962.

MLA Handbook (7th Edition):

Okoli, Chuks Chijioke. “The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;.” 2016. Web. 18 Oct 2019.

Vancouver:

Okoli CC. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20208962.

Council of Science Editors:

Okoli CC. The; The evolvement of affirmative action policies at the University of Massachusetts Amherst a public flagship academic institution; evolvement of affirmative action policies at the University of Massachusetts Amherst, a public flagship academic institution: ;. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208962


University of Southern California

18. Seki, Glenn Kunitoshi. The relationship between motivational factors and engagement in an urban high school setting.

Degree: EdD, Education, 2014, University of Southern California

 The purpose of this study was to examine the relationship between ethnicity and grade level, motivational factors (instrumental motivation, reading, math, self‐efficacy/self-beliefs, learning strategies, and… (more)

Subjects/Keywords: education; high school; K12; motivation; engagement; effort; path model; urban high school; secondary education; educational psychology; ethnicity; survey; minorities; African American; Black; Latino; Hispanic; Asian; instrumental motivation; reading; math; self‐efficacy/self‐beliefs; learning strategies; academic self‐concept; learning strategies; grade level

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

APA (6th Edition):

Seki, G. K. (2014). The relationship between motivational factors and engagement in an urban high school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140

Chicago Manual of Style (16th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

MLA Handbook (7th Edition):

Seki, Glenn Kunitoshi. “The relationship between motivational factors and engagement in an urban high school setting.” 2014. Web. 18 Oct 2019.

Vancouver:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140.

Council of Science Editors:

Seki GK. The relationship between motivational factors and engagement in an urban high school setting. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424859/rec/7140


Northeastern University

19. Roop, Noelle Patrise. Transgender students in higher education: an IPA study of experiences and access of transgender students.

Degree: EdD, School of Education, 2015, Northeastern University

 Current statistics on the number of openly transgender students attending two-year and four-year institutions of higher education are unknown, but research and surveys support that… (more)

Subjects/Keywords: binary; cisgender; gay; gender non-conforming; privilege; transgender; Transgender college students; Services for; Transgender college students; Social aspects; Sexual minority college students; Services for; Sexual minorities in higher education; Transgender people; Identity; Gender identity in education

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

APA (6th Edition):

Roop, N. P. (2015). Transgender students in higher education: an IPA study of experiences and access of transgender students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194134

Chicago Manual of Style (16th Edition):

Roop, Noelle Patrise. “Transgender students in higher education: an IPA study of experiences and access of transgender students.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20194134.

MLA Handbook (7th Edition):

Roop, Noelle Patrise. “Transgender students in higher education: an IPA study of experiences and access of transgender students.” 2015. Web. 18 Oct 2019.

Vancouver:

Roop NP. Transgender students in higher education: an IPA study of experiences and access of transgender students. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20194134.

Council of Science Editors:

Roop NP. Transgender students in higher education: an IPA study of experiences and access of transgender students. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194134

20. Blaine, Ana G. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.

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

 Given the need for high quality teachers in every U.S. school and the low percentage of teachers who wish to work in high-poverty, urban schools,… (more)

Subjects/Keywords: Employment; Internships; Learning; Preservice teachers; School principals; Schools; Students; Teacher education programs; Teachers; Urban schools; education  – high-poverty  – minorities  – preservice  – teachers  – urban

…nation’s children under the age of one are considered minorities (United States Census… …the highest percentage of minorities (Florida Department of Education, n.d.). Like… 

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APA (6th Edition):

Blaine, A. G. (2016). This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050297

Chicago Manual of Style (16th Edition):

Blaine, Ana G. “This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.” 2016. Doctoral Dissertation, University of Florida. Accessed October 18, 2019. http://ufdc.ufl.edu/UFE0050297.

MLA Handbook (7th Edition):

Blaine, Ana G. “This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools.” 2016. Web. 18 Oct 2019.

Vancouver:

Blaine AG. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Oct 18]. Available from: http://ufdc.ufl.edu/UFE0050297.

Council of Science Editors:

Blaine AG. This Is Where I Belong Understanding Teacher Candidates Decision to Work in High-Poverty, Urban Schools. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050297


University of Southern California

21. Rodriguez-Cazares, Luis. A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage.

Degree: EdD, Education, 2009, University of Southern California

 I searched for markers of academic engagement and success of average and high-achieving high school Mexican-heritage immigrant and non-immigrant students at El Portal Heights High… (more)

Subjects/Keywords: immigrant; non-immigrant; average and high-achieving students; voluntary and involuntary minorities; acting white; burden of acting white; cultural ecological theory; negative stereotype threat; subtractive schooling; social capital; institutional agents; burden of being Mexican; coping with the burden of being Mexican; culture of learning in parallel to their ethnic culture or minority group affiliation; positive orientation to schooling; disengagement and lack of caring; supportive schooling environment; additive schooling; the dream act

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

APA (6th Edition):

Rodriguez-Cazares, L. (2009). A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/578619/rec/113

Chicago Manual of Style (16th Edition):

Rodriguez-Cazares, Luis. “A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/578619/rec/113.

MLA Handbook (7th Edition):

Rodriguez-Cazares, Luis. “A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage.” 2009. Web. 18 Oct 2019.

Vancouver:

Rodriguez-Cazares L. A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/578619/rec/113.

Council of Science Editors:

Rodriguez-Cazares L. A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/578619/rec/113


North Carolina State University

22. Brook, David Louis Sterrett. Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972.

Degree: EdD, Adult and Community College Education, 2006, North Carolina State University

 The greatest achievement of Henry Leveke Kamphoefner (1907-1990) was his service as dean at the School of Design (SOD) of the North Carolina State University… (more)

Subjects/Keywords: organic architecture and design education in N.C; R. Buckminster Fuller in North Carolina; social impact of architecture in 20th century N.C.; 20th century teachers of design in N. C.; student experiences in design school education; women and minorities in design education; trends in 20th century design education; Lewis Mumford in North Carolina; Frank Lloyd Wright in North Carolina; Bauhaus influence in N. C. design education

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APA (6th Edition):

Brook, D. L. S. (2006). Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5355

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):

Brook, David Louis Sterrett. “Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972.” 2006. Thesis, North Carolina State University. Accessed October 18, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5355.

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

MLA Handbook (7th Edition):

Brook, David Louis Sterrett. “Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972.” 2006. Web. 18 Oct 2019.

Vancouver:

Brook DLS. Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972. [Internet] [Thesis]. North Carolina State University; 2006. [cited 2019 Oct 18]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5355.

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

Council of Science Editors:

Brook DLS. Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972. [Thesis]. North Carolina State University; 2006. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5355

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

.