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You searched for subject:(Minority group students). Showing records 1 – 30 of 49 total matches.

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University of Florida

1. Ege, Engin. A Social Belonging Intervention for Minority Students.

Degree: MS, Psychology, 2013, University of Florida

 Social belonging is related to positive physical, psychological, and academic outcomes. However, feelings of social belongingness are not shared equally across all groups. In particular,… (more)

Subjects/Keywords: Asian Americans; College students; Friendship; Happiness; Hispanics; Minority group students; Minority groups; Psychology; Social psychology; Universities; belonging  – minority  – social

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APA (6th Edition):

Ege, E. (2013). A Social Belonging Intervention for Minority Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045868

Chicago Manual of Style (16th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Masters Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0045868.

MLA Handbook (7th Edition):

Ege, Engin. “A Social Belonging Intervention for Minority Students.” 2013. Web. 21 Apr 2019.

Vancouver:

Ege E. A Social Belonging Intervention for Minority Students. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0045868.

Council of Science Editors:

Ege E. A Social Belonging Intervention for Minority Students. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045868


University of Florida

2. Lynch, Lindsay Byron. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.

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

 This study evaluated the relationship between college and university attributes and success of their minority student populations in terms of enrollment, graduation, and completion. Data… (more)

Subjects/Keywords: African Americans; College students; Colleges; Graduation rate; Graduations; Higher education; Hispanics; Minority group students; School enrollment; Students; colleges  – minority  – rural

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APA (6th Edition):

Lynch, L. B. (2014). Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046643

Chicago Manual of Style (16th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0046643.

MLA Handbook (7th Edition):

Lynch, Lindsay Byron. “Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion.” 2014. Web. 21 Apr 2019.

Vancouver:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0046643.

Council of Science Editors:

Lynch LB. Rural Postsecondary Institution Attributes and Their Relationship to Minority Student Enrollment, Graduation, and Completion. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046643


University of Florida

3. Morgan, Tabitha. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.

Degree: MS, Wildlife Ecology and Conservation, 2013, University of Florida

 The percentage of minoritieshas increased in the United States,  but the proportion of minority individuals employed in naturalresource occupations do not reflect the proportion ofminorities… (more)

Subjects/Keywords: American minorities; Ecology; Literature reviews; Minority group students; Minority group teachers; Minority influence; Natural resources; Occupations; Role models; Wildlife; barriers  – influences  – minority  – recruitment  – survey

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APA (6th Edition):

Morgan, T. (2013). The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045975

Chicago Manual of Style (16th Edition):

Morgan, Tabitha. “The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.” 2013. Masters Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0045975.

MLA Handbook (7th Edition):

Morgan, Tabitha. “The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations.” 2013. Web. 21 Apr 2019.

Vancouver:

Morgan T. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0045975.

Council of Science Editors:

Morgan T. The Major Barriers and Influences to Minority Recruitment and Retention in Natural Resource Occupations. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045975


University of Florida

4. Clarke, Chadia Otensia. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).

Degree: MS, Family, Youth and Community Sciences, 2015, University of Florida

 Academic advising is the core of an institutions student support services (Drake, 2011). To explore if academic advising satisfaction varies across different racial and ethnic… (more)

Subjects/Keywords: Academic advising; Academic departments; College students; Colleges; Educational research; High school students; Higher education; Minority group students; Students; Undergraduate students; academic  – advising  – african  – american  – minority  – pwi  – quantitative

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APA (6th Edition):

Clarke, C. O. (2015). A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049369

Chicago Manual of Style (16th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Masters Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0049369.

MLA Handbook (7th Edition):

Clarke, Chadia Otensia. “A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI).” 2015. Web. 21 Apr 2019.

Vancouver:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Internet] [Masters thesis]. University of Florida; 2015. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0049369.

Council of Science Editors:

Clarke CO. A Comparative Examination of Black/African American Student Perception of Academic Advising Satisfaction at a Predominantly White Institution (PWI). [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049369


University of Florida

5. O'Guinn, Erin B. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.

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

 On a national level, researchers and professionals in the field of gifted education have become increasingly aware that many culturally diverse students continue to be… (more)

Subjects/Keywords: Academically gifted students; Demography; Educational administration; Educational research; Minority group students; School districts; Schools; Special education; Students; Teachers; gifted  – identification  – teacher

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APA (6th Edition):

O'Guinn, E. B. (2014). The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047064

Chicago Manual of Style (16th Edition):

O'Guinn, Erin B. “The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.” 2014. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0047064.

MLA Handbook (7th Edition):

O'Guinn, Erin B. “The Relationship between Student Characteristics and Teacher Selection for Gifted Programs.” 2014. Web. 21 Apr 2019.

Vancouver:

O'Guinn EB. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0047064.

Council of Science Editors:

O'Guinn EB. The Relationship between Student Characteristics and Teacher Selection for Gifted Programs. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047064


University of Florida

6. Turner, Royce L. The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2015, University of Florida

 This study will attempt to answer the question of what effect student mobility has on graduation and dropout rates. The study addresses the data of… (more)

Subjects/Keywords: Academic achievement; Graduation rate; Graduations; High school students; High schools; Minority group students; School districts; School dropouts; Schools; Students; dropout

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APA (6th Edition):

Turner, R. L. (2015). The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045430

Chicago Manual of Style (16th Edition):

Turner, Royce L. “The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District.” 2015. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0045430.

MLA Handbook (7th Edition):

Turner, Royce L. “The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District.” 2015. Web. 21 Apr 2019.

Vancouver:

Turner RL. The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0045430.

Council of Science Editors:

Turner RL. The Effect of Mobility on Graduation and Dropout Rates in a Large Urban School District. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0045430


University of Florida

7. Wang, Jiaxin Jessie. Learning Disability Recommendations Differ for Asian American and White American Students.

Degree: 2017, University of Florida

 Asian American Pacific Islanders (AAPI) are often left out of the conversation surrounding special education because of stereotypes that they are academically successful (e.g., Wing,… (more)

Subjects/Keywords: Asian Americans; Asians; Disabilities; Educational evaluation; High school students; Learning disabilities; Minority group students; Recommendations; Special education; Special needs students

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APA (6th Edition):

Wang, J. J. (2017). Learning Disability Recommendations Differ for Asian American and White American Students. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057998

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):

Wang, Jiaxin Jessie. “Learning Disability Recommendations Differ for Asian American and White American Students.” 2017. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00057998.

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

MLA Handbook (7th Edition):

Wang, Jiaxin Jessie. “Learning Disability Recommendations Differ for Asian American and White American Students.” 2017. Web. 21 Apr 2019.

Vancouver:

Wang JJ. Learning Disability Recommendations Differ for Asian American and White American Students. [Internet] [Thesis]. University of Florida; 2017. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00057998.

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

Council of Science Editors:

Wang JJ. Learning Disability Recommendations Differ for Asian American and White American Students. [Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/AA00057998

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


University of Florida

8. Bertolotti, Janine C. Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment.

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

 In an attempt to improve student achievement in science in Florida, the Florida Department of Education implemented end-of-course (EOC) assessments in biology during the 2011-2012… (more)

Subjects/Keywords: Academic achievement; Education; Educational research; Ethnicity; High school students; Minority group students; Schools; Socioeconomic status; Students; Teachers; education  – leadership  – policy  – science

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APA (6th Edition):

Bertolotti, J. C. (2013). Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046255

Chicago Manual of Style (16th Edition):

Bertolotti, Janine C. “Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment.” 2013. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0046255.

MLA Handbook (7th Edition):

Bertolotti, Janine C. “Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment.” 2013. Web. 21 Apr 2019.

Vancouver:

Bertolotti JC. Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0046255.

Council of Science Editors:

Bertolotti JC. Policy Implications of Select Student Characteristics and Their Influence on the Florida Biology End-Of-Course Assessment. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0046255


University of Florida

9. Kinsey, Terri M. Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach.

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

 The purpose of this single case study was to explore the culture-centered instructional practices that were implemented to actively engage African-American and Hispanic students during… (more)

Subjects/Keywords: African Americans; Cultural studies; Educational research; High school students; Hispanics; Learning; Minority group students; Schools; Students; Teachers; collaborative  – culture  – engagement  – minority  – relationship  – student  – teacher

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APA (6th Edition):

Kinsey, T. M. (2014). Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046595

Chicago Manual of Style (16th Edition):

Kinsey, Terri M. “Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach.” 2014. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0046595.

MLA Handbook (7th Edition):

Kinsey, Terri M. “Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach.” 2014. Web. 21 Apr 2019.

Vancouver:

Kinsey TM. Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0046595.

Council of Science Editors:

Kinsey TM. Describing an Elementary Teacher-Student Relationship and Student Attainment Using a Culturally Sensitive Research Approach. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046595


University of Florida

10. Haynes, Nia Aisha. Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory.

Degree: PhD, Wildlife Ecology and Conservation, 2015, University of Florida

 Racial and ethnic diversity in conservation and natural resource (CNR) careers does not reflect U.S. population trends. To understand drivers of underrepresentation, I used social… (more)

Subjects/Keywords: College students; Environmental conservation; Environmental education; Gender discrimination; High school students; Internships; Minority group students; Motivation; Natural resources; Nature; career  – minority  – underrepresented

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APA (6th Edition):

Haynes, N. A. (2015). Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049610

Chicago Manual of Style (16th Edition):

Haynes, Nia Aisha. “Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory.” 2015. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0049610.

MLA Handbook (7th Edition):

Haynes, Nia Aisha. “Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory.” 2015. Web. 21 Apr 2019.

Vancouver:

Haynes NA. Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0049610.

Council of Science Editors:

Haynes NA. Minority Underrepresentation in Natural Resource and Conservation Careers Assessing Student Barriers and Opportunities Using Social Cognitive Career Theory. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049610


University of Florida

11. Mattox, Kari. The Effects of Gratz and Grutter A Public Policy Analysis.

Degree: PhD, Higher Education Administration - Educational Administration and Policy, 2009, University of Florida

 Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of… (more)

Subjects/Keywords: Affirmative action; College students; Higher education; Law schools; Law students; Minority group students; Public policy; School admission; Student diversity; Universities; affirmative, diversity, holistic, individualized, plus, public, quotas, race

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APA (6th Edition):

Mattox, K. (2009). The Effects of Gratz and Grutter A Public Policy Analysis. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041016

Chicago Manual of Style (16th Edition):

Mattox, Kari. “The Effects of Gratz and Grutter A Public Policy Analysis.” 2009. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0041016.

MLA Handbook (7th Edition):

Mattox, Kari. “The Effects of Gratz and Grutter A Public Policy Analysis.” 2009. Web. 21 Apr 2019.

Vancouver:

Mattox K. The Effects of Gratz and Grutter A Public Policy Analysis. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0041016.

Council of Science Editors:

Mattox K. The Effects of Gratz and Grutter A Public Policy Analysis. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041016


University of Florida

12. Edwards, Anntwanique Devonne. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2012, University of Florida

 Dropping out of school has serious social and economic consequences for our society.  The dropout rate is overwhelmingly represented by African-American male students. While educational literature… (more)

Subjects/Keywords: Academic achievement; African Americans; Educational research; High school students; High schools; Minority group students; School dropouts; Schools; Students; Teachers; achievement  – achievement-gap  – african-american  – black

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APA (6th Edition):

Edwards, A. D. (2012). African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041640

Chicago Manual of Style (16th Edition):

Edwards, Anntwanique Devonne. “African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.” 2012. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0041640.

MLA Handbook (7th Edition):

Edwards, Anntwanique Devonne. “African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School.” 2012. Web. 21 Apr 2019.

Vancouver:

Edwards AD. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0041640.

Council of Science Editors:

Edwards AD. African-American Male Student Perceptions about Factors Related to Why Black Boys Drop out of Secondary School. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0041640


University of Florida

13. Huxtable-Mount, Grace. African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2012, University of Florida

 The purpose of this mixed methods study was to test the impact of facilitating social cognitive development instruction in a small-group tutoring intervention that is… (more)

Subjects/Keywords: Academic achievement; Academic learning; African Americans; At risk students; Learning; Minority group students; Reading achievement; Schools; Students; Tutoring; achievement  – black  – elementary  – learning  – lowincome  – mixedmethods  – qualitative  – quantitative  – reading  – selfefficacy  – selfregulated  – tutoring

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APA (6th Edition):

Huxtable-Mount, G. (2012). African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044662

Chicago Manual of Style (16th Edition):

Huxtable-Mount, Grace. “African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study.” 2012. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0044662.

MLA Handbook (7th Edition):

Huxtable-Mount, Grace. “African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study.” 2012. Web. 21 Apr 2019.

Vancouver:

Huxtable-Mount G. African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0044662.

Council of Science Editors:

Huxtable-Mount G. African American Students Self Efficacy, Self Regulatory Competence, and Academic Achievement in a Small Group Tutoring Program a Mixed Methods Study. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044662


University of Florida

14. Martin, Helen Davis. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.

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

 Previous research indicates that teacher turnover adversely impacts schools enrolling predominantly low-income and minority students. This turnover makes it likely that low-income and minority students(more)

Subjects/Keywords: High school students; Learning; Love; Minority group students; Preservice teachers; School principals; Schools; Staffing; Students; Teachers; armed  – love  – retention  – school  – teacher  – urban

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APA (6th Edition):

Martin, H. D. (2016). Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049900

Chicago Manual of Style (16th Edition):

Martin, Helen Davis. “Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.” 2016. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0049900.

MLA Handbook (7th Edition):

Martin, Helen Davis. “Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools.” 2016. Web. 21 Apr 2019.

Vancouver:

Martin HD. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0049900.

Council of Science Editors:

Martin HD. Our Children Deserve This Understanding Highly Effective Teacher Retention in Hard to Staff Schools. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049900


University of Florida

15. Dejesus, Lisandra. Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System.

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

 Historically, the United States has experienced low college graduation rates among African American males. This trend continued and has been well documented in the higher… (more)

Subjects/Keywords: Black communities; College students; Colleges; Community colleges; High school students; Higher education; Hispanics; Minority group students; School enrollment; Two year colleges; academic  – african-american  – american  – college  – colleges  – community  – enrollment  – experiences  – florida  – graduation  – initiative  – mentorship  – minority  – post-secondary  – program  – students  – success  – system  – two-year

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APA (6th Edition):

Dejesus, L. (2014). Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046655

Chicago Manual of Style (16th Edition):

Dejesus, Lisandra. “Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System.” 2014. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0046655.

MLA Handbook (7th Edition):

Dejesus, Lisandra. “Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System.” 2014. Web. 21 Apr 2019.

Vancouver:

Dejesus L. Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0046655.

Council of Science Editors:

Dejesus L. Experiences of African Americans Participating in Male Mentorship Programs at Select Institutions in the Florida College System. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046655


University of Florida

16. Peters, Christina. Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale.

Degree: PhD, School Psychology - Special Education, School Psychology and Early Childhood Studies, 2010, University of Florida

 The disproportionate representation of racial/ethnic minority students identified with special education needs has been a topic of concern for 40 years. Disproportionate representation is the… (more)

Subjects/Keywords: African American culture; African Americans; Minority group students; Multilevel models; Schools; Social skills; Special education; Students; Teachers; Variable coefficients; assessment, cab, ebd, efficacy, ese, evaluation, representation

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APA (6th Edition):

Peters, C. (2010). Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041898

Chicago Manual of Style (16th Edition):

Peters, Christina. “Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale.” 2010. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0041898.

MLA Handbook (7th Edition):

Peters, Christina. “Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale.” 2010. Web. 21 Apr 2019.

Vancouver:

Peters C. Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0041898.

Council of Science Editors:

Peters C. Disproportionality of Minority Students Identified with an Emotional/behavioral Disorder Examining Teachers' Ratings of Students' Behavior and Factorial Equivalence of a Behavior Rating Scale. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041898


University of Florida

17. Bradley, Tenecia D. Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2011, University of Florida

 Hispanic-Serving Institutions (HSIs) represent the fastest growing institutions within the Minority-Serving Institution sector of the American higher education system. Additionally, they enroll the most diverse… (more)

Subjects/Keywords: Administrator education; African Americans; College students; Colleges; Community colleges; Educational research; Higher education; Hispanics; Minority group students; Student diversity; 0275  – 0446  – 0745

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APA (6th Edition):

Bradley, T. D. (2011). Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043661

Chicago Manual of Style (16th Edition):

Bradley, Tenecia D. “Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions.” 2011. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0043661.

MLA Handbook (7th Edition):

Bradley, Tenecia D. “Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions.” 2011. Web. 21 Apr 2019.

Vancouver:

Bradley TD. Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0043661.

Council of Science Editors:

Bradley TD. Upward Journey Exploring the Experiences of Black Administrators at Two-Year Hispanic-Serving Institutions. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043661


University of Florida

18. Aurelien, Louise. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2011, University of Florida

 The purpose of this quantitative study was to examine the relationship between individual and institutional factors that influence the academic and NCLEX-RN? success of racial/ethnic… (more)

Subjects/Keywords: Academic achievement; Hispanics; Minority group students; Nurses; Nursing; Nursing education; Nursing students; Registered nurses; Students; Workforce; academic  – african  – american  – associate  – attrition  – black  – college  – community  – degree  – education  – ethnicity  – exit  – finances  – financial  – gpa  – grade  – graduation  – hesi  – hispanic  – minority  – nclex  – nurse  – nursing  – race  – registered  – retention  – state  – student  – success  – support  – white

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APA (6th Edition):

Aurelien, L. (2011). The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043337

Chicago Manual of Style (16th Edition):

Aurelien, Louise. “The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.” 2011. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0043337.

MLA Handbook (7th Edition):

Aurelien, Louise. “The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.” 2011. Web. 21 Apr 2019.

Vancouver:

Aurelien L. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0043337.

Council of Science Editors:

Aurelien L. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043337


University of Florida

19. Bilsky, Judith Hornyak, 1948-. Student satisfaction among select demographic groups at a Florida community college.

Degree: Ed. D, Educational Leadership, Policy and Foundations, 2000, University of Florida

Subjects/Keywords: Age groups; College students; Colleges; Community colleges; Copyrights; Full time students; Hispanics; Minority group students; Part time students; Students

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

APA (6th Edition):

Bilsky, Judith Hornyak, 1. (2000). Student satisfaction among select demographic groups at a Florida community college. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047703

Chicago Manual of Style (16th Edition):

Bilsky, Judith Hornyak, 1948-. “Student satisfaction among select demographic groups at a Florida community college.” 2000. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00047703.

MLA Handbook (7th Edition):

Bilsky, Judith Hornyak, 1948-. “Student satisfaction among select demographic groups at a Florida community college.” 2000. Web. 21 Apr 2019.

Vancouver:

Bilsky, Judith Hornyak 1. Student satisfaction among select demographic groups at a Florida community college. [Internet] [Doctoral dissertation]. University of Florida; 2000. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00047703.

Council of Science Editors:

Bilsky, Judith Hornyak 1. Student satisfaction among select demographic groups at a Florida community college. [Doctoral Dissertation]. University of Florida; 2000. Available from: http://ufdc.ufl.edu/AA00047703


University of Florida

20. Ju, Andrew. Determinants of High School Dropout Rates in the U.S.

Degree: 2011, University of Florida

 The rate of student dropouts in high schools is one of the fastest growing education-related issues in the United States. This study put particular emphasis… (more)

Subjects/Keywords: Education; High school students; High schools; Minimum wage; Minority group students; School dropouts; Schools; Special needs students; Teachers; Variable coefficients; Dropout behavior, Prediction of; High school dropouts; High school students – Social conditions; Minimum wage

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APA (6th Edition):

Ju, A. (2011). Determinants of High School Dropout Rates in the U.S. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00060062

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):

Ju, Andrew. “Determinants of High School Dropout Rates in the U.S.” 2011. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00060062.

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

MLA Handbook (7th Edition):

Ju, Andrew. “Determinants of High School Dropout Rates in the U.S.” 2011. Web. 21 Apr 2019.

Vancouver:

Ju A. Determinants of High School Dropout Rates in the U.S. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00060062.

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

Council of Science Editors:

Ju A. Determinants of High School Dropout Rates in the U.S. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00060062

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


University of Florida

21. Evans, Ruby, 1960-. The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College.

Degree: PhD, Educational Leadership, 1998, University of Florida

Subjects/Keywords: College mathematics; College students; Colleges; Community colleges; Full time students; Graduates; High school students; Mathematics; Minority group students; Null hypothesis

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APA (6th Edition):

Evans, Ruby, 1. (1998). The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00036941

Chicago Manual of Style (16th Edition):

Evans, Ruby, 1960-. “The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College.” 1998. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00036941.

MLA Handbook (7th Edition):

Evans, Ruby, 1960-. “The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College.” 1998. Web. 21 Apr 2019.

Vancouver:

Evans, Ruby 1. The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00036941.

Council of Science Editors:

Evans, Ruby 1. The impact of a precollege minority intervention program on the academic performance of African American Students at a Community College. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00036941


University of Florida

22. Mastrodicasa, Jeanna. The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals.

Degree: PhD, Educational Leadership, Policy, and Foundations, 2004, University of Florida

Subjects/Keywords: Academic communities; College students; Colleges; Graduate students; Graduates; Minority group students; Multicultural education; Multiculturalism; Student diversity; Students

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APA (6th Edition):

Mastrodicasa, J. (2004). The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00022467

Chicago Manual of Style (16th Edition):

Mastrodicasa, Jeanna. “The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals.” 2004. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00022467.

MLA Handbook (7th Edition):

Mastrodicasa, Jeanna. “The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals.” 2004. Web. 21 Apr 2019.

Vancouver:

Mastrodicasa J. The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals. [Internet] [Doctoral dissertation]. University of Florida; 2004. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00022467.

Council of Science Editors:

Mastrodicasa J. The impact of diversity courses in student affairs graduate programs on multicultural competence of student affairs professionals. [Doctoral Dissertation]. University of Florida; 2004. Available from: http://ufdc.ufl.edu/AA00022467


University of Florida

23. Brunner, Brigitta R., 1971-. Measuring students' perceptions of the University of Florida's commitment to public relations and diversity.

Degree: PhD, Public Relations, 2000, University of Florida

Subjects/Keywords: African Americans; Asians; College students; Ethnicity; High school students; Hispanics; Minority group students; Public relations; Student diversity; Universities

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APA (6th Edition):

Brunner, Brigitta R., 1. (2000). Measuring students' perceptions of the University of Florida's commitment to public relations and diversity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00039846

Chicago Manual of Style (16th Edition):

Brunner, Brigitta R., 1971-. “Measuring students' perceptions of the University of Florida's commitment to public relations and diversity.” 2000. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00039846.

MLA Handbook (7th Edition):

Brunner, Brigitta R., 1971-. “Measuring students' perceptions of the University of Florida's commitment to public relations and diversity.” 2000. Web. 21 Apr 2019.

Vancouver:

Brunner, Brigitta R. 1. Measuring students' perceptions of the University of Florida's commitment to public relations and diversity. [Internet] [Doctoral dissertation]. University of Florida; 2000. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00039846.

Council of Science Editors:

Brunner, Brigitta R. 1. Measuring students' perceptions of the University of Florida's commitment to public relations and diversity. [Doctoral Dissertation]. University of Florida; 2000. Available from: http://ufdc.ufl.edu/AA00039846


University of Florida

24. King, Melody. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.

Degree: 2012, University of Florida

 In 2001, the U.S. Congress significantly revised the 1965 Elementary and Secondary Education Act (ESEA) which was renamed the No Child Left Behind Act (NCLB)… (more)

Subjects/Keywords: Child psychology; Education; Education legislation; Elementary schools; High school students; High schools; Minority group students; Schools; Students; Teachers; Education, Elementary; Florida – Alachua County; No Child Left Behind Act of 2001 (United States)

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APA (6th Edition):

King, M. (2012). Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057263

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):

King, Melody. “Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.” 2012. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00057263.

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

MLA Handbook (7th Edition):

King, Melody. “Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.” 2012. Web. 21 Apr 2019.

Vancouver:

King M. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00057263.

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

Council of Science Editors:

King M. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00057263

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


University of Florida

25. Herman, Keith C. Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement.

Degree: PhD, Psychology, 1997, University of Florida

Subjects/Keywords: Academic achievement; Educational research; Ethnic identity; High school students; Hispanics; Minority group students; Motivation; Schools; Students; Teachers

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APA (6th Edition):

Herman, K. C. (1997). Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00039857

Chicago Manual of Style (16th Edition):

Herman, Keith C. “Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement.” 1997. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00039857.

MLA Handbook (7th Edition):

Herman, Keith C. “Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement.” 1997. Web. 21 Apr 2019.

Vancouver:

Herman KC. Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement. [Internet] [Doctoral dissertation]. University of Florida; 1997. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00039857.

Council of Science Editors:

Herman KC. Engaging Latino-American students in school evaluating a causal model for understanding and predicting academic achievement. [Doctoral Dissertation]. University of Florida; 1997. Available from: http://ufdc.ufl.edu/AA00039857


University of Florida

26. Clark, Mary Anita, 1949-. The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students.

Degree: 1998, University of Florida

Subjects/Keywords: College students; Mentors; Minority group students; Multicultural education; Multiculturalism; Preservice teachers; Psychological attitudes; Schools; Students; Teachers

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APA (6th Edition):

Clark, Mary Anita, 1. (1998). The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00022304

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):

Clark, Mary Anita, 1949-. “The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students.” 1998. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00022304.

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

MLA Handbook (7th Edition):

Clark, Mary Anita, 1949-. “The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students.” 1998. Web. 21 Apr 2019.

Vancouver:

Clark, Mary Anita 1. The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students. [Internet] [Thesis]. University of Florida; 1998. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00022304.

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

Council of Science Editors:

Clark, Mary Anita 1. The effects of a cross cultural mentoring program and diversity training on preservice teachers' attitudes and beliefs regarding diverse students. [Thesis]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00022304

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


University of Florida

27. Skorheim, Mary J., 1949-. Chin and Benne's change strategies in relationship to programs and policies in student affairs.

Degree: University of Florida

Subjects/Keywords: Academic advising; Alcohols; College students; Colleges; Educational research; Higher education; Minority group students; School enrollment; Special needs students; Universities

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APA (6th Edition):

Skorheim, Mary J., 1. (n.d.). Chin and Benne's change strategies in relationship to programs and policies in student affairs. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UF00102853

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Skorheim, Mary J., 1949-. “Chin and Benne's change strategies in relationship to programs and policies in student affairs.” Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UF00102853.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Skorheim, Mary J., 1949-. “Chin and Benne's change strategies in relationship to programs and policies in student affairs.” Web. 21 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Skorheim, Mary J. 1. Chin and Benne's change strategies in relationship to programs and policies in student affairs. [Internet] [Thesis]. University of Florida; [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UF00102853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Skorheim, Mary J. 1. Chin and Benne's change strategies in relationship to programs and policies in student affairs. [Thesis]. University of Florida; Available from: http://ufdc.ufl.edu/UF00102853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Florida

28. Mayeux, Ruth. White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies.

Degree: 2011, University of Florida

Subjects/Keywords: Cities; Education; Minority group students; Police; Public schools; Schools; Urban schools; Violence; White people; Zero tolerance policies; Minority students; School discipline; School violence

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APA (6th Edition):

Mayeux, R. (2011). White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057519

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):

Mayeux, Ruth. “White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies.” 2011. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00057519.

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

MLA Handbook (7th Edition):

Mayeux, Ruth. “White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies.” 2011. Web. 21 Apr 2019.

Vancouver:

Mayeux R. White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00057519.

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

Council of Science Editors:

Mayeux R. White Fright: How Suburbanization Led to the Tolerance of Zero Tolerance Policies. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00057519

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


University of Florida

29. Gratto, Katherine Kaufman. Assessing attitudes of undergraduate students toward those of differing race or ethnicity.

Degree: EdD, Educational Leadership, 1997, University of Florida

Subjects/Keywords: African Americans; Asian Americans; College students; Higher education; Hispanics; Minority group students; Prejudices; Student diversity; Student surveys; White people

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APA (6th Edition):

Gratto, K. K. (1997). Assessing attitudes of undergraduate students toward those of differing race or ethnicity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047782

Chicago Manual of Style (16th Edition):

Gratto, Katherine Kaufman. “Assessing attitudes of undergraduate students toward those of differing race or ethnicity.” 1997. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00047782.

MLA Handbook (7th Edition):

Gratto, Katherine Kaufman. “Assessing attitudes of undergraduate students toward those of differing race or ethnicity.” 1997. Web. 21 Apr 2019.

Vancouver:

Gratto KK. Assessing attitudes of undergraduate students toward those of differing race or ethnicity. [Internet] [Doctoral dissertation]. University of Florida; 1997. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00047782.

Council of Science Editors:

Gratto KK. Assessing attitudes of undergraduate students toward those of differing race or ethnicity. [Doctoral Dissertation]. University of Florida; 1997. Available from: http://ufdc.ufl.edu/AA00047782


University of Florida

30. Edwards, Oliver Wayne. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.

Degree: PhD, Educational Psychology, 2003, University of Florida

Subjects/Keywords: African Americans; Cognitive psychology; Educational psychology; Educational research; Intelligence quotient; Intelligence tests; Minority group students; Psychometrics; Special education; Special needs students

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APA (6th Edition):

Edwards, O. W. (2003). Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031580

Chicago Manual of Style (16th Edition):

Edwards, Oliver Wayne. “Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.” 2003. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00031580.

MLA Handbook (7th Edition):

Edwards, Oliver Wayne. “Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores.” 2003. Web. 21 Apr 2019.

Vancouver:

Edwards OW. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. [Internet] [Doctoral dissertation]. University of Florida; 2003. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00031580.

Council of Science Editors:

Edwards OW. Cattell-Horn-Carroll (CHC) theory and mean difference in intelligence scores. [Doctoral Dissertation]. University of Florida; 2003. Available from: http://ufdc.ufl.edu/AA00031580

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