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You searched for subject:(Professoriate). Showing records 1 – 16 of 16 total matches.

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University of Saskatchewan

1. Oshoneye, Olalekan Jacobs. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.

Degree: 2009, University of Saskatchewan

 The purpose of this study was to examine the factors influencing the decisions of Canadian faculty members to choose, and remain in, academe. In addition,… (more)

Subjects/Keywords: Faculty; Higher Education; Professoriate; Academe

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APA (6th Edition):

Oshoneye, O. J. (2009). Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-08272009-171228

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):

Oshoneye, Olalekan Jacobs. “Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.” 2009. Thesis, University of Saskatchewan. Accessed September 21, 2019. http://hdl.handle.net/10388/etd-08272009-171228.

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

MLA Handbook (7th Edition):

Oshoneye, Olalekan Jacobs. “Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe.” 2009. Web. 21 Sep 2019.

Vancouver:

Oshoneye OJ. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10388/etd-08272009-171228.

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

Council of Science Editors:

Oshoneye OJ. Becoming faculty: an exploratory study of the factors influencing the decisions of Canadian faculty to choose and remain in academe. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-08272009-171228

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


University of Alabama

2. Upchurch Butler, Terissa Lynne. Development of scales to measure perceived experience.

Degree: 2014, University of Alabama

 The purpose of this research was to develop valid and reliable scales that effectively assess counselor education, counseling, and psychology professors' perceptions of personal experience… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Counseling psychology; classism; instrument construction; professoriate

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APA (6th Edition):

Upchurch Butler, T. L. (2014). Development of scales to measure perceived experience. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120423

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):

Upchurch Butler, Terissa Lynne. “Development of scales to measure perceived experience.” 2014. Thesis, University of Alabama. Accessed September 21, 2019. http://purl.lib.ua.edu/120423.

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

MLA Handbook (7th Edition):

Upchurch Butler, Terissa Lynne. “Development of scales to measure perceived experience.” 2014. Web. 21 Sep 2019.

Vancouver:

Upchurch Butler TL. Development of scales to measure perceived experience. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Sep 21]. Available from: http://purl.lib.ua.edu/120423.

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

Council of Science Editors:

Upchurch Butler TL. Development of scales to measure perceived experience. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120423

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


Ohio University

3. Lester, James G. Exploring the Pathways to the Professoriate Taken by First Generation College Students.

Degree: PhD, Higher Education (Education), 2011, Ohio University

 Higher education in the United States has a history dating back to the founding of Harvard College in 1636, and was originally reserved for the… (more)

Subjects/Keywords: Higher Education; First Generation; Supports; Obstacles; Higher Education; Professoriate

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APA (6th Edition):

Lester, J. G. (2011). Exploring the Pathways to the Professoriate Taken by First Generation College Students. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1320689477

Chicago Manual of Style (16th Edition):

Lester, James G. “Exploring the Pathways to the Professoriate Taken by First Generation College Students.” 2011. Doctoral Dissertation, Ohio University. Accessed September 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1320689477.

MLA Handbook (7th Edition):

Lester, James G. “Exploring the Pathways to the Professoriate Taken by First Generation College Students.” 2011. Web. 21 Sep 2019.

Vancouver:

Lester JG. Exploring the Pathways to the Professoriate Taken by First Generation College Students. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1320689477.

Council of Science Editors:

Lester JG. Exploring the Pathways to the Professoriate Taken by First Generation College Students. [Doctoral Dissertation]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1320689477

4. Alkathiri, Mohammed Saleh. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.

Degree: PhD, Teaching & Learning, 2016, University of North Dakota

  This study aimed to investigate the perceptions of doctoral students relating to the factors that influence their understanding, preparation and attitude toward the professoriate.… (more)

Subjects/Keywords: doctoral education; doctoral student preparation; preparatory courses; the professoriate

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APA (6th Edition):

Alkathiri, M. S. (2016). Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1984

Chicago Manual of Style (16th Edition):

Alkathiri, Mohammed Saleh. “Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.” 2016. Doctoral Dissertation, University of North Dakota. Accessed September 21, 2019. https://commons.und.edu/theses/1984.

MLA Handbook (7th Edition):

Alkathiri, Mohammed Saleh. “Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course.” 2016. Web. 21 Sep 2019.

Vancouver:

Alkathiri MS. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Sep 21]. Available from: https://commons.und.edu/theses/1984.

Council of Science Editors:

Alkathiri MS. Preparing Doctoral Students For The Professoriate: An Ethnographic Study Of Students’ Experiences In A Formal Preparatory Course. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/1984

5. Maria das Neves Higino da Silva Hora. Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais.

Degree: 2008, Universidade Federal Rural de Pernambuco

A presente pesquisa teve como objetivo geral analisar como se expressam os saberes disciplinares e pedagógicos nas aulas de ciências naturais com professores da educação… (more)

Subjects/Keywords: Saberes docentes; Educação infantil; Ensino de ciências; ENSINO-APRENDIZAGEM; Professoriate knowledge; Infantile education; Science teaching

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APA (6th Edition):

Hora, M. d. N. H. d. S. (2008). Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais. (Thesis). Universidade Federal Rural de Pernambuco. Retrieved from http://200.17.137.108/tde_busca/arquivo.php?codArquivo=1657

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):

Hora, Maria das Neves Higino da Silva. “Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais.” 2008. Thesis, Universidade Federal Rural de Pernambuco. Accessed September 21, 2019. http://200.17.137.108/tde_busca/arquivo.php?codArquivo=1657.

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

MLA Handbook (7th Edition):

Hora, Maria das Neves Higino da Silva. “Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais.” 2008. Web. 21 Sep 2019.

Vancouver:

Hora MdNHdS. Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais. [Internet] [Thesis]. Universidade Federal Rural de Pernambuco; 2008. [cited 2019 Sep 21]. Available from: http://200.17.137.108/tde_busca/arquivo.php?codArquivo=1657.

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

Council of Science Editors:

Hora MdNHdS. Práticas docentes na educação infantil : o entrelace dos saberes disciplinares e pedagógicos nas aulas de ciências naturais. [Thesis]. Universidade Federal Rural de Pernambuco; 2008. Available from: http://200.17.137.108/tde_busca/arquivo.php?codArquivo=1657

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


Texas A&M University

6. Cherrstrom, Catherine Ann. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.

Degree: 2015, Texas A&M University

 Changing faculty characteristics in higher education include increasing numbers of new faculty with prior careers and women faculty. However, traditional adult development and career development… (more)

Subjects/Keywords: career transition; career change; midlife; expert to novice; faculty; professoriate; academy; higher education

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APA (6th Edition):

Cherrstrom, C. A. (2015). "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155070

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):

Cherrstrom, Catherine Ann. “"Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.” 2015. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/155070.

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

MLA Handbook (7th Edition):

Cherrstrom, Catherine Ann. “"Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.” 2015. Web. 21 Sep 2019.

Vancouver:

Cherrstrom CA. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/155070.

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

Council of Science Editors:

Cherrstrom CA. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155070

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

7. SILVANA TAVARES FERRAREZ. O professor diante do fracasso escolar: um estudo de caso da ideologia docente.

Degree: 2009, Universidade Metodista de São Paulo

A partir do estudo de caso de uma unidade pública de ensino, esta pesquisa almejou investigar a existência de mecanismos ideológicos presentes no discurso docente… (more)

Subjects/Keywords: fracasso escolar; ideologia docente; classe social; EDUCACAO; school failure; teaching ideology (professoriate ideology); social class

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APA (6th Edition):

FERRAREZ, S. T. (2009). O professor diante do fracasso escolar: um estudo de caso da ideologia docente. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=1990

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):

FERRAREZ, SILVANA TAVARES. “O professor diante do fracasso escolar: um estudo de caso da ideologia docente.” 2009. Thesis, Universidade Metodista de São Paulo. Accessed September 21, 2019. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=1990.

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

MLA Handbook (7th Edition):

FERRAREZ, SILVANA TAVARES. “O professor diante do fracasso escolar: um estudo de caso da ideologia docente.” 2009. Web. 21 Sep 2019.

Vancouver:

FERRAREZ ST. O professor diante do fracasso escolar: um estudo de caso da ideologia docente. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2009. [cited 2019 Sep 21]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=1990.

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

Council of Science Editors:

FERRAREZ ST. O professor diante do fracasso escolar: um estudo de caso da ideologia docente. [Thesis]. Universidade Metodista de São Paulo; 2009. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=1990

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


Loyola University Chicago

8. Ford, Lunaire D. A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty.

Degree: PhD, School of Education, 2011, Loyola University Chicago

  Over the past two decades, government agencies and the higher education community have invested greatly in preparing undergraduate McNair Program participants for doctoral study.… (more)

Subjects/Keywords: Diversifying the Professoriate; Faculty Careers; Minority participants; Ronald E. McNair Program; Higher Education Administration

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APA (6th Edition):

Ford, L. D. (2011). A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss_2yr/4

Chicago Manual of Style (16th Edition):

Ford, Lunaire D. “A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty.” 2011. Doctoral Dissertation, Loyola University Chicago. Accessed September 21, 2019. https://ecommons.luc.edu/luc_diss_2yr/4.

MLA Handbook (7th Edition):

Ford, Lunaire D. “A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty.” 2011. Web. 21 Sep 2019.

Vancouver:

Ford LD. A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2011. [cited 2019 Sep 21]. Available from: https://ecommons.luc.edu/luc_diss_2yr/4.

Council of Science Editors:

Ford LD. A Phenomenological Study Exploring the Undergraduate Mcnair Program Experience of Program Alumni Currently Serving as College Faculty. [Doctoral Dissertation]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss_2yr/4


University of KwaZulu-Natal

9. Nwone, Simeon Ambrose. Information behaviour of the professoriate in selected federal universities in South West Nigeria.

Degree: 2017, University of KwaZulu-Natal

 This study investigated the information behaviour of the professoriate in selected federal universities in South West Nigeria. The study was guided by Wilson (1996) Information… (more)

Subjects/Keywords: Information behaviour.; Information needs.; South West Nigerian universities.; Professoriate information needs Nigeria.; Electronic information resources use.; Information behaviour model (Wilson).; Unified theory of acceptance and use of technology model(Venkatesh, Morris, Davis, and Davis).; Pragmatist paradigm.

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APA (6th Edition):

Nwone, S. A. (2017). Information behaviour of the professoriate in selected federal universities in South West Nigeria. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15898

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):

Nwone, Simeon Ambrose. “Information behaviour of the professoriate in selected federal universities in South West Nigeria.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 21, 2019. http://hdl.handle.net/10413/15898.

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

MLA Handbook (7th Edition):

Nwone, Simeon Ambrose. “Information behaviour of the professoriate in selected federal universities in South West Nigeria.” 2017. Web. 21 Sep 2019.

Vancouver:

Nwone SA. Information behaviour of the professoriate in selected federal universities in South West Nigeria. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10413/15898.

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

Council of Science Editors:

Nwone SA. Information behaviour of the professoriate in selected federal universities in South West Nigeria. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15898

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


University of South Florida

10. Purcell, Jennifer M. Perceptions of senior faculty concerning doctoral student preparation for faculty roles.

Degree: 2007, University of South Florida

 Calls for reform in doctoral education are not new. However, the past decade has experienced renewed interest and discussion in preparing the future professoriate. Whereas… (more)

Subjects/Keywords: Graduate student socialization; Preparing future faculty; Doctoral education; Professoriate; Teaching; Research; Service; American Studies; Arts and Humanities

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APA (6th Edition):

Purcell, J. M. (2007). Perceptions of senior faculty concerning doctoral student preparation for faculty roles. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/2331

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):

Purcell, Jennifer M. “Perceptions of senior faculty concerning doctoral student preparation for faculty roles.” 2007. Thesis, University of South Florida. Accessed September 21, 2019. https://scholarcommons.usf.edu/etd/2331.

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

MLA Handbook (7th Edition):

Purcell, Jennifer M. “Perceptions of senior faculty concerning doctoral student preparation for faculty roles.” 2007. Web. 21 Sep 2019.

Vancouver:

Purcell JM. Perceptions of senior faculty concerning doctoral student preparation for faculty roles. [Internet] [Thesis]. University of South Florida; 2007. [cited 2019 Sep 21]. Available from: https://scholarcommons.usf.edu/etd/2331.

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

Council of Science Editors:

Purcell JM. Perceptions of senior faculty concerning doctoral student preparation for faculty roles. [Thesis]. University of South Florida; 2007. Available from: https://scholarcommons.usf.edu/etd/2331

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


University of North Texas

11. Thornton, Artist. Priorities of the Professoriate in Historically Black Private Colleges and Universities.

Degree: 2003, University of North Texas

 The intent of the study was to ascertain the importance faculty at Historically Black Private Colleges and Universities in Texas place upon academic activities of… (more)

Subjects/Keywords: African American universities and colleges  – Texas  – Faculty.; College teachers  – Texas.; Priorities; professoriate; Black; faculty

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APA (6th Edition):

Thornton, A. (2003). Priorities of the Professoriate in Historically Black Private Colleges and Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4353/

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):

Thornton, Artist. “Priorities of the Professoriate in Historically Black Private Colleges and Universities.” 2003. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc4353/.

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

MLA Handbook (7th Edition):

Thornton, Artist. “Priorities of the Professoriate in Historically Black Private Colleges and Universities.” 2003. Web. 21 Sep 2019.

Vancouver:

Thornton A. Priorities of the Professoriate in Historically Black Private Colleges and Universities. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4353/.

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

Council of Science Editors:

Thornton A. Priorities of the Professoriate in Historically Black Private Colleges and Universities. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4353/

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

12. Johnson, Sunday Price. Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate.

Degree: 2017, Texas A&M University

 A qualitative analysis of the lived experiences of four African American female professors at four-year universities is presented in this study. The purpose of the… (more)

Subjects/Keywords: African American Women; Professoriate; K-12 Administration; Success in Higher Education; History of African American Women in American Education

…African American Women’s Success and Leadership in the Professoriate ........ Mentorship for… …Disadvantages/Barriers in the Professoriate… …Advantages/Benefits in the Professoriate… …Successful Career Transitioning Prior to Professoriate… …Success in the Professoriate… 

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APA (6th Edition):

Johnson, S. P. (2017). Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158651

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):

Johnson, Sunday Price. “Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate.” 2017. Thesis, Texas A&M University. Accessed September 21, 2019. http://hdl.handle.net/1969.1/158651.

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

MLA Handbook (7th Edition):

Johnson, Sunday Price. “Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate.” 2017. Web. 21 Sep 2019.

Vancouver:

Johnson SP. Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1969.1/158651.

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

Council of Science Editors:

Johnson SP. Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/158651

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


Georgia Southern University

13. Tresey, Patricia Sims. Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

 The researchers purpose of this study was to describe and explore the experiences of educational leadership faculty in the first year of the professoriate. A… (more)

Subjects/Keywords: ETD; Educational leadership; Higher education; Phenomenology; New faculty; Professoriate; Mentoring; Stress; Collegiality; Diversity; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Tresey, P. S. (2007). Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/296

Chicago Manual of Style (16th Edition):

Tresey, Patricia Sims. “Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed September 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/296.

MLA Handbook (7th Edition):

Tresey, Patricia Sims. “Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study.” 2007. Web. 21 Sep 2019.

Vancouver:

Tresey PS. Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2019 Sep 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/296.

Council of Science Editors:

Tresey PS. Experiences of Educational Leadership Faculty in the First Year of the Professoriate: A Phenomenological Study. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/296

14. Michaud, Nicholas. Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research.

Degree: 2015, University of North Florida

 This dissertation seeks to understand the conjunction of faculty roles as teachers and as researchers. This understanding is pursued through philosophical analysis. Discourse ethics, in… (more)

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations; Academic  – UNF – Doctor of Education in Educational Leadership; Dissertations; Academic  – UNF – Education; Roles; role theory; Professoriate; teaching; SoTL; research; philosophy; philosophical anayisis; faculty roles; care ethics; Educational Leadership; Educational Sociology; Ethics and Political Philosophy; Higher Education; Higher Education and Teaching; Philosophy; Philosophy of Language; Scholarship of Teaching and Learning; Sociology; Work, Economy and Organizations

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

APA (6th Edition):

Michaud, N. (2015). Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/604

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):

Michaud, Nicholas. “Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research.” 2015. Thesis, University of North Florida. Accessed September 21, 2019. https://digitalcommons.unf.edu/etd/604.

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

MLA Handbook (7th Edition):

Michaud, Nicholas. “Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research.” 2015. Web. 21 Sep 2019.

Vancouver:

Michaud N. Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research. [Internet] [Thesis]. University of North Florida; 2015. [cited 2019 Sep 21]. Available from: https://digitalcommons.unf.edu/etd/604.

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

Council of Science Editors:

Michaud N. Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research. [Thesis]. University of North Florida; 2015. Available from: https://digitalcommons.unf.edu/etd/604

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


University of North Texas

15. Reynolds, John Harry. The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty.

Degree: 1994, University of North Texas

 Southern Baptist-Related college faculty attitudes and opinions on areas of higher education most important to the professoriate as identified by the Carnegie Foundation in its… (more)

Subjects/Keywords: southern baptist professoriate; 1989 national survey of faculty; Baptist universities and colleges  – United States  – Faculty  – Attitudes.; Universities and colleges  – United States  – Faculty  – Attitudes.; College teachers  – United States.

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

APA (6th Edition):

Reynolds, J. H. (1994). The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279234/

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):

Reynolds, John Harry. “The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty.” 1994. Thesis, University of North Texas. Accessed September 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc279234/.

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

MLA Handbook (7th Edition):

Reynolds, John Harry. “The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty.” 1994. Web. 21 Sep 2019.

Vancouver:

Reynolds JH. The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Sep 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279234/.

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

Council of Science Editors:

Reynolds JH. The Condition of the Southern Baptist Professoriate : A Comparison with the Carnegie Foundations 1989 National Survey of Faculty. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc279234/

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


University of Illinois – Urbana-Champaign

16. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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

APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 21, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 21 Sep 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402

.