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Degree: PhD

You searched for subject:(Postsecondary education). Showing records 1 – 30 of 111 total matches.

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University of Texas – Austin

1. -6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.

Degree: PhD, Special Education, 2019, University of Texas – Austin

 Increasing numbers of students with learning disabilities (LD) are entering into postsecondary education and seeking accommodations through the university’s disability service office. The academic success… (more)

Subjects/Keywords: Learning disabilities; Postsecondary education; Accommodations

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APA (6th Edition):

-6587-8581. (2019). A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1317

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6587-8581. “A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://dx.doi.org/10.26153/tsw/1317.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6587-8581. “A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities.” 2019. Web. 21 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 21]. Available from: http://dx.doi.org/10.26153/tsw/1317.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6587-8581. A case study of perspectives pertaining to academic accommodations for postsecondary students with learning disabilities. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1317

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Rice University

2. Bancroft, Amanda N. Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects.

Degree: PhD, Social Sciences, 2018, Rice University

 Wealth predicts important social phenomena, from health outcomes, to educational attainment, to property ownership. Sociologists have addressed wealth in empirical work, but the use of… (more)

Subjects/Keywords: Sociology; Education; Postsecondary; Wealth; Race

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APA (6th Edition):

Bancroft, A. N. (2018). Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105704

Chicago Manual of Style (16th Edition):

Bancroft, Amanda N. “Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects.” 2018. Doctoral Dissertation, Rice University. Accessed October 21, 2019. http://hdl.handle.net/1911/105704.

MLA Handbook (7th Edition):

Bancroft, Amanda N. “Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects.” 2018. Web. 21 Oct 2019.

Vancouver:

Bancroft AN. Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects. [Internet] [Doctoral dissertation]. Rice University; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1911/105704.

Council of Science Editors:

Bancroft AN. Wealth Strain’s Role in Generating Educational Inequality: Theory, Mechanisms, and Effects. [Doctoral Dissertation]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105704


Virginia Commonwealth University

3. Moates, Meredith M. EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER.

Degree: PhD, Education, 2019, Virginia Commonwealth University

  Even with current transition practice and service delivery requirements mandated for students with disabilities by the Individuals with Disabilities Education Act (IDEA, 2004) participation… (more)

Subjects/Keywords: ASD; postsecondary education (PSE); Education; Higher Education

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APA (6th Edition):

Moates, M. M. (2019). EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5914

Chicago Manual of Style (16th Edition):

Moates, Meredith M. “EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER.” 2019. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 21, 2019. https://scholarscompass.vcu.edu/etd/5914.

MLA Handbook (7th Edition):

Moates, Meredith M. “EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER.” 2019. Web. 21 Oct 2019.

Vancouver:

Moates MM. EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2019. [cited 2019 Oct 21]. Available from: https://scholarscompass.vcu.edu/etd/5914.

Council of Science Editors:

Moates MM. EFFECTS OF THE SELF- DETERMINED LEARNING MODEL OF INSTRUCTION ON GOAL ATTAINMENT AND SELF-DETERMINATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER. [Doctoral Dissertation]. Virginia Commonwealth University; 2019. Available from: https://scholarscompass.vcu.edu/etd/5914


University of Minnesota

4. Goff, Emily L. The decision to pursue postsecondary education for women who hold GED credentials.

Degree: PhD, Education, Work/Community/Family Education, 2011, University of Minnesota

 Although they are increasing in absolute and relative numbers among degree seekers, few adult women GED holders successfully complete 4-year degrees. In order to develop… (more)

Subjects/Keywords: GED; Postsecondary; Education, Work/Community/Family Education

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APA (6th Edition):

Goff, E. L. (2011). The decision to pursue postsecondary education for women who hold GED credentials. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/119333

Chicago Manual of Style (16th Edition):

Goff, Emily L. “The decision to pursue postsecondary education for women who hold GED credentials.” 2011. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://purl.umn.edu/119333.

MLA Handbook (7th Edition):

Goff, Emily L. “The decision to pursue postsecondary education for women who hold GED credentials.” 2011. Web. 21 Oct 2019.

Vancouver:

Goff EL. The decision to pursue postsecondary education for women who hold GED credentials. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Oct 21]. Available from: http://purl.umn.edu/119333.

Council of Science Editors:

Goff EL. The decision to pursue postsecondary education for women who hold GED credentials. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/119333


University of Arkansas

5. Hebert, Amy Marie. An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing.

Degree: PhD, 2012, University of Arkansas

  It is well documented that attrition in the postsecondary settings for students who are deaf or hard of hearing is greatly due to their… (more)

Subjects/Keywords: Education; College completion; Deaf; Hard of hearing; Postsecondary; Postsecondary attainment; Postsecondary graduation; Higher Education; Speech and Hearing Science

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APA (6th Edition):

Hebert, A. M. (2012). An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/501

Chicago Manual of Style (16th Edition):

Hebert, Amy Marie. “An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing.” 2012. Doctoral Dissertation, University of Arkansas. Accessed October 21, 2019. https://scholarworks.uark.edu/etd/501.

MLA Handbook (7th Edition):

Hebert, Amy Marie. “An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing.” 2012. Web. 21 Oct 2019.

Vancouver:

Hebert AM. An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Oct 21]. Available from: https://scholarworks.uark.edu/etd/501.

Council of Science Editors:

Hebert AM. An Exploratory Study of Characteristics Associated with Postsecondary Educational Attainment in Students who are Deaf or Hard of Hearing. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/501


Kent State University

6. Hoza, Thomas Edward. Identifying Postsecondary Success for College Students with and Without Disabilities.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2011, Kent State University

  The purpose of this qualitative study was to identify student perceptions and experiences of what was required to successfully transition and succeed in college.… (more)

Subjects/Keywords: Special Education; Postsecondary; College; Success; Disabilities

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APA (6th Edition):

Hoza, T. E. (2011). Identifying Postsecondary Success for College Students with and Without Disabilities. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084

Chicago Manual of Style (16th Edition):

Hoza, Thomas Edward. “Identifying Postsecondary Success for College Students with and Without Disabilities.” 2011. Doctoral Dissertation, Kent State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084.

MLA Handbook (7th Edition):

Hoza, Thomas Edward. “Identifying Postsecondary Success for College Students with and Without Disabilities.” 2011. Web. 21 Oct 2019.

Vancouver:

Hoza TE. Identifying Postsecondary Success for College Students with and Without Disabilities. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084.

Council of Science Editors:

Hoza TE. Identifying Postsecondary Success for College Students with and Without Disabilities. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1322511084


University of Colorado

7. Grover, Ryan. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.

Degree: PhD, Education, 2015, University of Colorado

  Functions are an integral element in mathematics. They are essential from secondary mathematics, where students first learn the definition, all the way through graduate… (more)

Subjects/Keywords: Mathematics Education; Postsecondary Education; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Grover, R. (2015). Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/80

Chicago Manual of Style (16th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Doctoral Dissertation, University of Colorado. Accessed October 21, 2019. http://scholar.colorado.edu/educ_gradetds/80.

MLA Handbook (7th Edition):

Grover, Ryan. “Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions.” 2015. Web. 21 Oct 2019.

Vancouver:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Oct 21]. Available from: http://scholar.colorado.edu/educ_gradetds/80.

Council of Science Editors:

Grover R. Student Conceptions of Functions: How Undergraduate Mathematics Students Understand and Perceive Functions. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/80


Syracuse University

8. Koehler, Jennifer Lorene. Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities.

Degree: PhD, Psychology, 2013, Syracuse University

  Given the increasing number of students with learning disabilities attending postsecondary educational institutions, it is essential to determine the factors which may play a… (more)

Subjects/Keywords: Postsecondary education; students; learning disabilities; Higher Education; Special Education and Teaching

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APA (6th Edition):

Koehler, J. L. (2013). Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/26

Chicago Manual of Style (16th Edition):

Koehler, Jennifer Lorene. “Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities.” 2013. Doctoral Dissertation, Syracuse University. Accessed October 21, 2019. https://surface.syr.edu/etd/26.

MLA Handbook (7th Edition):

Koehler, Jennifer Lorene. “Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities.” 2013. Web. 21 Oct 2019.

Vancouver:

Koehler JL. Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities. [Internet] [Doctoral dissertation]. Syracuse University; 2013. [cited 2019 Oct 21]. Available from: https://surface.syr.edu/etd/26.

Council of Science Editors:

Koehler JL. Predictors of Postsecondary Education Attendance for Youth with Learning Disabilities. [Doctoral Dissertation]. Syracuse University; 2013. Available from: https://surface.syr.edu/etd/26


The Ohio State University

9. Simmons-Reed, Evette A. The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities.

Degree: PhD, EDU Physical Activity and Educational Services, 2013, The Ohio State University

 Research indicates that the acquisition of skills related to self-determination improve the postsecondary outcome and overall quality of life of youth with or without disabilities,… (more)

Subjects/Keywords: Special Education; Rehabilitation; Self-determination; Special Education; Intellectual Disabilities; Postsecondary

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APA (6th Edition):

Simmons-Reed, E. A. (2013). The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618

Chicago Manual of Style (16th Edition):

Simmons-Reed, Evette A. “The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities.” 2013. Doctoral Dissertation, The Ohio State University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

MLA Handbook (7th Edition):

Simmons-Reed, Evette A. “The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities.” 2013. Web. 21 Oct 2019.

Vancouver:

Simmons-Reed EA. The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

Council of Science Editors:

Simmons-Reed EA. The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618


University of Washington

10. Denice, Patrick Anthony. The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education.

Degree: PhD, 2016, University of Washington

Postsecondary education in the United States has undergone profound changes in recent decades. Reflecting the strong and growing labor market premiums for college degrees, college… (more)

Subjects/Keywords: Nontraditional students; Postsecondary education; Race/ethnicity; Stratification; Sociology; Higher education; sociology

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APA (6th Edition):

Denice, P. A. (2016). The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36837

Chicago Manual of Style (16th Edition):

Denice, Patrick Anthony. “The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education.” 2016. Doctoral Dissertation, University of Washington. Accessed October 21, 2019. http://hdl.handle.net/1773/36837.

MLA Handbook (7th Edition):

Denice, Patrick Anthony. “The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education.” 2016. Web. 21 Oct 2019.

Vancouver:

Denice PA. The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1773/36837.

Council of Science Editors:

Denice PA. The Long and Winding Road: Heterogeneity in the Form and Timing of Postsecondary Education. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36837


Utah State University

11. Sheen, Jeff C. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.

Degree: PhD, Special Education and Rehabilitation, 2017, Utah State University

  There are a greater number of inclusive postsecondary education (PSE) programs for students with intellectual disabilities (ID) in the U.S. than ever before. Consequently,… (more)

Subjects/Keywords: parent perspectives; preparing students; intellectual disabilities; inclusive; postsecondary education; Education

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APA (6th Edition):

Sheen, J. C. (2017). Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5875

Chicago Manual of Style (16th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Doctoral Dissertation, Utah State University. Accessed October 21, 2019. https://digitalcommons.usu.edu/etd/5875.

MLA Handbook (7th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Web. 21 Oct 2019.

Vancouver:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2019 Oct 21]. Available from: https://digitalcommons.usu.edu/etd/5875.

Council of Science Editors:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5875

12. George, Sibrenna. A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina.

Degree: PhD, Social Work, 2018, Clark University Atlanta

  This study examines the relationship between school support, family support, community support, teen parenting programs and postsecondary education among teen mothers in North Carolina.… (more)

Subjects/Keywords: Pregnancy; African Americans; Postsecondary Education; Secondary Education; Social Statistics; Social Work

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APA (6th Edition):

George, S. (2018). A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina. (Doctoral Dissertation). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/126

Chicago Manual of Style (16th Edition):

George, Sibrenna. “A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina.” 2018. Doctoral Dissertation, Clark University Atlanta. Accessed October 21, 2019. http://digitalcommons.auctr.edu/cauetds/126.

MLA Handbook (7th Edition):

George, Sibrenna. “A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina.” 2018. Web. 21 Oct 2019.

Vancouver:

George S. A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina. [Internet] [Doctoral dissertation]. Clark University Atlanta; 2018. [cited 2019 Oct 21]. Available from: http://digitalcommons.auctr.edu/cauetds/126.

Council of Science Editors:

George S. A Study of the Relationship between School Support, Family Support, Community Support, and Postsecondary Education among Former Teen Mothers in North Carolina. [Doctoral Dissertation]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/126


Louisiana State University

13. Purnell, Thelma Carol. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.

Degree: PhD, Education, 2016, Louisiana State University

 In the United States,the American College Test (ACT)is a standardized test that is used primarily as an indicator of college readiness and as a gauge… (more)

Subjects/Keywords: Economically Disadvantaged; Postsecondary Education Decisions; Students' Perceptions; ACT Mandate

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APA (6th Edition):

Purnell, T. C. (2016). An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444

Chicago Manual of Style (16th Edition):

Purnell, Thelma Carol. “An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed October 21, 2019. etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444.

MLA Handbook (7th Edition):

Purnell, Thelma Carol. “An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions.” 2016. Web. 21 Oct 2019.

Vancouver:

Purnell TC. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Oct 21]. Available from: etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444.

Council of Science Editors:

Purnell TC. An Examination of Students' Perceptions of the Louisiana ACT Mandate on their Postsecondary Education Decisions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-04062016-145438 ; https://digitalcommons.lsu.edu/gradschool_dissertations/444


University of Alberta

14. Plews, John Lee. Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada.

Degree: PhD, Department of Secondary Education, 2010, University of Alberta

 In this dissertation, I use a hermeneutic framework drawing on critical and postcolonial theory and interpretive inquiry (narrative analysis) to explore the postsecondary curriculum for… (more)

Subjects/Keywords: second language education; postsecondary German; student experience; curriculum; narrative analysis

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APA (6th Edition):

Plews, J. L. (2010). Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sn009x79d

Chicago Manual of Style (16th Edition):

Plews, John Lee. “Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada.” 2010. Doctoral Dissertation, University of Alberta. Accessed October 21, 2019. https://era.library.ualberta.ca/files/sn009x79d.

MLA Handbook (7th Edition):

Plews, John Lee. “Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada.” 2010. Web. 21 Oct 2019.

Vancouver:

Plews JL. Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2019 Oct 21]. Available from: https://era.library.ualberta.ca/files/sn009x79d.

Council of Science Editors:

Plews JL. Curriculum and the foreign language student: interpretive approaches to understanding the postsecondary study of German in Canada. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/sn009x79d


Ohio University

15. Maskiell, Jennifer L. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.

Degree: PhD, Higher Education (Education), 2009, Ohio University

  This study a) described the financial composite of urban and rural institutions, b) described how low income, dependent, undergraduate students finance their postsecondary education(more)

Subjects/Keywords: Higher Education; Access; Affordaibility; Postsecondary Financing; Low Income Students; Institution Location

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APA (6th Edition):

Maskiell, J. L. (2009). Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613

Chicago Manual of Style (16th Edition):

Maskiell, Jennifer L. “Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.” 2009. Doctoral Dissertation, Ohio University. Accessed October 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.

MLA Handbook (7th Edition):

Maskiell, Jennifer L. “Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education.” 2009. Web. 21 Oct 2019.

Vancouver:

Maskiell JL. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. [Internet] [Doctoral dissertation]. Ohio University; 2009. [cited 2019 Oct 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613.

Council of Science Editors:

Maskiell JL. Institution Location and Low Income Student Financing of Undergraduate Postsecondary Education. [Doctoral Dissertation]. Ohio University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1241756613


Penn State University

16. Park, Youn Jung. Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences.

Degree: PhD, Special Education, 2013, Penn State University

 While there have been steady increases in postsecondary education attendance by students with learning disabilities (LD), limited research has examined secondary schooling factors that may… (more)

Subjects/Keywords: secondary schooling experiences; postsecondary education; aspirations; enrollment; alignment; learning disabilities

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APA (6th Edition):

Park, Y. J. (2013). Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19747

Chicago Manual of Style (16th Edition):

Park, Youn Jung. “Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences.” 2013. Doctoral Dissertation, Penn State University. Accessed October 21, 2019. https://etda.libraries.psu.edu/catalog/19747.

MLA Handbook (7th Edition):

Park, Youn Jung. “Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences.” 2013. Web. 21 Oct 2019.

Vancouver:

Park YJ. Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Oct 21]. Available from: https://etda.libraries.psu.edu/catalog/19747.

Council of Science Editors:

Park YJ. Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19747


Louisiana State University

17. Hunter, Dana R. A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system.

Degree: PhD, Social Work, 2013, Louisiana State University

 The purpose of this explanatory-descriptive study was to investigate the demographic, systematic risk, and systematic promotive factors that best predicted higher educational attainment among foster… (more)

Subjects/Keywords: postsecondary education; age out; educational attainment; foster care youths

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APA (6th Edition):

Hunter, D. R. (2013). A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10222013-221810 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2327

Chicago Manual of Style (16th Edition):

Hunter, Dana R. “A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system.” 2013. Doctoral Dissertation, Louisiana State University. Accessed October 21, 2019. etd-10222013-221810 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2327.

MLA Handbook (7th Edition):

Hunter, Dana R. “A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system.” 2013. Web. 21 Oct 2019.

Vancouver:

Hunter DR. A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Oct 21]. Available from: etd-10222013-221810 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2327.

Council of Science Editors:

Hunter DR. A preliminary investigation of the demographic, systematic risk, and systematic promotive factors that influence higher educational attainment among foster care youths and young adults who age out of the foster care system. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-10222013-221810 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2327


Georgia Tech

18. Boyd, Jonathan R. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.

Degree: PhD, Public Policy, 2017, Georgia Tech

 Every year, the federal government distributes $11 billion in education benefits to nearly one million veterans (GAO, 2013). Despite the substantial price tag and reach… (more)

Subjects/Keywords: Veterans; College; Postsecondary education; Graduation; College completion; Retention; Grades

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APA (6th Edition):

Boyd, J. R. (2017). Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/59265

Chicago Manual of Style (16th Edition):

Boyd, Jonathan R. “Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.” 2017. Doctoral Dissertation, Georgia Tech. Accessed October 21, 2019. http://hdl.handle.net/1853/59265.

MLA Handbook (7th Edition):

Boyd, Jonathan R. “Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.” 2017. Web. 21 Oct 2019.

Vancouver:

Boyd JR. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. [Internet] [Doctoral dissertation]. Georgia Tech; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1853/59265.

Council of Science Editors:

Boyd JR. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. [Doctoral Dissertation]. Georgia Tech; 2017. Available from: http://hdl.handle.net/1853/59265

19. Weed, Valerie. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.

Degree: PhD, Psychology and Philosophy, 2013, Texas Woman's University

 The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for… (more)

Subjects/Keywords: Psychology; Education; ADHD; Disability support; Postsecondary students; Transition services

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APA (6th Edition):

Weed, V. (2013). A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11085

Chicago Manual of Style (16th Edition):

Weed, Valerie. “A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.” 2013. Doctoral Dissertation, Texas Woman's University. Accessed October 21, 2019. http://hdl.handle.net/11274/11085.

MLA Handbook (7th Edition):

Weed, Valerie. “A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.” 2013. Web. 21 Oct 2019.

Vancouver:

Weed V. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. [Internet] [Doctoral dissertation]. Texas Woman's University; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11274/11085.

Council of Science Editors:

Weed V. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. [Doctoral Dissertation]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/11085


Loyola University Chicago

20. Davis, Elisabeth. The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis.

Degree: PhD, Cell Biology, Neurobiology and Anatomy, 2012, Loyola University Chicago

  Using a social capital framework, the current study examined the effect of curriculum and cohort size in addition to parental and teacher social capital… (more)

Subjects/Keywords: Postsecondary Attainment; Public Schools; School Effects; Social Capital; Education

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APA (6th Edition):

Davis, E. (2012). The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/342

Chicago Manual of Style (16th Edition):

Davis, Elisabeth. “The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis.” 2012. Doctoral Dissertation, Loyola University Chicago. Accessed October 21, 2019. https://ecommons.luc.edu/luc_diss/342.

MLA Handbook (7th Edition):

Davis, Elisabeth. “The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis.” 2012. Web. 21 Oct 2019.

Vancouver:

Davis E. The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2012. [cited 2019 Oct 21]. Available from: https://ecommons.luc.edu/luc_diss/342.

Council of Science Editors:

Davis E. The Effects of Curriculum and Social Capital on Post-Secondary Educational Attainment Among Public High School Students: A Multi-Level Analysis. [Doctoral Dissertation]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/342


University of Minnesota

21. Ganuza Hoaglund, Zoila M. A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 The purpose of this study was to explore similarities and differences among low-income and first-generation (LIFG) students' perceptions of influential academic, psychosocial, and contextual factors… (more)

Subjects/Keywords: Educational attainment; Postsecondary education; Resiliency; Socioeconomic status; Student persistence; TRiO

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APA (6th Edition):

Ganuza Hoaglund, Z. M. (2014). A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162961

Chicago Manual of Style (16th Edition):

Ganuza Hoaglund, Zoila M. “A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success.” 2014. Doctoral Dissertation, University of Minnesota. Accessed October 21, 2019. http://hdl.handle.net/11299/162961.

MLA Handbook (7th Edition):

Ganuza Hoaglund, Zoila M. “A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success.” 2014. Web. 21 Oct 2019.

Vancouver:

Ganuza Hoaglund ZM. A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/11299/162961.

Council of Science Editors:

Ganuza Hoaglund ZM. A continuum of persistence: low-income and first-generation college students' Perceptions of critical factors for postsecondary success. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162961


Rice University

22. Lowrie, Ian P. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.

Degree: PhD, Anthropology, 2018, Rice University

 This dissertation focuses on elite efforts to restructure work and education in the Moscow information technology sector. Russia has long had a strong national program… (more)

Subjects/Keywords: Science and Technology Studies; Postsecondary Education; Data science; Russia; Algorithms

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APA (6th Edition):

Lowrie, I. P. (2018). Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105564

Chicago Manual of Style (16th Edition):

Lowrie, Ian P. “Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.” 2018. Doctoral Dissertation, Rice University. Accessed October 21, 2019. http://hdl.handle.net/1911/105564.

MLA Handbook (7th Edition):

Lowrie, Ian P. “Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.” 2018. Web. 21 Oct 2019.

Vancouver:

Lowrie IP. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. [Internet] [Doctoral dissertation]. Rice University; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1911/105564.

Council of Science Editors:

Lowrie IP. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. [Doctoral Dissertation]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105564


University of Texas – Austin

23. Rackley, Kadie Renee. Examining the role of impostor phenomenon in the college experience.

Degree: PhD, Educational Psychology, 2018, University of Texas – Austin

 Impostorism is a phenomenon where competent individuals feel phony at school or work and fear being discovered as a fake. Impostor syndrome has recently become… (more)

Subjects/Keywords: Impostor phenomenon; Causal attributions; Gender stigma consciousness; Postsecondary education; Gender differences

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APA (6th Edition):

Rackley, K. R. (2018). Examining the role of impostor phenomenon in the college experience. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68447

Chicago Manual of Style (16th Edition):

Rackley, Kadie Renee. “Examining the role of impostor phenomenon in the college experience.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://hdl.handle.net/2152/68447.

MLA Handbook (7th Edition):

Rackley, Kadie Renee. “Examining the role of impostor phenomenon in the college experience.” 2018. Web. 21 Oct 2019.

Vancouver:

Rackley KR. Examining the role of impostor phenomenon in the college experience. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2152/68447.

Council of Science Editors:

Rackley KR. Examining the role of impostor phenomenon in the college experience. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68447


University of Texas – Austin

24. -6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).

Degree: PhD, Special Education, 2015, University of Texas – Austin

 This study examined the relationships among consumer demographic and vocational rehabilitation case service predictor variables and employment/postsecondary educational outcome variables for transition age consumers with… (more)

Subjects/Keywords: Vocational rehabilitation; Transition; Attention-Deficit/Hyperactivity Disorder; Employment; Postsecondary education

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APA (6th Edition):

-6998-2872. (2015). Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31694

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6998-2872. “Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://hdl.handle.net/2152/31694.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6998-2872. “Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).” 2015. Web. 21 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2152/31694.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31694

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Rice University

25. Lowrie, Ian P. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.

Degree: PhD, Social Sciences, 2018, Rice University

 This dissertation focuses on elite efforts to restructure work and education in the Moscow information technology sector. Russia has long had a strong national program… (more)

Subjects/Keywords: Science and Technology Studies; Postsecondary Education; Data science; Russia; Algorithms

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

APA (6th Edition):

Lowrie, I. P. (2018). Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105563

Chicago Manual of Style (16th Edition):

Lowrie, Ian P. “Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.” 2018. Doctoral Dissertation, Rice University. Accessed October 21, 2019. http://hdl.handle.net/1911/105563.

MLA Handbook (7th Edition):

Lowrie, Ian P. “Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences.” 2018. Web. 21 Oct 2019.

Vancouver:

Lowrie IP. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. [Internet] [Doctoral dissertation]. Rice University; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1911/105563.

Council of Science Editors:

Lowrie IP. Learning Machines: Pedagogy, Academic-Industrial Collaboration, and Knowledge Work in the Russian Data Sciences. [Doctoral Dissertation]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105563


University of Arkansas

26. Rhinesmith, Evan Thomas. An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions.

Degree: PhD, 2017, University of Arkansas

  This dissertation is an evaluation of the impacts of assignment to and enrollment in postsecondary remedial coursework in the state of Arkansas. In this… (more)

Subjects/Keywords: Developmental Education; Higher Education; Postsecondary; Remediation; Educational Assessment, Evaluation, and Research; Education Policy

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APA (6th Edition):

Rhinesmith, E. T. (2017). An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1967

Chicago Manual of Style (16th Edition):

Rhinesmith, Evan Thomas. “An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions.” 2017. Doctoral Dissertation, University of Arkansas. Accessed October 21, 2019. https://scholarworks.uark.edu/etd/1967.

MLA Handbook (7th Edition):

Rhinesmith, Evan Thomas. “An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions.” 2017. Web. 21 Oct 2019.

Vancouver:

Rhinesmith ET. An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Oct 21]. Available from: https://scholarworks.uark.edu/etd/1967.

Council of Science Editors:

Rhinesmith ET. An Evaluation of Arkansas’ Developmental Coursework Policy at Postsecondary Institutions. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1967

27. Arakelian, Caroline. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.

Degree: PhD, 2017, University of New Hampshire

Postsecondary employment and education enrollment rates for students with disabilities are substantially lower than rates for students without disabilities, despite recently amended legislation requiring… (more)

Subjects/Keywords: disability; employment; postsecondary; special; transition; vocational; Vocational education; Education policy; Special education

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APA (6th Edition):

Arakelian, C. (2017). UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/142

Chicago Manual of Style (16th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed October 21, 2019. https://scholars.unh.edu/dissertation/142.

MLA Handbook (7th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Web. 21 Oct 2019.

Vancouver:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2019 Oct 21]. Available from: https://scholars.unh.edu/dissertation/142.

Council of Science Editors:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/142

28. James-Mitchell, Janice. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.

Degree: PhD, Educ Foundations & Leadership, 2015, Old Dominion University

  According to The National Center on Secondary Education and Transition (2004), young adults with disabilities continue to face significant difficulties in securing jobs, accessing… (more)

Subjects/Keywords: Transition planning; Postsecondary outcomes; Disability and Equity in Education; Special Education and Teaching; Urban Education

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APA (6th Edition):

James-Mitchell, J. (2015). The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132

Chicago Manual of Style (16th Edition):

James-Mitchell, Janice. “The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.” 2015. Doctoral Dissertation, Old Dominion University. Accessed October 21, 2019. 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132.

MLA Handbook (7th Edition):

James-Mitchell, Janice. “The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.” 2015. Web. 21 Oct 2019.

Vancouver:

James-Mitchell J. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Oct 21]. Available from: 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132.

Council of Science Editors:

James-Mitchell J. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132


University of Texas – Austin

29. -8412-6222. Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns.

Degree: PhD, Sociology, 2019, University of Texas – Austin

 Voter turnout in the United States is lower than most other advanced democracies and is largely driven by educational attainment. Thus, those who have had… (more)

Subjects/Keywords: Education; Voting; Course-taking; Postsecondary education; Secondary education; Civic participation; Discipline; School empowerment

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APA (6th Edition):

-8412-6222. (2019). Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2135

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8412-6222. “Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 21, 2019. http://dx.doi.org/10.26153/tsw/2135.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8412-6222. “Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns.” 2019. Web. 21 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8412-6222. Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 21]. Available from: http://dx.doi.org/10.26153/tsw/2135.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8412-6222. Sustaining a nonrepresentative democracy : how education shapes long-term voting patterns. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2135

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Georgia

30. Trivette, Michael Jeffrey. Students in the shadows: the role of social capital in creating college access for undocumented students.

Degree: PhD, Higher Education, 2015, University of Georgia

 This study uses qualitative methods to analyze a non-profit organization that seeks to help undocumented students successfully transition into postsecondary education. Located in Atlanta, Georgia,… (more)

Subjects/Keywords: Undocumented students; college access; social capital; college choice; higher education; postsecondary education

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APA (6th Edition):

Trivette, M. J. (2015). Students in the shadows: the role of social capital in creating college access for undocumented students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/trivette_michael_j_201505_phd

Chicago Manual of Style (16th Edition):

Trivette, Michael Jeffrey. “Students in the shadows: the role of social capital in creating college access for undocumented students.” 2015. Doctoral Dissertation, University of Georgia. Accessed October 21, 2019. http://purl.galileo.usg.edu/uga_etd/trivette_michael_j_201505_phd.

MLA Handbook (7th Edition):

Trivette, Michael Jeffrey. “Students in the shadows: the role of social capital in creating college access for undocumented students.” 2015. Web. 21 Oct 2019.

Vancouver:

Trivette MJ. Students in the shadows: the role of social capital in creating college access for undocumented students. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Oct 21]. Available from: http://purl.galileo.usg.edu/uga_etd/trivette_michael_j_201505_phd.

Council of Science Editors:

Trivette MJ. Students in the shadows: the role of social capital in creating college access for undocumented students. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/trivette_michael_j_201505_phd

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