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Dept: School of Education

You searched for subject:(Minority college students Texas ). Showing records 1 – 30 of 302 total matches.

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Northeastern University

1. Pendergrass, Natascha. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of the study is to determine why disproportionate amounts of at promise students are participating in the dual enrollment (DE) program and to… (more)

Subjects/Keywords: minority; underserved; under-represented; first-generation college students; dual enrollment

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APA (6th Edition):

Pendergrass, N. (2017). "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20267810

Chicago Manual of Style (16th Edition):

Pendergrass, Natascha. “"I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20267810.

MLA Handbook (7th Edition):

Pendergrass, Natascha. “"I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles.” 2017. Web. 19 Oct 2019.

Vancouver:

Pendergrass N. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20267810.

Council of Science Editors:

Pendergrass N. "I do not know...I have never been a college student" Dual enrollment: the experience, the benefits, and the hurdles. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20267810


Northeastern University

2. 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 (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 19, 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. 19 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 19]. 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

3. Durant, Michael. College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students.

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

 The purpose of this phenomenological study was to explore the lived experiences of first-year, first-generation minority students who participated in a pre-college summer bridge program… (more)

Subjects/Keywords: academic; first-generation; HBCU; persistence; pre-college; resiliency; Higher Education Administration; College student development programs; College preparation programs; Minority college students; African American college students; First-generation college students; College freshmen; Persistence; Resilience (Personality trait)

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APA (6th Edition):

Durant, M. (2014). College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018685

Chicago Manual of Style (16th Edition):

Durant, Michael. “College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students.” 2014. Masters Thesis, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20018685.

MLA Handbook (7th Edition):

Durant, Michael. “College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students.” 2014. Web. 19 Oct 2019.

Vancouver:

Durant M. College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20018685.

Council of Science Editors:

Durant M. College resiliency: how summer bridge programs influence persistence in full-time, first-generation minority college students. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018685


Northeastern University

4. Benites, Mary Ann. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.

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

 This study examined academic resilience of fourteen graduate and post-graduates nationally (Hispanic students). The participants were involved in a variety of academic disciplines and comprised… (more)

Subjects/Keywords: bi-cultural competence; Latina/os; post graduate students; resilience theory; Hispanic Americans; Education (Graduate); Social aspects; Hispanic American college students; Education (Graduate); Social aspects; Graduate students; Social aspects; Minority college students; Graduate students; Social aspects; Resilience (Personality trait); Academic achievement; Biculturalism

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APA (6th Edition):

Benites, M. A. (2015). An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20129068

Chicago Manual of Style (16th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20129068.

MLA Handbook (7th Edition):

Benites, Mary Ann. “An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students.” 2015. Web. 19 Oct 2019.

Vancouver:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20129068.

Council of Science Editors:

Benites MA. An; An interpretative phenomenological analysis of academically resilient Hispanic graduate and post-graduate students; interpretive phenomenological analysis of academically resilient Hispanic graduate and post-graduate students. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20129068


Northeastern University

5. 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 (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 19, 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. 19 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 19]. 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


Northeastern University

6. 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 (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 19, 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. 19 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 19]. 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


Northeastern University

7. Laurenceau-Medina, Jean-Pierre. Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education.

Degree: School of Education, 2014, Northeastern University

 Multiracial/ethnic individuals have become the fastest growing demographic in North America. Subsequently, these student populations are entering higher education in increased numbers. The identity formation… (more)

Subjects/Keywords: identity development in higher education; mixed-race; multiethnic; multiracial; student development; Racially mixed youth; Education (Higher); Racially mixed youth; Race identity; Minority college students; Social aspects; College student development programs; Multicultural education; Identity (Psychology); Ethnicity

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APA (6th Edition):

Laurenceau-Medina, J. (2014). Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194635

Chicago Manual of Style (16th Edition):

Laurenceau-Medina, Jean-Pierre. “Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20194635.

MLA Handbook (7th Edition):

Laurenceau-Medina, Jean-Pierre. “Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education.” 2014. Web. 19 Oct 2019.

Vancouver:

Laurenceau-Medina J. Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20194635.

Council of Science Editors:

Laurenceau-Medina J. Unraveling identity; Unraveling identity: an interpretative phenomenological analysis of multiracial/ethnic student experiences in higher education; an interpretive phenomenological analysis of multiracial/ethnic student experiences in higher education. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/D20194635

8. Woodley, Michael. A Study on Retention: Positive Steps for a Small Liberal Arts College.

Degree: MS, School of Education, 2012, North Dakota State University

 Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in… (more)

Subjects/Keywords: Education, Humanistic; College dropouts – Prevention; College students

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APA (6th Edition):

Woodley, M. (2012). A Study on Retention: Positive Steps for a Small Liberal Arts College. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26543

Chicago Manual of Style (16th Edition):

Woodley, Michael. “A Study on Retention: Positive Steps for a Small Liberal Arts College.” 2012. Masters Thesis, North Dakota State University. Accessed October 19, 2019. http://hdl.handle.net/10365/26543.

MLA Handbook (7th Edition):

Woodley, Michael. “A Study on Retention: Positive Steps for a Small Liberal Arts College.” 2012. Web. 19 Oct 2019.

Vancouver:

Woodley M. A Study on Retention: Positive Steps for a Small Liberal Arts College. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10365/26543.

Council of Science Editors:

Woodley M. A Study on Retention: Positive Steps for a Small Liberal Arts College. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26543


Northeastern University

9. O'Connell, Sean. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.

Degree: EdD, School of Education, 2018, Northeastern University

 While college enrollments in the United States increased significantly throughout most of the 20th century, graduation rates plateaued toward the end of the century and… (more)

Subjects/Keywords: Black male college students; college persistence; first-year college programs; low income college students; student-engagement theory; Education

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APA (6th Edition):

O'Connell, S. (2018). An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316429

Chicago Manual of Style (16th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20316429.

MLA Handbook (7th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Web. 19 Oct 2019.

Vancouver:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20316429.

Council of Science Editors:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316429


Northeastern University

10. Taylor, Philip N. Identity construction at college: the lived experiences of evangelical K-12 school graduates.

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

 This qualitative research project examines the lived experiences of seven graduates of Evangelical Christian high schools who matriculated in nonsectarian college environments. Through an examination… (more)

Subjects/Keywords: religious identity development; evangelical Christians; college students

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APA (6th Edition):

Taylor, P. N. (2016). Identity construction at college: the lived experiences of evangelical K-12 school graduates. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20239458

Chicago Manual of Style (16th Edition):

Taylor, Philip N. “Identity construction at college: the lived experiences of evangelical K-12 school graduates.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20239458.

MLA Handbook (7th Edition):

Taylor, Philip N. “Identity construction at college: the lived experiences of evangelical K-12 school graduates.” 2016. Web. 19 Oct 2019.

Vancouver:

Taylor PN. Identity construction at college: the lived experiences of evangelical K-12 school graduates. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20239458.

Council of Science Editors:

Taylor PN. Identity construction at college: the lived experiences of evangelical K-12 school graduates. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20239458


Northeastern University

11. Wallentiny, Pamela L. Stress and the beliefs of meditation among community college students.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study was to assess stress levels in community college students and their beliefs of meditation. Community college students tend to report… (more)

Subjects/Keywords: community college; meditation; perceived stress; students

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APA (6th Edition):

Wallentiny, P. L. (2017). Stress and the beliefs of meditation among community college students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259773

Chicago Manual of Style (16th Edition):

Wallentiny, Pamela L. “Stress and the beliefs of meditation among community college students.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20259773.

MLA Handbook (7th Edition):

Wallentiny, Pamela L. “Stress and the beliefs of meditation among community college students.” 2017. Web. 19 Oct 2019.

Vancouver:

Wallentiny PL. Stress and the beliefs of meditation among community college students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20259773.

Council of Science Editors:

Wallentiny PL. Stress and the beliefs of meditation among community college students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259773


Northeastern University

12. Lopuch, Viviane S. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.

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

 This was a narrative inquiry that explored how adult undergraduates described their experience as nontraditional students at a traditional college. Participants were adult students over… (more)

Subjects/Keywords: adult undergraduates; identity; mature students; nontraditional students; older students; private college; Adult college students; Nontraditional college students; Undergraduates; Adult education; Private universities and colleges; Identity (Philosophical concept); Motivation in education

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APA (6th Edition):

Lopuch, V. S. (2015). The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194046

Chicago Manual of Style (16th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20194046.

MLA Handbook (7th Edition):

Lopuch, Viviane S. “The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college.” 2015. Web. 19 Oct 2019.

Vancouver:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20194046.

Council of Science Editors:

Lopuch VS. The new campus landscape: a narrative study of non-traditional undergraduates' identity construction while enrolled at a traditional private college. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194046


Northeastern University

13. Karas, Gregory. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.

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

 Shared experiences of academically successful first-generation, low-socioeconomic college students were examined using narrative inquiry. All participants were single females. All participants attended college immediately after… (more)

Subjects/Keywords: academic achievement; first-generation; habitus; low income; low-socioeconomic; persistence; First-generation college students; Low-income college students; Women; Education (Higher); Women college graduates; Adult college students; Academic achievement; Persistence

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APA (6th Edition):

Karas, G. (2016). Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213667

Chicago Manual of Style (16th Edition):

Karas, Gregory. “Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20213667.

MLA Handbook (7th Edition):

Karas, Gregory. “Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line.” 2016. Web. 19 Oct 2019.

Vancouver:

Karas G. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20213667.

Council of Science Editors:

Karas G. Persistence and graduation: first-generation low-socioeconomic status students crossing the finish line. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213667


Northeastern University

14. Miller-Galaz, Michelle F. Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College.

Degree: EdD, School of Education, 2018, Northeastern University

 Abstract Hispanic students enroll in higher education as a strategy for upward mobility, but their completion rates demonstrate the significant challenges they face. In the… (more)

Subjects/Keywords: case study; college persistence; community college; Hispanic students; qualitative; Higher education; Hispanic American studies

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APA (6th Edition):

Miller-Galaz, M. F. (2018). Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315077

Chicago Manual of Style (16th Edition):

Miller-Galaz, Michelle F. “Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20315077.

MLA Handbook (7th Edition):

Miller-Galaz, Michelle F. “Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College.” 2018. Web. 19 Oct 2019.

Vancouver:

Miller-Galaz MF. Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20315077.

Council of Science Editors:

Miller-Galaz MF. Hispanic Male Student Persistence: A Qualitative Case Study Of Persistence Of Hispanic Males In A Community College. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315077


Northeastern University

15. Kosses, Jennifer. A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students.

Degree: EdD, School of Education, 2019, Northeastern University

 Higher education is seen by society as an opportunity for doors to be opened for high school graduates in achieving their personal and professional goals.… (more)

Subjects/Keywords: African American students; college access; college equity; first-generation; low-income; Higher education administration

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APA (6th Edition):

Kosses, J. (2019). A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319841

Chicago Manual of Style (16th Edition):

Kosses, Jennifer. “A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20319841.

MLA Handbook (7th Edition):

Kosses, Jennifer. “A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students.” 2019. Web. 19 Oct 2019.

Vancouver:

Kosses J. A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20319841.

Council of Science Editors:

Kosses J. A Case Study Analysis Of Resources And Support That Encourage Enrollment Of Low-income, First-generation African American College Students. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319841


Northeastern University

16. McGann, Matthew L. First generation college students and selective college admission: a quantitative examination of class-based affirmative action.

Degree: EdD, School of Education, 2017, Northeastern University

 Relatively few students from lower socioeconomic backgrounds are enrolled in the most selective American colleges and universities. To improve enrollment, scholars have suggested that college(more)

Subjects/Keywords: class-based affirmative action; college admission; college destination process; first generation college students; holistic admission; socioeconomic status

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APA (6th Edition):

McGann, M. L. (2017). First generation college students and selective college admission: a quantitative examination of class-based affirmative action. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247241

Chicago Manual of Style (16th Edition):

McGann, Matthew L. “First generation college students and selective college admission: a quantitative examination of class-based affirmative action.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20247241.

MLA Handbook (7th Edition):

McGann, Matthew L. “First generation college students and selective college admission: a quantitative examination of class-based affirmative action.” 2017. Web. 19 Oct 2019.

Vancouver:

McGann ML. First generation college students and selective college admission: a quantitative examination of class-based affirmative action. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20247241.

Council of Science Editors:

McGann ML. First generation college students and selective college admission: a quantitative examination of class-based affirmative action. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247241


Northeastern University

17. Finley, Jennifer Gayle Bissell. Early integration of first-generation college students.

Degree: EdD, School of Education, 2012, Northeastern University

 Previous research has demonstrated that first-generation college students are less likely to persist to their sophomore year than non-first-generation students (Davis, 2010; Choy, 2001). The… (more)

Subjects/Keywords: academic integration; college involvement; college transition; first-generation college students; social integration; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Finley, J. G. B. (2012). Early integration of first-generation college students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002858

Chicago Manual of Style (16th Edition):

Finley, Jennifer Gayle Bissell. “Early integration of first-generation college students.” 2012. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20002858.

MLA Handbook (7th Edition):

Finley, Jennifer Gayle Bissell. “Early integration of first-generation college students.” 2012. Web. 19 Oct 2019.

Vancouver:

Finley JGB. Early integration of first-generation college students. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20002858.

Council of Science Editors:

Finley JGB. Early integration of first-generation college students. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002858


University of Cape Town

18. Parsons, Phillip. Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon.

Degree: Image, School of Education, 1988, University of Cape Town

 The aim of this thesis research was to replicate the important work conducted by Noel Entwistle and Paul Ramsden, published in 1983, which sought to… (more)

Subjects/Keywords: Study skills; College students - Attitudes

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APA (6th Edition):

Parsons, P. (1988). Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/17133

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):

Parsons, Phillip. “Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon.” 1988. Thesis, University of Cape Town. Accessed October 19, 2019. http://hdl.handle.net/11427/17133.

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

MLA Handbook (7th Edition):

Parsons, Phillip. “Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon.” 1988. Web. 19 Oct 2019.

Vancouver:

Parsons P. Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon. [Internet] [Thesis]. University of Cape Town; 1988. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11427/17133.

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

Council of Science Editors:

Parsons P. Exploring the association between approaches to studying and course perceptions using the Lancaster inventory : a replicative study at the Cape Technikon. [Thesis]. University of Cape Town; 1988. Available from: http://hdl.handle.net/11427/17133

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


Northeastern University

19. Bonderoff, Mary H. Pressure to assimilate: students of color make sense of their experiences at a historically white college.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative study examined the experiences students of color have at a historically white college campus in the Northeast. The participants studied a variety of… (more)

Subjects/Keywords: assimilation; classrooms; friendships; historically white college; racism; students of color

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APA (6th Edition):

Bonderoff, M. H. (2017). Pressure to assimilate: students of color make sense of their experiences at a historically white college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20240623

Chicago Manual of Style (16th Edition):

Bonderoff, Mary H. “Pressure to assimilate: students of color make sense of their experiences at a historically white college.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20240623.

MLA Handbook (7th Edition):

Bonderoff, Mary H. “Pressure to assimilate: students of color make sense of their experiences at a historically white college.” 2017. Web. 19 Oct 2019.

Vancouver:

Bonderoff MH. Pressure to assimilate: students of color make sense of their experiences at a historically white college. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20240623.

Council of Science Editors:

Bonderoff MH. Pressure to assimilate: students of color make sense of their experiences at a historically white college. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20240623


Northeastern University

20. Arias-Cirinna, Claudia. Stories of successful Latina college students at a predominantly white institution.

Degree: EdD, School of Education, 2018, Northeastern University

 The number of Latina college students enrolled in colleges and universities in the United States is at the highest level on record. As these students(more)

Subjects/Keywords: higher education; Latina college students; persistence; predominantly white institutions; success

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APA (6th Edition):

Arias-Cirinna, C. (2018). Stories of successful Latina college students at a predominantly white institution. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289561

Chicago Manual of Style (16th Edition):

Arias-Cirinna, Claudia. “Stories of successful Latina college students at a predominantly white institution.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20289561.

MLA Handbook (7th Edition):

Arias-Cirinna, Claudia. “Stories of successful Latina college students at a predominantly white institution.” 2018. Web. 19 Oct 2019.

Vancouver:

Arias-Cirinna C. Stories of successful Latina college students at a predominantly white institution. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20289561.

Council of Science Editors:

Arias-Cirinna C. Stories of successful Latina college students at a predominantly white institution. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289561


Northeastern University

21. Whisman, Derek. Creating new gateways to education: students get a "QuickStart" to a college degree.

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

 American community colleges are struggling with issues of enrollment and retention. According to research, less than a third of community college students go on to… (more)

Subjects/Keywords: bridge program; community college; enrollment; QuickStart; retention; student success; College preparation programs; Community college students; College attendance; College dropouts; Prevention; Academic achievement

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APA (6th Edition):

Whisman, D. (2016). Creating new gateways to education: students get a "QuickStart" to a college degree. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209615

Chicago Manual of Style (16th Edition):

Whisman, Derek. “Creating new gateways to education: students get a "QuickStart" to a college degree.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20209615.

MLA Handbook (7th Edition):

Whisman, Derek. “Creating new gateways to education: students get a "QuickStart" to a college degree.” 2016. Web. 19 Oct 2019.

Vancouver:

Whisman D. Creating new gateways to education: students get a "QuickStart" to a college degree. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20209615.

Council of Science Editors:

Whisman D. Creating new gateways to education: students get a "QuickStart" to a college degree. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209615


Northeastern University

22. 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 19, 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. 19 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 19]. 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


Northeastern University

23. Rando, Stephen S. University administrators: experiences and beliefs about cooperative education programs in the United States.

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

 This comprehensive research study takes an in-depth look at university administrator experiences and beliefs about their cooperative education programs. It also explores the intersections of… (more)

Subjects/Keywords: acculturation; assimilation; cooperative education; experiential learning; international students; internships; Education, Cooperative; Experiential learning; Internship programs; College administrators; Attitudes; Interns; Students, Foreign

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APA (6th Edition):

Rando, S. S. (2016). University administrators: experiences and beliefs about cooperative education programs in the United States. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209230

Chicago Manual of Style (16th Edition):

Rando, Stephen S. “University administrators: experiences and beliefs about cooperative education programs in the United States.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20209230.

MLA Handbook (7th Edition):

Rando, Stephen S. “University administrators: experiences and beliefs about cooperative education programs in the United States.” 2016. Web. 19 Oct 2019.

Vancouver:

Rando SS. University administrators: experiences and beliefs about cooperative education programs in the United States. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20209230.

Council of Science Editors:

Rando SS. University administrators: experiences and beliefs about cooperative education programs in the United States. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209230


Northeastern University

24. Nouchrif, Wissal. Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar.

Degree: EdD, School of Education, 2018, Northeastern University

 ABSTRACT Financial literacy knowledge is limited among college students causing students to graduate with a lot of debts and make the wrong financial decisions. Financial… (more)

Subjects/Keywords: College Students; Community College; Consumer Socialization; Financial Capabilities; Financial Literacy; Financial Well-being; Education finance; Finance

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APA (6th Edition):

Nouchrif, W. (2018). Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316454

Chicago Manual of Style (16th Edition):

Nouchrif, Wissal. “Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20316454.

MLA Handbook (7th Edition):

Nouchrif, Wissal. “Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar.” 2018. Web. 19 Oct 2019.

Vancouver:

Nouchrif W. Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20316454.

Council of Science Editors:

Nouchrif W. Financial Literacy For Community College Students: Exploring How Consumer Socialization Influences Learning In A Financial Literacy Seminar. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316454


Northeastern University

25. Marks, Sue Anne. Building college access with families in New Bedford: a case study.

Degree: EdD, School of Education, 2011, Northeastern University

 This qualitative study was an investigation into improving college access through family engagement with minority and low-income students in an urban school district. Critical theory… (more)

Subjects/Keywords: education; school counseling; college access; college knowledge; cultural wealth; diverse families; parent involvement; underrepresented students; Education

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APA (6th Edition):

Marks, S. A. (2011). Building college access with families in New Bedford: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002324

Chicago Manual of Style (16th Edition):

Marks, Sue Anne. “Building college access with families in New Bedford: a case study.” 2011. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20002324.

MLA Handbook (7th Edition):

Marks, Sue Anne. “Building college access with families in New Bedford: a case study.” 2011. Web. 19 Oct 2019.

Vancouver:

Marks SA. Building college access with families in New Bedford: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20002324.

Council of Science Editors:

Marks SA. Building college access with families in New Bedford: a case study. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002324


Northeastern University

26. Scheitler, Jennifer "AJ". Orientation programs for online learning in community colleges and the impact on student self-efficacy.

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

 As colleges continue to grow virtual course offerings for students, an increasing number of institutions are seeking to impact readiness for online learning. Orientation programs… (more)

Subjects/Keywords: online; orientation; readiness; College student orientation; Community college students; Services for; Internet in education; Distance education; Motivation in education; Self-efficacy

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APA (6th Edition):

Scheitler, . J. ". (2015). Orientation programs for online learning in community colleges and the impact on student self-efficacy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194177

Chicago Manual of Style (16th Edition):

Scheitler, Jennifer "AJ". “Orientation programs for online learning in community colleges and the impact on student self-efficacy.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20194177.

MLA Handbook (7th Edition):

Scheitler, Jennifer "AJ". “Orientation programs for online learning in community colleges and the impact on student self-efficacy.” 2015. Web. 19 Oct 2019.

Vancouver:

Scheitler J". Orientation programs for online learning in community colleges and the impact on student self-efficacy. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20194177.

Council of Science Editors:

Scheitler J". Orientation programs for online learning in community colleges and the impact on student self-efficacy. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194177


Northeastern University

27. Christian, Emily. Developing college student civic engagement.

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

 Higher education was founded on principles of civic engagement (Dorn, 2011; Thelin, 2011) and has seen a recent refocus on that central mission (Blackhurst &… (more)

Subjects/Keywords: civic engagement; co-curricular; hermeneutic; higher education; liberal arts; phenomenology; Service learning; College students; Student activities; Community and college; Self-efficacy

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APA (6th Edition):

Christian, E. (2016). Developing college student civic engagement. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237009

Chicago Manual of Style (16th Edition):

Christian, Emily. “Developing college student civic engagement.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20237009.

MLA Handbook (7th Edition):

Christian, Emily. “Developing college student civic engagement.” 2016. Web. 19 Oct 2019.

Vancouver:

Christian E. Developing college student civic engagement. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20237009.

Council of Science Editors:

Christian E. Developing college student civic engagement. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237009


Northeastern University

28. Clay, Vaughn H. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.

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

 Student affairs researchers have spent considerable energy studying the affect students' active participation in co-curricular activities has on student success, retention, and completion. Students becoming… (more)

Subjects/Keywords: co-curricular engagement; commuter students; extra-curricular activities; student attrition; student involvement; student retention; Commuting college students; Services for; Student activities; Academic achievement; College attendance; Motivation in education

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APA (6th Edition):

Clay, V. H. (2016). Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213654

Chicago Manual of Style (16th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20213654.

MLA Handbook (7th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Web. 19 Oct 2019.

Vancouver:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20213654.

Council of Science Editors:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213654


Northeastern University

29. Tanous, Halima. Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion.

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

 This doctoral thesis examined whether nontraditional-aged student interactions with faculty assist these students with the completion of their degree. Considerable research has revealed that when… (more)

Subjects/Keywords: faculty-student interactions; nontraditional-aged students; completion; higher education; learning communities; office hours; Teacher-student relationships; Adult college students; College graduates; Group guidance in education; Persistence

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APA (6th Edition):

Tanous, H. (2016). Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209519

Chicago Manual of Style (16th Edition):

Tanous, Halima. “Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20209519.

MLA Handbook (7th Edition):

Tanous, Halima. “Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion.” 2016. Web. 19 Oct 2019.

Vancouver:

Tanous H. Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20209519.

Council of Science Editors:

Tanous H. Benefits of faculty-student interactions toward degree completion for nontraditional-aged students; Benefits of faculty and nontraditional-aged student interactions on degree completion. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209519


Northeastern University

30. Bucheli, Hernan. [Hispanic male student success at California Catholic colleges].

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

 This study focused on the needs of male Hispanic college and university students for them to persevere to graduation. Interviews were structured to answer what… (more)

Subjects/Keywords: Hispanic; male; peer; Hispanic American men; Education (Higher); Hispanic American college students; Economic conditions; Hispanic American college students; Social conditions; Catholic universities and colleges; Academic achievement

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APA (6th Edition):

Bucheli, H. (2016). [Hispanic male student success at California Catholic colleges]. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221826

Chicago Manual of Style (16th Edition):

Bucheli, Hernan. “[Hispanic male student success at California Catholic colleges].” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20221826.

MLA Handbook (7th Edition):

Bucheli, Hernan. “[Hispanic male student success at California Catholic colleges].” 2016. Web. 19 Oct 2019.

Vancouver:

Bucheli H. [Hispanic male student success at California Catholic colleges]. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20221826.

Council of Science Editors:

Bucheli H. [Hispanic male student success at California Catholic colleges]. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221826

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