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You searched for subject:(Non traditional Student). Showing records 1 – 30 of 42 total matches.

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California State University – Sacramento

1. Cook, Booker. Assessing community college orientations.

Degree: 2020, California State University – Sacramento

 Low graduation rates persist at traditional two-year colleges regardless of research that indicates a well vetted orientation during the transfer process may make a difference.… (more)

Subjects/Keywords: Community college orientations; Student success; Non-traditional student; Traditional student

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APA (6th Edition):

Cook, B. (2020). Assessing community college orientations. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216490

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):

Cook, Booker. “Assessing community college orientations.” 2020. Thesis, California State University – Sacramento. Accessed October 27, 2020. http://hdl.handle.net/10211.3/216490.

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

MLA Handbook (7th Edition):

Cook, Booker. “Assessing community college orientations.” 2020. Web. 27 Oct 2020.

Vancouver:

Cook B. Assessing community college orientations. [Internet] [Thesis]. California State University – Sacramento; 2020. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10211.3/216490.

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

Council of Science Editors:

Cook B. Assessing community college orientations. [Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216490

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

2. Boaz, Cammy. Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University.

Degree: 2016, Texas Woman's University

 Nontraditional students often juggle more roles and face additional academic challenges compared to traditional students. Nontraditional students are returning to higher education in pursuit of… (more)

Subjects/Keywords: Pure sciences; Logistic regression; Non-traditional student; Student success; Supplemental instruction

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APA (6th Edition):

Boaz, C. (2016). Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9592

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):

Boaz, Cammy. “Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University.” 2016. Thesis, Texas Woman's University. Accessed October 27, 2020. http://hdl.handle.net/11274/9592.

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

MLA Handbook (7th Edition):

Boaz, Cammy. “Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University.” 2016. Web. 27 Oct 2020.

Vancouver:

Boaz C. Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University. [Internet] [Thesis]. Texas Woman's University; 2016. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/11274/9592.

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

Council of Science Editors:

Boaz C. Success rates of non traditional college students in supplemental instruction supported courses at Texas Woman's University. [Thesis]. Texas Woman's University; 2016. Available from: http://hdl.handle.net/11274/9592

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


Kennesaw State University

3. Malone, Janice D. An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2019, Kennesaw State University

  The purpose of this study was to determine if High Impact Practices (HIPs) influence the academic success of first-year non-traditional transfer students. Additionally, through… (more)

Subjects/Keywords: High Impact Practices; Adult Learner; Non-Traditional Transfer Student; First-Year Non-Traditional Transfer Student; Higher Education

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APA (6th Edition):

Malone, J. D. (2019). An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/13

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):

Malone, Janice D. “An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success.” 2019. Thesis, Kennesaw State University. Accessed October 27, 2020. https://digitalcommons.kennesaw.edu/msfys_etd/13.

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

MLA Handbook (7th Edition):

Malone, Janice D. “An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success.” 2019. Web. 27 Oct 2020.

Vancouver:

Malone JD. An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2020 Oct 27]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/13.

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

Council of Science Editors:

Malone JD. An Exploration of the Effectiveness of High Impact Practices as it Pertains to First-Year Non-Traditional Transfer Student's Academic Success. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/13

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

4. Ward, Deana Marie. The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University.

Degree: MS, Occupational Science and Occupational Therapy, 2012, Encompass Digital Archive, Eastern Kentucky University

  The purpose of this study was to discover the lived experience of non-traditional students in the OS program at EKU. The findings of this… (more)

Subjects/Keywords: Adult learning; Non-traditional Student; Occupational Science; Occupational Therapy

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APA (6th Edition):

Ward, D. M. (2012). The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/73

Chicago Manual of Style (16th Edition):

Ward, Deana Marie. “The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University.” 2012. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed October 27, 2020. https://encompass.eku.edu/etd/73.

MLA Handbook (7th Edition):

Ward, Deana Marie. “The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University.” 2012. Web. 27 Oct 2020.

Vancouver:

Ward DM. The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. [cited 2020 Oct 27]. Available from: https://encompass.eku.edu/etd/73.

Council of Science Editors:

Ward DM. The Lived Experience of Non-traditional Students in the Occupational Science Program at Eastern Kentucky University. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. Available from: https://encompass.eku.edu/etd/73

5. Trowler, Vicki Brenda Agnes. Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education.

Degree: PhD, 2017, University of Edinburgh

 The findings of this study challenge essentialised conceptions of “the student” as a young national, entering higher education directly from school with appropriate school-leaving qualifications,… (more)

Subjects/Keywords: 378.1; student engagement; non-traditional students; higher education

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APA (6th Edition):

Trowler, V. B. A. (2017). Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/23551

Chicago Manual of Style (16th Edition):

Trowler, Vicki Brenda Agnes. “Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed October 27, 2020. http://hdl.handle.net/1842/23551.

MLA Handbook (7th Edition):

Trowler, Vicki Brenda Agnes. “Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education.” 2017. Web. 27 Oct 2020.

Vancouver:

Trowler VBA. Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1842/23551.

Council of Science Editors:

Trowler VBA. Nomads in contested landscapes : reframing student engagement and non-traditionality in higher education. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/23551


University of Notre Dame

6. Carl Jonathan Wojtaszek. Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>.

Degree: Economics, 2015, University of Notre Dame

  This dissertation contains three essays that leverage the detailed nature of military data along with natural experiments found within the military environment to investigate… (more)

Subjects/Keywords: non-traditional student; GI Bill; charitable giving; education; military

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APA (6th Edition):

Wojtaszek, C. J. (2015). Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/qf85n873b8f

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):

Wojtaszek, Carl Jonathan. “Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>.” 2015. Thesis, University of Notre Dame. Accessed October 27, 2020. https://curate.nd.edu/show/qf85n873b8f.

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

MLA Handbook (7th Edition):

Wojtaszek, Carl Jonathan. “Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>.” 2015. Web. 27 Oct 2020.

Vancouver:

Wojtaszek CJ. Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>. [Internet] [Thesis]. University of Notre Dame; 2015. [cited 2020 Oct 27]. Available from: https://curate.nd.edu/show/qf85n873b8f.

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

Council of Science Editors:

Wojtaszek CJ. Essays in Economics Using Military-Induced Variation to Study Human Capital Development, Excess Sensitivity to Income, and Labor Market Decisions</h1>. [Thesis]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/qf85n873b8f

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


Southern Illinois University

7. Alton, Kristian Leigh. Exploring the Guilt-Proneness of Non-Traditional Students.

Degree: MSin Education, Educational Psychology, 2012, Southern Illinois University

  Current political forces see education as a potential solution to the economic slide the United States is experiencing. This push toward higher education and… (more)

Subjects/Keywords: adult students; guilt; non-traditional students; student parents

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APA (6th Edition):

Alton, K. L. (2012). Exploring the Guilt-Proneness of Non-Traditional Students. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/885

Chicago Manual of Style (16th Edition):

Alton, Kristian Leigh. “Exploring the Guilt-Proneness of Non-Traditional Students.” 2012. Masters Thesis, Southern Illinois University. Accessed October 27, 2020. https://opensiuc.lib.siu.edu/theses/885.

MLA Handbook (7th Edition):

Alton, Kristian Leigh. “Exploring the Guilt-Proneness of Non-Traditional Students.” 2012. Web. 27 Oct 2020.

Vancouver:

Alton KL. Exploring the Guilt-Proneness of Non-Traditional Students. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2020 Oct 27]. Available from: https://opensiuc.lib.siu.edu/theses/885.

Council of Science Editors:

Alton KL. Exploring the Guilt-Proneness of Non-Traditional Students. [Masters Thesis]. Southern Illinois University; 2012. Available from: https://opensiuc.lib.siu.edu/theses/885

8. Konovalov, Patricia Marie. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.

Degree: 2013, Ferris State University

 This qualitative study was an exploration of the experiences of a cohort of nontraditional students with identified barriers to academic success who completed their program… (more)

Subjects/Keywords: Non-traditional students; Advisors; Student success; Support services; Engagement; Learning support center; Completion

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APA (6th Edition):

Konovalov, P. M. (2013). Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/4706

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):

Konovalov, Patricia Marie. “Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.” 2013. Thesis, Ferris State University. Accessed October 27, 2020. http://hdl.handle.net/2323/4706.

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

MLA Handbook (7th Edition):

Konovalov, Patricia Marie. “Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College.” 2013. Web. 27 Oct 2020.

Vancouver:

Konovalov PM. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. [Internet] [Thesis]. Ferris State University; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2323/4706.

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

Council of Science Editors:

Konovalov PM. Against all Odds: Perspectives on Completion from Non-Traditional Students ina Rural Community College. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/4706

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

9. Trautner, Amy. Work-Family-School Conflict Among Non-traditional Students.

Degree: MS, Counseling and Human Development, 2015, South Dakota State University

  Research is scarce on the subject of work-family-school (WFS) conflict for nontraditional students. This study assessed the relationship between non-traditional students’ age, gender, and… (more)

Subjects/Keywords: work-family balance; family schedules; student attitudes; non-traditional students; WFS conflicts

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APA (6th Edition):

Trautner, A. (2015). Work-Family-School Conflict Among Non-traditional Students. (Masters Thesis). South Dakota State University. Retrieved from https://openprairie.sdstate.edu/etd/340

Chicago Manual of Style (16th Edition):

Trautner, Amy. “Work-Family-School Conflict Among Non-traditional Students.” 2015. Masters Thesis, South Dakota State University. Accessed October 27, 2020. https://openprairie.sdstate.edu/etd/340.

MLA Handbook (7th Edition):

Trautner, Amy. “Work-Family-School Conflict Among Non-traditional Students.” 2015. Web. 27 Oct 2020.

Vancouver:

Trautner A. Work-Family-School Conflict Among Non-traditional Students. [Internet] [Masters thesis]. South Dakota State University; 2015. [cited 2020 Oct 27]. Available from: https://openprairie.sdstate.edu/etd/340.

Council of Science Editors:

Trautner A. Work-Family-School Conflict Among Non-traditional Students. [Masters Thesis]. South Dakota State University; 2015. Available from: https://openprairie.sdstate.edu/etd/340


UCLA

10. Adams, Heather. Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA.

Degree: Education, 2018, UCLA

 The individual context and life course of women returning to higher education places them on a unique student development arc—one that does not necessarily align… (more)

Subjects/Keywords: Higher education; Higher education administration; Adult education; Bronfenbrenner's ecological systems model; non-traditional student; post-traditional student; research university; transfer student; women

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APA (6th Edition):

Adams, H. (2018). Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/77n8p70m

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):

Adams, Heather. “Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA.” 2018. Thesis, UCLA. Accessed October 27, 2020. http://www.escholarship.org/uc/item/77n8p70m.

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

MLA Handbook (7th Edition):

Adams, Heather. “Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA.” 2018. Web. 27 Oct 2020.

Vancouver:

Adams H. Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA. [Internet] [Thesis]. UCLA; 2018. [cited 2020 Oct 27]. Available from: http://www.escholarship.org/uc/item/77n8p70m.

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

Council of Science Editors:

Adams H. Understanding the Experience of Women Community College Transfer Students Over the Age of 25 at UCLA. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/77n8p70m

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


University of Southern California

11. Assisi, Daniel T. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.

Degree: EdD, Education (Leadership), 8, University of Southern California

 As the demands and expectations placed on public school systems to improve student achievement continue to mount, many boards of education have sought alternative leadership… (more)

Subjects/Keywords: superintendents; non‐traditional; traditional; non‐traditional superintendents; nontraditional superintendents; traditional superintendents; student achievement; leadership; leadership strategies; student achievement

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APA (6th Edition):

Assisi, D. T. (8). An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742

Chicago Manual of Style (16th Edition):

Assisi, Daniel T. “An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.” 8. Doctoral Dissertation, University of Southern California. Accessed October 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742.

MLA Handbook (7th Edition):

Assisi, Daniel T. “An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement.” 8. Web. 27 Oct 2020.

Vancouver:

Assisi DT. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. [Internet] [Doctoral dissertation]. University of Southern California; 8. [cited 2020 Oct 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742.

Council of Science Editors:

Assisi DT. An examination of traditional versus non-traditional superintendents and the strategies they employ to improve student achievement. [Doctoral Dissertation]. University of Southern California; 8. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/464381/rec/742


Northeastern University

12. Guinard, Melinda. Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting.

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

 This interpretative phenomenological analysis study was conducted to understand the barriers and altered learning styles within a multigenerational classroom used by non-traditional students. A definition… (more)

Subjects/Keywords: barriers; non-traditional student; nursing education; ways of learning; Adult learning; Adult students; Learning; Nursing students; Nursing; Study and teaching

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

APA (6th Edition):

Guinard, M. (2015). Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196877

Chicago Manual of Style (16th Edition):

Guinard, Melinda. “Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 27, 2020. http://hdl.handle.net/2047/D20196877.

MLA Handbook (7th Edition):

Guinard, Melinda. “Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting.” 2015. Web. 27 Oct 2020.

Vancouver:

Guinard M. Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2047/D20196877.

Council of Science Editors:

Guinard M. Examining generational learning: adaptation of non-traditional student learning through exposure to others in the classroom setting. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196877

13. Evans, Shelley. Camp Nursing As Clinical Placements For Undergraduate Nursing Students.

Degree: MS, Nursing, 2017, University of Windsor

 Although traditional clinical placements (hospital or community) are providing direct practice experience for nursing students, BScN programs are experiencing a shortage of these placements (Council… (more)

Subjects/Keywords: camp; clinical; non-traditional; nurse; placement; student

…placement, non-traditional, baccalaureate, and pediatric. The terms listed were used in a variety… …to that of a traditional placement (Totten & Fonnesbeck, 2002), the educational… …there are fewer opportunities for experience in traditional child health clinical placements… …undergraduate nursing student acceptance to the BScN program. There has been a world-wide increase in… …Windsor show an increase in nursing student enrollment. The year 2006 reported 719 total nursing… 

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

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APA (6th Edition):

Evans, S. (2017). Camp Nursing As Clinical Placements For Undergraduate Nursing Students. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7353

Chicago Manual of Style (16th Edition):

Evans, Shelley. “Camp Nursing As Clinical Placements For Undergraduate Nursing Students.” 2017. Masters Thesis, University of Windsor. Accessed October 27, 2020. https://scholar.uwindsor.ca/etd/7353.

MLA Handbook (7th Edition):

Evans, Shelley. “Camp Nursing As Clinical Placements For Undergraduate Nursing Students.” 2017. Web. 27 Oct 2020.

Vancouver:

Evans S. Camp Nursing As Clinical Placements For Undergraduate Nursing Students. [Internet] [Masters thesis]. University of Windsor; 2017. [cited 2020 Oct 27]. Available from: https://scholar.uwindsor.ca/etd/7353.

Council of Science Editors:

Evans S. Camp Nursing As Clinical Placements For Undergraduate Nursing Students. [Masters Thesis]. University of Windsor; 2017. Available from: https://scholar.uwindsor.ca/etd/7353


University of Southern California

14. Hernández, Rocío Durán. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies Baxter Magolda’s theory of self-authorship (2001) from the literature of student development theory to examine the experiences of undergraduate adult learners. The… (more)

Subjects/Keywords: adult learners; undergraduate adult learners; non traditional students; self-authorship; student development; academic advising; adult degree programs

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APA (6th Edition):

Hernández, R. D. (2013). An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756

Chicago Manual of Style (16th Edition):

Hernández, Rocío Durán. “An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.” 2013. Doctoral Dissertation, University of Southern California. Accessed October 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756.

MLA Handbook (7th Edition):

Hernández, Rocío Durán. “An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.” 2013. Web. 27 Oct 2020.

Vancouver:

Hernández RD. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Oct 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756.

Council of Science Editors:

Hernández RD. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756


University of Georgia

15. Smith, Renee Johnson. Self-efficacy of traditional and non-traditional certified career and technical education teachers.

Degree: 2014, University of Georgia

 The purpose of this causal-comparative study was to compare participants certified through two post-baccalaureate career and technical education (CTE) teacher preparation programs (traditional and non-traditional)… (more)

Subjects/Keywords: Self-Efficacy; Teacher-Efficacy; Teacher Preparation; Traditional Certification; Non-Traditional Certification; Student Engagement; Instructional Strategies; Classroom Management; Teaching Experience; Career and Technical Education (CTE)

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APA (6th Edition):

Smith, R. J. (2014). Self-efficacy of traditional and non-traditional certified career and technical education teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25318

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):

Smith, Renee Johnson. “Self-efficacy of traditional and non-traditional certified career and technical education teachers.” 2014. Thesis, University of Georgia. Accessed October 27, 2020. http://hdl.handle.net/10724/25318.

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

MLA Handbook (7th Edition):

Smith, Renee Johnson. “Self-efficacy of traditional and non-traditional certified career and technical education teachers.” 2014. Web. 27 Oct 2020.

Vancouver:

Smith RJ. Self-efficacy of traditional and non-traditional certified career and technical education teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10724/25318.

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

Council of Science Editors:

Smith RJ. Self-efficacy of traditional and non-traditional certified career and technical education teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25318

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


University of South Africa

16. Ley, Louise. The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions .

Degree: 2014, University of South Africa

 Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people… (more)

Subjects/Keywords: Sense of coherence; Salutogenesis; Non-traditional student; Time-to-degree; Academic achievement; Grade point average; Distance education institution; Student; Academic performance; Work performance

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APA (6th Edition):

Ley, L. (2014). The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13263

Chicago Manual of Style (16th Edition):

Ley, Louise. “The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions .” 2014. Masters Thesis, University of South Africa. Accessed October 27, 2020. http://hdl.handle.net/10500/13263.

MLA Handbook (7th Edition):

Ley, Louise. “The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions .” 2014. Web. 27 Oct 2020.

Vancouver:

Ley L. The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10500/13263.

Council of Science Editors:

Ley L. The relationship between sense of coherence, time-to-degree and academic achievement in the non-traditional student at a distance learning institutions . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13263


Clemson University

17. Godfrey, Michael. College Football Players: The New Nontraditional Student.

Degree: PhD, Educational Leadership, 2010, Clemson University

 The focus on the collegiate careers of student athletes continues to grow within the community of higher education. As the focus has been centered on… (more)

Subjects/Keywords: Athletics; Football; Neoinstitutional Theory; Non-traditional Student; Phenomenology; Student Athlete; Higher Education Administration

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APA (6th Edition):

Godfrey, M. (2010). College Football Players: The New Nontraditional Student. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/520

Chicago Manual of Style (16th Edition):

Godfrey, Michael. “College Football Players: The New Nontraditional Student.” 2010. Doctoral Dissertation, Clemson University. Accessed October 27, 2020. https://tigerprints.clemson.edu/all_dissertations/520.

MLA Handbook (7th Edition):

Godfrey, Michael. “College Football Players: The New Nontraditional Student.” 2010. Web. 27 Oct 2020.

Vancouver:

Godfrey M. College Football Players: The New Nontraditional Student. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2020 Oct 27]. Available from: https://tigerprints.clemson.edu/all_dissertations/520.

Council of Science Editors:

Godfrey M. College Football Players: The New Nontraditional Student. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/520


University of Montana

18. Schaffer, Joe. Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges.

Degree: Doctor of Education (EdD), 2010, University of Montana

  This non-experimental, quantitative study examined the extent selected state sociopolitical factors relate to adult participation in public two-year colleges, and assessed how Montana compares… (more)

Subjects/Keywords: adult student; community college; institutional barriers; Montana; non-traditional student; two-year college

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APA (6th Edition):

Schaffer, J. (2010). Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1325

Chicago Manual of Style (16th Edition):

Schaffer, Joe. “Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges.” 2010. Doctoral Dissertation, University of Montana. Accessed October 27, 2020. https://scholarworks.umt.edu/etd/1325.

MLA Handbook (7th Edition):

Schaffer, Joe. “Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges.” 2010. Web. 27 Oct 2020.

Vancouver:

Schaffer J. Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges. [Internet] [Doctoral dissertation]. University of Montana; 2010. [cited 2020 Oct 27]. Available from: https://scholarworks.umt.edu/etd/1325.

Council of Science Editors:

Schaffer J. Accessibility, affordability, and flexibility: The relationship of selected state sociopolitical factors and the participation of adults in public two-year colleges. [Doctoral Dissertation]. University of Montana; 2010. Available from: https://scholarworks.umt.edu/etd/1325


Liberty University

19. Jordan, Linda. A Comparative Analysis of Student Engagement between Community College Students.

Degree: 2013, Liberty University

 For years, community college research has focused on student engagement in an effort to improve student academic performance, retention, and graduation completion rates. While the… (more)

Subjects/Keywords: CCSSE; Non-traditional students; Student Engagement; Workforce Students; Education, Community College; Education, General; Education, Vocational; Education, Curriculum and Instruction; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Jordan, L. (2013). A Comparative Analysis of Student Engagement between Community College Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/722

Chicago Manual of Style (16th Edition):

Jordan, Linda. “A Comparative Analysis of Student Engagement between Community College Students.” 2013. Doctoral Dissertation, Liberty University. Accessed October 27, 2020. http://digitalcommons.liberty.edu/doctoral/722.

MLA Handbook (7th Edition):

Jordan, Linda. “A Comparative Analysis of Student Engagement between Community College Students.” 2013. Web. 27 Oct 2020.

Vancouver:

Jordan L. A Comparative Analysis of Student Engagement between Community College Students. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Oct 27]. Available from: http://digitalcommons.liberty.edu/doctoral/722.

Council of Science Editors:

Jordan L. A Comparative Analysis of Student Engagement between Community College Students. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/722


University of North Texas

20. Freedman, Barbara Ann. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.

Degree: 2019, University of North Texas

 The purpose of this study was to examine if the implementation of a technology-based music class in public high schools in the northeastern United States… (more)

Subjects/Keywords: music; technology; technology-based; secondary; public; high school; non-traditional; other 80; band; orchestra; chorus; music technology; composition; create; compose; student; enrollment; teacher; Education, Music; Education, Technology; Education, Secondary

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APA (6th Edition):

Freedman, B. A. (2019). The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538794/

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):

Freedman, Barbara Ann. “The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.” 2019. Thesis, University of North Texas. Accessed October 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc1538794/.

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

MLA Handbook (7th Edition):

Freedman, Barbara Ann. “The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States.” 2019. Web. 27 Oct 2020.

Vancouver:

Freedman BA. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Oct 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538794/.

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

Council of Science Editors:

Freedman BA. The Impact of Technology-Based Music Classes on Music Department Enrollment in Secondary Public High Schools in the Northeastern United States. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538794/

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


Georgia Southern University

21. Poole, Janet L. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  ABSTRACT Educational leaders and district decision makers are faced with the challenge of providing support for at-risk students who are failing in traditional schools… (more)

Subjects/Keywords: alternative schools; alternative education; alternative programs; non-traditional education; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Poole, J. L. (2016). Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1486

Chicago Manual of Style (16th Edition):

Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed October 27, 2020. https://digitalcommons.georgiasouthern.edu/etd/1486.

MLA Handbook (7th Edition):

Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Web. 27 Oct 2020.

Vancouver:

Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2020 Oct 27]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1486.

Council of Science Editors:

Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1486


University of New Mexico

22. Lane, Laurel Ann. Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals.

Degree: Special Education, 2015, University of New Mexico

  Individuals engaged in the production of art, who are untrained, and marginalized by disability, are known as outsider or visionary artists. With them in… (more)

Subjects/Keywords: arts-based curriculum; reciprocity; reciprocal relationships; disability; at-risk student populations; non-traditional education; progressive education; creative expression; psychosocial disability attributes; Special Education and Teaching

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APA (6th Edition):

Lane, L. A. (2015). Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/30397

Chicago Manual of Style (16th Edition):

Lane, Laurel Ann. “Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals.” 2015. Doctoral Dissertation, University of New Mexico. Accessed October 27, 2020. http://hdl.handle.net/1928/30397.

MLA Handbook (7th Edition):

Lane, Laurel Ann. “Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals.” 2015. Web. 27 Oct 2020.

Vancouver:

Lane LA. Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1928/30397.

Council of Science Editors:

Lane LA. Reciprocal Relationships and Creative Expression in Literacy Learning: Ameliorating Disability Circumstances and Empowering Individuals. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/30397

23. Bannister, Stephanie J. The experiences of non-traditional students utilizing student support services: a qualitative study.

Degree: PhD, Department of Counseling and Educational Psychology, 2009, Kansas State University

 The purpose of this phenomenological study was to examine the impact of student support services on the engagement and satisfaction of undergraduate non-traditional students at… (more)

Subjects/Keywords: non-traditional students; student support services; Education, Higher (0745)

…x28;2) How do non-traditional students regard their experiences with student support… …level of involvement with student support service functions do non-traditional students find… …20 non-traditional students, five student support staff members and observation of five… …suggestions for change and improvement to the non-traditional student experience. These themes… …captured the experiences of non-traditional students while utilizing student support services… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Bannister, S. J. (2009). The experiences of non-traditional students utilizing student support services: a qualitative study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1332

Chicago Manual of Style (16th Edition):

Bannister, Stephanie J. “The experiences of non-traditional students utilizing student support services: a qualitative study.” 2009. Doctoral Dissertation, Kansas State University. Accessed October 27, 2020. http://hdl.handle.net/2097/1332.

MLA Handbook (7th Edition):

Bannister, Stephanie J. “The experiences of non-traditional students utilizing student support services: a qualitative study.” 2009. Web. 27 Oct 2020.

Vancouver:

Bannister SJ. The experiences of non-traditional students utilizing student support services: a qualitative study. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2097/1332.

Council of Science Editors:

Bannister SJ. The experiences of non-traditional students utilizing student support services: a qualitative study. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1332


University of Sydney

24. Sexton, Steven S. Teacher Coginition: The effects of prior experience on becoming a teacher .

Degree: 2007, University of Sydney

 Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own… (more)

Subjects/Keywords: Preservice teachers; Teacher role identity; Male Primary; Female Secondary; Non-traditional student teachers

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APA (6th Edition):

Sexton, S. S. (2007). Teacher Coginition: The effects of prior experience on becoming a teacher . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/1864

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):

Sexton, Steven S. “Teacher Coginition: The effects of prior experience on becoming a teacher .” 2007. Thesis, University of Sydney. Accessed October 27, 2020. http://hdl.handle.net/2123/1864.

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

MLA Handbook (7th Edition):

Sexton, Steven S. “Teacher Coginition: The effects of prior experience on becoming a teacher .” 2007. Web. 27 Oct 2020.

Vancouver:

Sexton SS. Teacher Coginition: The effects of prior experience on becoming a teacher . [Internet] [Thesis]. University of Sydney; 2007. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2123/1864.

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

Council of Science Editors:

Sexton SS. Teacher Coginition: The effects of prior experience on becoming a teacher . [Thesis]. University of Sydney; 2007. Available from: http://hdl.handle.net/2123/1864

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


SUNY College at Brockport

25. Stanes, Cathleen M. A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport.

Degree: MSEd, Education and Human Development, 1989, SUNY College at Brockport

  The purpose of this study was to examine the study skills, learning behaviors and academic success of a group of non-traditional aged college students… (more)

Subjects/Keywords: Non-traditional students; study skills; learning behaviors; student success; traditional students; Adult and Continuing Education; Education; Higher Education

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APA (6th Edition):

Stanes, C. M. (1989). A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1179

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):

Stanes, Cathleen M. “A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport.” 1989. Thesis, SUNY College at Brockport. Accessed October 27, 2020. https://digitalcommons.brockport.edu/ehd_theses/1179.

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

MLA Handbook (7th Edition):

Stanes, Cathleen M. “A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport.” 1989. Web. 27 Oct 2020.

Vancouver:

Stanes CM. A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport. [Internet] [Thesis]. SUNY College at Brockport; 1989. [cited 2020 Oct 27]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1179.

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

Council of Science Editors:

Stanes CM. A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at Brockport. [Thesis]. SUNY College at Brockport; 1989. Available from: https://digitalcommons.brockport.edu/ehd_theses/1179

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

26. Hurtienne, Matthew W. Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college.

Degree: PhD, Education, 2015, Colorado State University

 The purpose of this study was to determine the factors that play a significant part in online students’ intent to persist at a Wisconsin Technical… (more)

Subjects/Keywords: non-traditional students; student persistence; technical college; online education; distance education; student retention

…45 Figure 5. Hurtienne’s non-traditional student persistence exploratory model… …2011). Traditional student: A student attending college who is under the age of 24… …student age compared to the 18- to 24year-old age range seen at traditional four-year… …3 Table 2 Online MPTC Student by Gender… …4 Table 3 Online MPTC Student by Success and FTE Counts: Duplicated… 

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APA (6th Edition):

Hurtienne, M. W. (2015). Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167174

Chicago Manual of Style (16th Edition):

Hurtienne, Matthew W. “Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college.” 2015. Doctoral Dissertation, Colorado State University. Accessed October 27, 2020. http://hdl.handle.net/10217/167174.

MLA Handbook (7th Edition):

Hurtienne, Matthew W. “Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college.” 2015. Web. 27 Oct 2020.

Vancouver:

Hurtienne MW. Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10217/167174.

Council of Science Editors:

Hurtienne MW. Factors influencing nontraditional students' persistence in online programs for nontraditional students attending a Wisconsin technical college. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167174


Texas State University – San Marcos

27. Perry, Daniel S. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.

Degree: PhD, Adult, Professional, and Community Education, 2019, Texas State University – San Marcos

 The present study examined the impact of pre-transfer characteristics with a focus on course selection decisions at the community college, demographic variables including age, ethnicity… (more)

Subjects/Keywords: Transfer; Community College; Course Selection Pathways; Transfer Planning Guide; Logistic Regression; Transfer Student Persistence; Transfer Student Retention; Non-Traditional; Transfer Shock; Associate Degree; Core Curriculum; Community colleges; Community college students; Transfer students; Academic achievement

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APA (6th Edition):

Perry, D. S. (2019). Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7988

Chicago Manual of Style (16th Edition):

Perry, Daniel S. “Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 27, 2020. https://digital.library.txstate.edu/handle/10877/7988.

MLA Handbook (7th Edition):

Perry, Daniel S. “Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation.” 2019. Web. 27 Oct 2020.

Vancouver:

Perry DS. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2020 Oct 27]. Available from: https://digital.library.txstate.edu/handle/10877/7988.

Council of Science Editors:

Perry DS. Assessing the Influence of Community College Course Selection Pathways on Transfer Student Persistence: A Model for Comparative Evaluation. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/7988

28. Robinson, Emily Erin. Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities.

Degree: EdD, Higher Education Administration, 2010, North Carolina State University

 Single parent households are on the rise, and female headed households are more likely to live in poverty than other single parent households (Holyfield, 2002).… (more)

Subjects/Keywords: role strain theory; marginality; non-traditional student; university; single mother; person-envrionment fit; community college

…over 25 are single parents. By definition, a single mother is a non-traditional student by… …283 Non-traditional students and Person-Environment fit… …non-traditional students have found numerous ways in which this is a group at risk. Non… …education attainment that non-traditional students face make the single 1 mother‘s quest to… …particular groups of non-traditional students such as single mothers (Bean & Metzer, 1985… 

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APA (6th Edition):

Robinson, E. E. (2010). Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6165

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):

Robinson, Emily Erin. “Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities.” 2010. Thesis, North Carolina State University. Accessed October 27, 2020. http://www.lib.ncsu.edu/resolver/1840.16/6165.

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

MLA Handbook (7th Edition):

Robinson, Emily Erin. “Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities.” 2010. Web. 27 Oct 2020.

Vancouver:

Robinson EE. Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2020 Oct 27]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6165.

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

Council of Science Editors:

Robinson EE. Mothers, Workers and Students: Examining the experiences of single mothers transferring from community colleges into universities. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6165

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


University of New Orleans

29. Adorno, Marie. A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2010, University of New Orleans

  An associate degree in nursing is obtained in the community college setting and is designed to be completed in 2 years of full-time study.… (more)

Subjects/Keywords: RN non-traditional student; RN-to-BSN; college choice model; Phenomenological research; registered nurses

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

APA (6th Edition):

Adorno, M. (2010). A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/105

Chicago Manual of Style (16th Edition):

Adorno, Marie. “A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses.” 2010. Doctoral Dissertation, University of New Orleans. Accessed October 27, 2020. https://scholarworks.uno.edu/td/105.

MLA Handbook (7th Edition):

Adorno, Marie. “A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses.” 2010. Web. 27 Oct 2020.

Vancouver:

Adorno M. A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2020 Oct 27]. Available from: https://scholarworks.uno.edu/td/105.

Council of Science Editors:

Adorno M. A Phenomenological Study to Describe the Pursuit of a Baccalaureate Degree in Nursing by Associate Degree Registered Nurses. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/105


Northeastern University

30. Gelinas, Debra R. Filling a gap in the literature: adult learners and internships.

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

 Adult learners, ages 25 and older, are enrolling at United States colleges and universities in record numbers. At the same time, internships have become an… (more)

Subjects/Keywords: adult learner(s); experiential education; internship(s); lifelong learning; non-traditional student(s); Adult and Continuing Education Administration; Education; Higher Education Administration; Adult college students; Internship programs; Experiential learning; Nontraditional college students; Adult learning

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

APA (6th Edition):

Gelinas, D. R. (2014). Filling a gap in the literature: adult learners and internships. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128388

Chicago Manual of Style (16th Edition):

Gelinas, Debra R. “Filling a gap in the literature: adult learners and internships.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 27, 2020. http://hdl.handle.net/2047/d20128388.

MLA Handbook (7th Edition):

Gelinas, Debra R. “Filling a gap in the literature: adult learners and internships.” 2014. Web. 27 Oct 2020.

Vancouver:

Gelinas DR. Filling a gap in the literature: adult learners and internships. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2047/d20128388.

Council of Science Editors:

Gelinas DR. Filling a gap in the literature: adult learners and internships. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128388

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