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You searched for subject:(Post secondary). Showing records 1 – 30 of 367 total matches.

[1] [2] [3] [4] [5] … [13]

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University of Illinois – Chicago

1. McClennen, Molly. Alignment of Literacy Tasks in College and University Transitional Classes.

Degree: 2016, University of Illinois – Chicago

 This qualitative case study provided insights into how the reading and writing done in transitional classes aligned with the reading and writing done in gateway… (more)

Subjects/Keywords: post-secondary; literacy; alignment

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APA (6th Edition):

McClennen, M. (2016). Alignment of Literacy Tasks in College and University Transitional Classes. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21559

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):

McClennen, Molly. “Alignment of Literacy Tasks in College and University Transitional Classes.” 2016. Thesis, University of Illinois – Chicago. Accessed September 22, 2019. http://hdl.handle.net/10027/21559.

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

MLA Handbook (7th Edition):

McClennen, Molly. “Alignment of Literacy Tasks in College and University Transitional Classes.” 2016. Web. 22 Sep 2019.

Vancouver:

McClennen M. Alignment of Literacy Tasks in College and University Transitional Classes. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10027/21559.

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

Council of Science Editors:

McClennen M. Alignment of Literacy Tasks in College and University Transitional Classes. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21559

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


Virginia Commonwealth University

2. Achola, Edwin. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.

Degree: PhD, Education, 2013, Virginia Commonwealth University

 The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account… (more)

Subjects/Keywords: Post-secondary education; Education

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APA (6th Edition):

Achola, E. (2013). COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3199

Chicago Manual of Style (16th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 22, 2019. https://scholarscompass.vcu.edu/etd/3199.

MLA Handbook (7th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Web. 22 Sep 2019.

Vancouver:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Sep 22]. Available from: https://scholarscompass.vcu.edu/etd/3199.

Council of Science Editors:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/3199


University of Manitoba

3. Koshyk, Jamie. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.

Degree: Family Social Sciences, 2012, University of Manitoba

 The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and… (more)

Subjects/Keywords: Aboriginal; education; culture; post-secondary

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APA (6th Edition):

Koshyk, J. (2012). Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/8621

Chicago Manual of Style (16th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Masters Thesis, University of Manitoba. Accessed September 22, 2019. http://hdl.handle.net/1993/8621.

MLA Handbook (7th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Web. 22 Sep 2019.

Vancouver:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1993/8621.

Council of Science Editors:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/8621


University of Guelph

4. Bali, Venus. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .

Degree: 2017, University of Guelph

 This study was focused on Canadian undergraduate students’ perspectives of how they became aspired to pursue higher education. Participants were recruited from undergraduate classes at… (more)

Subjects/Keywords: Education; Post-secondary; Aspirations

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APA (6th Edition):

Bali, V. (2017). Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493

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):

Bali, Venus. “Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .” 2017. Thesis, University of Guelph. Accessed September 22, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493.

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

MLA Handbook (7th Edition):

Bali, Venus. “Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations .” 2017. Web. 22 Sep 2019.

Vancouver:

Bali V. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . [Internet] [Thesis]. University of Guelph; 2017. [cited 2019 Sep 22]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493.

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

Council of Science Editors:

Bali V. Exploring Students’ Perspectives on the Development of Post-Secondary Educational Aspirations . [Thesis]. University of Guelph; 2017. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/10493

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


University of Toronto

5. Zietara, Sandra. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.

Degree: 2016, University of Toronto

This study examined the transition from secondary to post-secondary mathematics, through the investigation of first-year and second-year calculus courses. Voluntary participants from a second-year calculus… (more)

Subjects/Keywords: Calculus; Post-secondary; Secondary; Transition; 0280

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APA (6th Edition):

Zietara, S. (2016). Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72843

Chicago Manual of Style (16th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Masters Thesis, University of Toronto. Accessed September 22, 2019. http://hdl.handle.net/1807/72843.

MLA Handbook (7th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Web. 22 Sep 2019.

Vancouver:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1807/72843.

Council of Science Editors:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72843


Royal Roads University

6. Joseph, Derik. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .

Degree: 2013, Royal Roads University

 These stories of successful First Nations students, from a First Nations student technical staff and graduate student, allow for a unique Indigenous perspective to contribute… (more)

Subjects/Keywords: Communication; Education; First Nations; Indigenous; Post-secondary institutions; Post-secondary students

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APA (6th Edition):

Joseph, D. (2013). How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/645

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):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Thesis, Royal Roads University. Accessed September 22, 2019. http://hdl.handle.net/10170/645.

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

MLA Handbook (7th Edition):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Web. 22 Sep 2019.

Vancouver:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10170/645.

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

Council of Science Editors:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/645

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


Royal Roads University

7. Done Choudhury, Anna. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .

Degree: 2015, Royal Roads University

 International students face challenges and barriers to successful educational experiences in Canada for various reasons. With pressure from the Canadian Federal government to increase international… (more)

Subjects/Keywords: adaptation; Canada; intercultural; international; post-secondary; students

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APA (6th Edition):

Done Choudhury, A. (2015). Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/797

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):

Done Choudhury, Anna. “Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .” 2015. Thesis, Royal Roads University. Accessed September 22, 2019. http://hdl.handle.net/10170/797.

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

MLA Handbook (7th Edition):

Done Choudhury, Anna. “Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .” 2015. Web. 22 Sep 2019.

Vancouver:

Done Choudhury A. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10170/797.

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

Council of Science Editors:

Done Choudhury A. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/797

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


University of Victoria

8. Haley, Wendy. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.

Degree: School of Social Work, 2015, University of Victoria

Post secondary institutions are a product of, and teach colonial ontology, epistemology and axiology. Because of this, there is significant under-representation of Indigenous students who… (more)

Subjects/Keywords: decolonization; indigenization; ktunaxa; post secondary; education

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APA (6th Edition):

Haley, W. (2015). De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6639

Chicago Manual of Style (16th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Masters Thesis, University of Victoria. Accessed September 22, 2019. http://hdl.handle.net/1828/6639.

MLA Handbook (7th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Web. 22 Sep 2019.

Vancouver:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1828/6639.

Council of Science Editors:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6639

9. Jones, Keltie. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.

Degree: 2015, Athabasca University

In this dissertation, I present a study of how faculty and administration make sense of the strategic planning process. Strategic planning is a common activity… (more)

Subjects/Keywords: strategic planning; critical sensemaking; post-secondary management

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APA (6th Edition):

Jones, K. (2015). Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/182

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):

Jones, Keltie. “Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.” 2015. Thesis, Athabasca University. Accessed September 22, 2019. http://hdl.handle.net/10791/182.

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

MLA Handbook (7th Edition):

Jones, Keltie. “Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.” 2015. Web. 22 Sep 2019.

Vancouver:

Jones K. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. [Internet] [Thesis]. Athabasca University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10791/182.

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

Council of Science Editors:

Jones K. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. [Thesis]. Athabasca University; 2015. Available from: http://hdl.handle.net/10791/182

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


George Mason University

10. Burchard, Melinda S. Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities .

Degree: 2010, George Mason University

 This dissertation examined long-term metacognitive effects of participation in a Strategic Learning course for postsecondary students with and without disabilities. The researcher integrated existing archival… (more)

Subjects/Keywords: post secondary; metacognition; disability; regulation; learning strategy

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APA (6th Edition):

Burchard, M. S. (2010). Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5833

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):

Burchard, Melinda S. “Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities .” 2010. Thesis, George Mason University. Accessed September 22, 2019. http://hdl.handle.net/1920/5833.

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

MLA Handbook (7th Edition):

Burchard, Melinda S. “Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities .” 2010. Web. 22 Sep 2019.

Vancouver:

Burchard MS. Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1920/5833.

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

Council of Science Editors:

Burchard MS. Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students With and Without Disabilities . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5833

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


Duquesne University

11. Accamando, Donald. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2017, Duquesne University

  A number of challenges await military and veteran students (MVS) as they make their way to college campuses. These non-traditional students will transition to… (more)

Subjects/Keywords: college; education; military; post-secondary; transition; veteran

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APA (6th Edition):

Accamando, D. (2017). Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/117

Chicago Manual of Style (16th Edition):

Accamando, Donald. “Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.” 2017. Doctoral Dissertation, Duquesne University. Accessed September 22, 2019. https://dsc.duq.edu/etd/117.

MLA Handbook (7th Edition):

Accamando, Donald. “Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study.” 2017. Web. 22 Sep 2019.

Vancouver:

Accamando D. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. [Internet] [Doctoral dissertation]. Duquesne University; 2017. [cited 2019 Sep 22]. Available from: https://dsc.duq.edu/etd/117.

Council of Science Editors:

Accamando D. Determining the Specific Transition Needs of Military and Veteran Students (MVS), A Qualitative/Mixed Methods Study. [Doctoral Dissertation]. Duquesne University; 2017. Available from: https://dsc.duq.edu/etd/117


University of New Mexico

12. Lozano, Marvin F. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.

Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico

 This exploratory study examines students perceptions of faculty involvement at a New Mexico community college and contributes to the existing literature and professional practice in… (more)

Subjects/Keywords: students' perceptions; faculty involvement; post-secondary education

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

APA (6th Edition):

Lozano, M. F. (2012). Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/21055

Chicago Manual of Style (16th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/21055.

MLA Handbook (7th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Web. 22 Sep 2019.

Vancouver:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/21055.

Council of Science Editors:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/21055


University of North Texas

13. Wilson III, James K. Predictors of College Readiness: an Analysis of the Student Readiness Inventory.

Degree: 2012, University of North Texas

 The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study… (more)

Subjects/Keywords: College readiness; post-secondary; student achievement

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APA (6th Edition):

Wilson III, J. K. (2012). Predictors of College Readiness: an Analysis of the Student Readiness Inventory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115181/

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):

Wilson III, James K. “Predictors of College Readiness: an Analysis of the Student Readiness Inventory.” 2012. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc115181/.

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

MLA Handbook (7th Edition):

Wilson III, James K. “Predictors of College Readiness: an Analysis of the Student Readiness Inventory.” 2012. Web. 22 Sep 2019.

Vancouver:

Wilson III JK. Predictors of College Readiness: an Analysis of the Student Readiness Inventory. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115181/.

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

Council of Science Editors:

Wilson III JK. Predictors of College Readiness: an Analysis of the Student Readiness Inventory. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115181/

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


University of North Texas

14. Hamilton, Elissa R. The Effects of Homework Sessions on Undergraduate Students' Homework Performance.

Degree: 2013, University of North Texas

 Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis… (more)

Subjects/Keywords: Homework; office hours; post-secondary education

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APA (6th Edition):

Hamilton, E. R. (2013). The Effects of Homework Sessions on Undergraduate Students' Homework Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271826/

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):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

MLA Handbook (7th Edition):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Web. 22 Sep 2019.

Vancouver:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

Council of Science Editors:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/

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


Northeastern University

15. Dalton, Danielle. Post-secondary preparation experiences of students enrolled in a technical college.

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

Post-secondary preparation and planning is an integral component of secondary education. Despite goals of preparing high school students to be college and career ready, very… (more)

Subjects/Keywords: career development; career exploration; post-secondary preparation

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APA (6th Edition):

Dalton, D. (2018). Post-secondary preparation experiences of students enrolled in a technical college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289633

Chicago Manual of Style (16th Edition):

Dalton, Danielle. “Post-secondary preparation experiences of students enrolled in a technical college.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20289633.

MLA Handbook (7th Edition):

Dalton, Danielle. “Post-secondary preparation experiences of students enrolled in a technical college.” 2018. Web. 22 Sep 2019.

Vancouver:

Dalton D. Post-secondary preparation experiences of students enrolled in a technical college. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20289633.

Council of Science Editors:

Dalton D. Post-secondary preparation experiences of students enrolled in a technical college. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289633


University of Alberta

16. Wong, Andrew Hon Cheung. An Exploratory Study of Resilience in Refugee Post-Secondary Students.

Degree: PhD, Department of Educational Psychology, 2013, University of Alberta

 Refugees are faced with a variety of challenges throughout the migration journey. One unique refugee population that has been neglected in the body of research… (more)

Subjects/Keywords: Refugees; Resilience; Post-Secondary Education; Multicultural Psychology; Post-Secondary Students; International Migration

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APA (6th Edition):

Wong, A. H. C. (2013). An Exploratory Study of Resilience in Refugee Post-Secondary Students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vm40xs971

Chicago Manual of Style (16th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Doctoral Dissertation, University of Alberta. Accessed September 22, 2019. https://era.library.ualberta.ca/files/vm40xs971.

MLA Handbook (7th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Web. 22 Sep 2019.

Vancouver:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Sep 22]. Available from: https://era.library.ualberta.ca/files/vm40xs971.

Council of Science Editors:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/vm40xs971


Penn State University

17. Spangler, Shirley Brett. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.

Degree: PhD, Workforce Education and Development, 2014, Penn State University

 This study examined the transition process for identified high school students and the effect of participation in a preparatory clinic that was created to support… (more)

Subjects/Keywords: Transition; Post=secondary Transition; School-to-Work Transition; Workforce Preparedness; Post-secondary Workforce Preparedness

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APA (6th Edition):

Spangler, S. B. (2014). Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/22391

Chicago Manual of Style (16th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/22391.

MLA Handbook (7th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Web. 22 Sep 2019.

Vancouver:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/22391.

Council of Science Editors:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/22391


University of Victoria

18. Smith, Andrea J. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.

Degree: Dept. of Curriculum and Instruction, 2012, University of Victoria

 For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these… (more)

Subjects/Keywords: post-secondary barriers; post-secondary studies; high school drop-outs; adult learners; non-traditional learners

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

APA (6th Edition):

Smith, A. J. (2012). Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3815

Chicago Manual of Style (16th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Masters Thesis, University of Victoria. Accessed September 22, 2019. http://hdl.handle.net/1828/3815.

MLA Handbook (7th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Web. 22 Sep 2019.

Vancouver:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1828/3815.

Council of Science Editors:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3815


University of Illinois – Urbana-Champaign

19. Dunick, Jason. Teaching altruism: essays examining the impact of education on volunteerism among young adults.

Degree: PhD, 0074, 2010, University of Illinois – Urbana-Champaign

 This dissertation is composed of three chapters that each examine the impact of education on the volunteerism of young adults. Below are the individual abstracts… (more)

Subjects/Keywords: volunteerism; civic engagement; secondary education; post-secondary education; public goods; externalities

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APA (6th Edition):

Dunick, J. (2010). Teaching altruism: essays examining the impact of education on volunteerism among young adults. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16900

Chicago Manual of Style (16th Edition):

Dunick, Jason. “Teaching altruism: essays examining the impact of education on volunteerism among young adults.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/16900.

MLA Handbook (7th Edition):

Dunick, Jason. “Teaching altruism: essays examining the impact of education on volunteerism among young adults.” 2010. Web. 22 Sep 2019.

Vancouver:

Dunick J. Teaching altruism: essays examining the impact of education on volunteerism among young adults. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/16900.

Council of Science Editors:

Dunick J. Teaching altruism: essays examining the impact of education on volunteerism among young adults. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16900

20. Phillips, Chanel. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.

Degree: PhD, Community Psychology, 2016, National-Louis University

  Adolescent mothers are not a homogenous group. Like non-parenting adolescents they come from various educational and socio-economic backgrounds. Adolescent mothers are generally labelled to… (more)

Subjects/Keywords: African-American adolescent mothers; adolescent mothers; pregnancy; education; post-secondary education; secondary-education; Community Psychology

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APA (6th Edition):

Phillips, C. (2016). More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/183

Chicago Manual of Style (16th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 22, 2019. http://digitalcommons.nl.edu/diss/183.

MLA Handbook (7th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Web. 22 Sep 2019.

Vancouver:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Sep 22]. Available from: http://digitalcommons.nl.edu/diss/183.

Council of Science Editors:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/183


University of Kansas

21. Heide, Elizabeth Ann. Student and Teacher Attitudes Regarding Advisory.

Degree: EdD, Educational Leadership and Policy Studies, 2017, University of Kansas

 Advisory classes in schools across the country have different meanings and purposes. This dissertation is focused on an Advisory class in an urban setting that… (more)

Subjects/Keywords: Educational leadership; Education; Secondary education; Advisory; Connectivity; Post-Secondary; Relationships; Student Achievment; Urban

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APA (6th Edition):

Heide, E. A. (2017). Student and Teacher Attitudes Regarding Advisory. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26463

Chicago Manual of Style (16th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/26463.

MLA Handbook (7th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Web. 22 Sep 2019.

Vancouver:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/26463.

Council of Science Editors:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26463


University of North Texas

22. Thomas, Jamie Allison. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.

Degree: 2019, University of North Texas

 Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices… (more)

Subjects/Keywords: Autism spectrum disorders; secondary transition; evidence-based practices; diffusion of innovation; post-secondary outcomes

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APA (6th Edition):

Thomas, J. A. (2019). Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505238/

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):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

MLA Handbook (7th Edition):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Web. 22 Sep 2019.

Vancouver:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

Council of Science Editors:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/

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

23. Lucas, Adam. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.

Degree: Education Specialist, Education, Leadership and Public Service, 2019, Northen Michigan University

  ABSTRACT THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY By Adam E.… (more)

Subjects/Keywords: Motivation; Student; Impoverished; Rural; Post-Secondary; Free and Reduced Priced Lunch; Poverty; Secondary School

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APA (6th Edition):

Lucas, A. (2019). THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/584

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):

Lucas, Adam. “THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.” 2019. Thesis, Northen Michigan University. Accessed September 22, 2019. https://commons.nmu.edu/theses/584.

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

MLA Handbook (7th Edition):

Lucas, Adam. “THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.” 2019. Web. 22 Sep 2019.

Vancouver:

Lucas A. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. [Internet] [Thesis]. Northen Michigan University; 2019. [cited 2019 Sep 22]. Available from: https://commons.nmu.edu/theses/584.

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

Council of Science Editors:

Lucas A. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. [Thesis]. Northen Michigan University; 2019. Available from: https://commons.nmu.edu/theses/584

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

24. Snyder-Mondragon, Sandra M. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.

Degree: PhD, Higher Education, 2009, U of Denver

  The intent of the study was to understand the changes that have occurred over the last 25 years in library programs as far as… (more)

Subjects/Keywords: Graduate Students; Post-Secondary; Retention; Adult and Continuing Education

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APA (6th Edition):

Snyder-Mondragon, S. M. (2009). Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/931

Chicago Manual of Style (16th Edition):

Snyder-Mondragon, Sandra M. “Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.” 2009. Doctoral Dissertation, U of Denver. Accessed September 22, 2019. https://digitalcommons.du.edu/etd/931.

MLA Handbook (7th Edition):

Snyder-Mondragon, Sandra M. “Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science.” 2009. Web. 22 Sep 2019.

Vancouver:

Snyder-Mondragon SM. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Sep 22]. Available from: https://digitalcommons.du.edu/etd/931.

Council of Science Editors:

Snyder-Mondragon SM. Effects of Institutional Factors on the Retention of Graduate Students of Color in Schools of Library and Information Science. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/931


University of Ontario Institute of Technology

25. MacIntosh, Lindsey. Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health.

Degree: 2017, University of Ontario Institute of Technology

Post-secondary students are vulnerable to depression, anxiety and stress when faced with academic pressures. Physical activity can be beneficial in alleviating mental health symptoms, therefore,… (more)

Subjects/Keywords: Post-secondary; Mental health; Physical activity; Exercise; General elective course

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APA (6th Edition):

MacIntosh, L. (2017). Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/798

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):

MacIntosh, Lindsey. “Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health.” 2017. Thesis, University of Ontario Institute of Technology. Accessed September 22, 2019. http://hdl.handle.net/10155/798.

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

MLA Handbook (7th Edition):

MacIntosh, Lindsey. “Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health.” 2017. Web. 22 Sep 2019.

Vancouver:

MacIntosh L. Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health. [Internet] [Thesis]. University of Ontario Institute of Technology; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10155/798.

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

Council of Science Editors:

MacIntosh L. Factors affecting the impact of general elective courses which include physical activity on post-secondary student mental health. [Thesis]. University of Ontario Institute of Technology; 2017. Available from: http://hdl.handle.net/10155/798

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


University of Alberta

26. Dunn, Erica I. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 Across North America, the pervasiveness of psychological issues on university campuses is becoming increasingly concerning. As such, university counselling clinics and health centres are currently… (more)

Subjects/Keywords: Post-secondary mental health; Service demands; Barriers to help-seeking

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APA (6th Edition):

Dunn, E. I. (2014). Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/n009w262s

Chicago Manual of Style (16th Edition):

Dunn, Erica I. “Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.” 2014. Doctoral Dissertation, University of Alberta. Accessed September 22, 2019. https://era.library.ualberta.ca/files/n009w262s.

MLA Handbook (7th Edition):

Dunn, Erica I. “Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.” 2014. Web. 22 Sep 2019.

Vancouver:

Dunn EI. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Sep 22]. Available from: https://era.library.ualberta.ca/files/n009w262s.

Council of Science Editors:

Dunn EI. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/n009w262s


University of Alberta

27. Beisiegel, Mary deRaeve. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.

Degree: PhD, Department of Secondary Education, 2009, University of Alberta

 Within the field of mathematics teacher education, mathematics graduate students have recently become subjects of investigation. While research in this area tends to focus on… (more)

Subjects/Keywords: teacher identity, post-secondary, mathematics, professor, graduate program, teaching assistant

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APA (6th Edition):

Beisiegel, M. d. (2009). Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6682x4049

Chicago Manual of Style (16th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Doctoral Dissertation, University of Alberta. Accessed September 22, 2019. https://era.library.ualberta.ca/files/6682x4049.

MLA Handbook (7th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Web. 22 Sep 2019.

Vancouver:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Sep 22]. Available from: https://era.library.ualberta.ca/files/6682x4049.

Council of Science Editors:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/6682x4049


University of Alberta

28. Martin, Deena. Learning to listen: the voices of post-secondary deaf and hard of hearing learners.

Degree: PhD, Department of Educational Psychology, 2009, University of Alberta

 This study examined the experiences of Canadian postsecondary learners who are d/Deaf or hard of hearing and have received services from the campus accessibility office.… (more)

Subjects/Keywords: Deaf; Higher Education; Campus accessibility; Post-secondary; Hard of Hearing

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APA (6th Edition):

Martin, D. (2009). Learning to listen: the voices of post-secondary deaf and hard of hearing learners. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655h23n

Chicago Manual of Style (16th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Doctoral Dissertation, University of Alberta. Accessed September 22, 2019. https://era.library.ualberta.ca/files/s4655h23n.

MLA Handbook (7th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Web. 22 Sep 2019.

Vancouver:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Sep 22]. Available from: https://era.library.ualberta.ca/files/s4655h23n.

Council of Science Editors:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/s4655h23n


University of Alberta

29. Hudson, Julie Beth. When aspirations aren't enough: educational aspirations and university participation among Canadian youth.

Degree: PhD, Department of Sociology, 2011, University of Alberta

 This study asks are educational aspirations enough? Specifically, this dissertation enquires whether educational aspirations have the potential to allow young people to overcome traditional class-based… (more)

Subjects/Keywords: Status Attainment Theory; Youth; Educational aspirations; Pierre Bourdieu; Post-secondary education

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APA (6th Edition):

Hudson, J. B. (2011). When aspirations aren't enough: educational aspirations and university participation among Canadian youth. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/j67314178

Chicago Manual of Style (16th Edition):

Hudson, Julie Beth. “When aspirations aren't enough: educational aspirations and university participation among Canadian youth.” 2011. Doctoral Dissertation, University of Alberta. Accessed September 22, 2019. https://era.library.ualberta.ca/files/j67314178.

MLA Handbook (7th Edition):

Hudson, Julie Beth. “When aspirations aren't enough: educational aspirations and university participation among Canadian youth.” 2011. Web. 22 Sep 2019.

Vancouver:

Hudson JB. When aspirations aren't enough: educational aspirations and university participation among Canadian youth. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2019 Sep 22]. Available from: https://era.library.ualberta.ca/files/j67314178.

Council of Science Editors:

Hudson JB. When aspirations aren't enough: educational aspirations and university participation among Canadian youth. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/j67314178


Royal Roads University

30. Maitland, Jason. The institutional policy presence : from policy to practice .

Degree: 2013, Royal Roads University

 This inquiry explored the effect of policy on faculty practice and pedagogy in e-learning in higher education. This study was framed by descriptive policy analysis… (more)

Subjects/Keywords: blended learning; e-learning; policy; polytechnic; post-secondary

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APA (6th Edition):

Maitland, J. (2013). The institutional policy presence : from policy to practice . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/658

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):

Maitland, Jason. “The institutional policy presence : from policy to practice .” 2013. Thesis, Royal Roads University. Accessed September 22, 2019. http://hdl.handle.net/10170/658.

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

MLA Handbook (7th Edition):

Maitland, Jason. “The institutional policy presence : from policy to practice .” 2013. Web. 22 Sep 2019.

Vancouver:

Maitland J. The institutional policy presence : from policy to practice . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10170/658.

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

Council of Science Editors:

Maitland J. The institutional policy presence : from policy to practice . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/658

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

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