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You searched for subject:(Racism in education 60). Showing records 1 – 30 of 238408 total matches.

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Marshall University

1. Ferguson, Gregg Suzanne. The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students.

Degree: 2019, Marshall University

 It is obvious that there is a variety of perspectives that the educational environment needs to sensitively reflect to serve a diverse society equitably. In… (more)

Subjects/Keywords: Black Educators; Critical Race Theory; Cultural Geography; Racism; Symbolic Capital/Resistance/Violence; White Supremacy; <; p>; Social justice.<; /p>; <; p>; Racism in education.<; /p>; <; p>; Educational equalization.<; /p>; <; p>; African American educators.<; /p>;

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

APA (6th Edition):

Ferguson, G. S. (2019). The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1225

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):

Ferguson, Gregg Suzanne. “The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students.” 2019. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1225.

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

MLA Handbook (7th Edition):

Ferguson, Gregg Suzanne. “The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students.” 2019. Web. 20 Nov 2019.

Vancouver:

Ferguson GS. The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students. [Internet] [Thesis]. Marshall University; 2019. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1225.

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

Council of Science Editors:

Ferguson GS. The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students. [Thesis]. Marshall University; 2019. Available from: https://mds.marshall.edu/etd/1225

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


University of Missouri – Columbia

2. Hawkman, Andrea M. Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education.

Degree: 2017, University of Missouri – Columbia

 This dissertation sought to uncover the racial knowledge, racial standpoint, and racial pedagogical decision making of secondary social studies teacher education students. Grounded in critical… (more)

Subjects/Keywords: Social sciences  – Study and teaching; Anti-racism; Racism in education

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APA (6th Edition):

Hawkman, A. M. (2017). Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61930

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):

Hawkman, Andrea M. “Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education.” 2017. Thesis, University of Missouri – Columbia. Accessed November 20, 2019. http://hdl.handle.net/10355/61930.

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

MLA Handbook (7th Edition):

Hawkman, Andrea M. “Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education.” 2017. Web. 20 Nov 2019.

Vancouver:

Hawkman AM. Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10355/61930.

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

Council of Science Editors:

Hawkman AM. Swimming through whiteness: exploring non-racism and antiracism in social studies teacher education. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61930

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


Brock University

3. Danielidou, Liana. Predictors of prejudice perceptions and the role of group identification in international students .

Degree: Department of Psychology, 2009, Brock University

 The purpose of the present study was first to determine what influences international students' perceptions of prejudice, and secondly to examine how perceptions of prejudice… (more)

Subjects/Keywords: Racism in higher education.; Students, Foreign.

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APA (6th Edition):

Danielidou, L. (2009). Predictors of prejudice perceptions and the role of group identification in international students . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2869

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):

Danielidou, Liana. “Predictors of prejudice perceptions and the role of group identification in international students .” 2009. Thesis, Brock University. Accessed November 20, 2019. http://hdl.handle.net/10464/2869.

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

MLA Handbook (7th Edition):

Danielidou, Liana. “Predictors of prejudice perceptions and the role of group identification in international students .” 2009. Web. 20 Nov 2019.

Vancouver:

Danielidou L. Predictors of prejudice perceptions and the role of group identification in international students . [Internet] [Thesis]. Brock University; 2009. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10464/2869.

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

Council of Science Editors:

Danielidou L. Predictors of prejudice perceptions and the role of group identification in international students . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2869

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


University of North Carolina – Greensboro

4. Voigt, Julie. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.

Degree: 2017, University of North Carolina – Greensboro

 The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and… (more)

Subjects/Keywords: Privilege (Social psychology); Discrimination in education; Racism in education; Critical pedagogy

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

APA (6th Edition):

Voigt, J. (2017). Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623

Chicago Manual of Style (16th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed November 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

MLA Handbook (7th Edition):

Voigt, Julie. “Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression.” 2017. Web. 20 Nov 2019.

Vancouver:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Nov 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623.

Council of Science Editors:

Voigt J. Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22623


Stellenbosch University

5. Kamanga, Elina. Lived experiences of hidden racism of students of colour at an historically White University.

Degree: MA, Psychology, 2019, Stellenbosch University

ENGLISH ABSTRACT: Hidden racism denotes the racialised interactions performed by White people towards people of colour (POC). It defines an unconsciously natural stance most White… (more)

Subjects/Keywords: Psychoanalysis and racism; Racial  – Microaggressions; Historically White Institutions; Critical Race Theory; Racism  – Coping skills; Racism in higher education; UCTD

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

APA (6th Edition):

Kamanga, E. (2019). Lived experiences of hidden racism of students of colour at an historically White University. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106152

Chicago Manual of Style (16th Edition):

Kamanga, Elina. “Lived experiences of hidden racism of students of colour at an historically White University.” 2019. Masters Thesis, Stellenbosch University. Accessed November 20, 2019. http://hdl.handle.net/10019.1/106152.

MLA Handbook (7th Edition):

Kamanga, Elina. “Lived experiences of hidden racism of students of colour at an historically White University.” 2019. Web. 20 Nov 2019.

Vancouver:

Kamanga E. Lived experiences of hidden racism of students of colour at an historically White University. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10019.1/106152.

Council of Science Editors:

Kamanga E. Lived experiences of hidden racism of students of colour at an historically White University. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/106152


Cleveland State University

6. Ivey, Charlotte D. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.

Degree: PhD, College of Education and Human Services, 2007, Cleveland State University

 This case study examines the problem of disproportionality in special education in an urban school district in Northeast Ohio. Disproportionality occurs when the risk for… (more)

Subjects/Keywords: disproportionality; special education; disproportionate representation; minority issues in special education; racism in special education

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

APA (6th Edition):

Ivey, C. D. (2007). A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019

Chicago Manual of Style (16th Edition):

Ivey, Charlotte D. “A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.” 2007. Doctoral Dissertation, Cleveland State University. Accessed November 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019.

MLA Handbook (7th Edition):

Ivey, Charlotte D. “A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District.” 2007. Web. 20 Nov 2019.

Vancouver:

Ivey CD. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. [Internet] [Doctoral dissertation]. Cleveland State University; 2007. [cited 2019 Nov 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019.

Council of Science Editors:

Ivey CD. A Case Study of Disproportionality in Special Education: Inquiry in an Urban School District. [Doctoral Dissertation]. Cleveland State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1199826019


Florida Atlantic University

7. King, Tameka L. Resegregation: the impact on education.

Degree: 2014, Florida Atlantic University

Summary: This qualitative study examined the impact and implications of resegregation on students of color by capturing and analyzing the lived experiences of school principals… (more)

Subjects/Keywords: Children of minorities  – Education.; Segregation in education  – Government policy.; Racism in education.

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

APA (6th Edition):

King, T. L. (2014). Resegregation: the impact on education. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004129

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

Chicago Manual of Style (16th Edition):

King, Tameka L. “Resegregation: the impact on education.” 2014. Thesis, Florida Atlantic University. Accessed November 20, 2019. http://purl.flvc.org/fau/fd/FA00004129.

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

MLA Handbook (7th Edition):

King, Tameka L. “Resegregation: the impact on education.” 2014. Web. 20 Nov 2019.

Vancouver:

King TL. Resegregation: the impact on education. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2019 Nov 20]. Available from: http://purl.flvc.org/fau/fd/FA00004129.

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

Council of Science Editors:

King TL. Resegregation: the impact on education. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004129

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


Marshall University

8. Fooce, Stacy B. Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis.

Degree: 2018, Marshall University

 Students of color and those with disabilities have been disproportionally identified, placed, and disciplined in education. As a result, IDEA 2004 requires states to have… (more)

Subjects/Keywords: Disproportionality; Disproportionate Representation; Significant Disproportionality; <; p>; School psychology.<; /p>; <; p>; Educational equalization  – United States.<; /p>; <; p>; Discrimination in education  – United States.<; /p>;

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

APA (6th Edition):

Fooce, S. B. (2018). Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1181

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):

Fooce, Stacy B. “Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis.” 2018. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1181.

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

MLA Handbook (7th Edition):

Fooce, Stacy B. “Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis.” 2018. Web. 20 Nov 2019.

Vancouver:

Fooce SB. Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1181.

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

Council of Science Editors:

Fooce SB. Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1181

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


Marshall University

9. Redding, Robert, Jr. Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony.

Degree: 2015, Marshall University

 When a former black editor says he was told that blacks do not care about news by his white boss and a black deejay is… (more)

Subjects/Keywords: Black; Black Voices; Clear Channel; iHeart Media; media; Racism; <; p>; Mass media.<; /p>; <; p>; African Americans - Social conditions.<; /p>;

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APA (6th Edition):

Redding, Robert, J. (2015). Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/956

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):

Redding, Robert, Jr. “Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony.” 2015. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/956.

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

MLA Handbook (7th Edition):

Redding, Robert, Jr. “Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony.” 2015. Web. 20 Nov 2019.

Vancouver:

Redding, Robert J. Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony. [Internet] [Thesis]. Marshall University; 2015. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/956.

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

Council of Science Editors:

Redding, Robert J. Black Voices, White Power: Members of the Black Press make Meaning of Media Hegemony. [Thesis]. Marshall University; 2015. Available from: http://mds.marshall.edu/etd/956

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


University of North Carolina – Greensboro

10. Royster, Albert L. Jr. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, University of North Carolina – Greensboro

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans – Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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APA (6th Edition):

Royster, A. L. J. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

Chicago Manual of Style (16th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed November 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

MLA Handbook (7th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 20 Nov 2019.

Vancouver:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Nov 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

Council of Science Editors:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959


University of Johannesburg

11. Marais, Ingrid E. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.

Degree: 2010, University of Johannesburg

M.A.

In the fourteen years since democracy, there have been many legislative changes in South Africa, especially in the educational sector. Although policies have changed… (more)

Subjects/Keywords: Educational anthropology; Educational change; Multicultural education; Racism in education; Education and state; Elementary schools

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APA (6th Edition):

Marais, I. E. (2010). Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3235

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):

Marais, Ingrid E. “Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.” 2010. Thesis, University of Johannesburg. Accessed November 20, 2019. http://hdl.handle.net/10210/3235.

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

MLA Handbook (7th Edition):

Marais, Ingrid E. “Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools.” 2010. Web. 20 Nov 2019.

Vancouver:

Marais IE. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10210/3235.

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

Council of Science Editors:

Marais IE. Inevitable change: an ethnographic analysis of transformation in formerly Afrikaans primary schools. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3235

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


Marshall University

12. Cook, Colleen. Fluency Interventions and the Impact on Comprehension.

Degree: 2016, Marshall University

 Reading fluency is understood to be the rate and accuracy of that which is being read and comprehension is the understanding of what has been… (more)

Subjects/Keywords: fluency; comprehension; specific learning disability; <; p>; Reading comprehension.<; /p>; <; p>; Learning disabilities.<; /p>; <; p>; Special education.<; /p>;

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

APA (6th Edition):

Cook, C. (2016). Fluency Interventions and the Impact on Comprehension. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/981

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

Chicago Manual of Style (16th Edition):

Cook, Colleen. “Fluency Interventions and the Impact on Comprehension.” 2016. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/981.

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

MLA Handbook (7th Edition):

Cook, Colleen. “Fluency Interventions and the Impact on Comprehension.” 2016. Web. 20 Nov 2019.

Vancouver:

Cook C. Fluency Interventions and the Impact on Comprehension. [Internet] [Thesis]. Marshall University; 2016. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/981.

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

Council of Science Editors:

Cook C. Fluency Interventions and the Impact on Comprehension. [Thesis]. Marshall University; 2016. Available from: http://mds.marshall.edu/etd/981

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


Marshall University

13. Farrish, Melissa Martin. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.

Degree: 2018, Marshall University

 The purpose of this mixed methods study was to examine the differences, if any, in the perceived importance and the level of integration of high-impact… (more)

Subjects/Keywords: High-Impact Practices; Online Learning; Teaching Strategies; <; p>; Internet in higher education.<; /p>; <; p>; Education, Higher  – Computer-assisted instruction.<; /p>; <; p>; Effective teaching.<; /p>;

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

APA (6th Edition):

Farrish, M. M. (2018). Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1177

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):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1177.

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

MLA Handbook (7th Edition):

Farrish, Melissa Martin. “Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning.” 2018. Web. 20 Nov 2019.

Vancouver:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1177.

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

Council of Science Editors:

Farrish MM. Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1177

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

14. Peterson, Melissa Lane. Connectivity and collaboration : the use of blogs in first-year composition.

Degree: MA, 2012, University of Alabama – Birmingham

In this thesis, I discuss the nature of digital communication at a very broad level, examine the evolution and definition of �blogs,� and consider ways… (more)

Subjects/Keywords: English language – Rhetoric – Web-based instruction<; br>; English language – Rhetoric – Study and teaching (Higher)<; br>; English language – Rhetoric – Blogs<; br>; Blogs<; br>; Group work in education<; br>; Peer teaching<; br>; Internet in education

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APA (6th Edition):

Peterson, M. L. (2012). Connectivity and collaboration : the use of blogs in first-year composition. (Masters Thesis). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,1291

Chicago Manual of Style (16th Edition):

Peterson, Melissa Lane. “Connectivity and collaboration : the use of blogs in first-year composition.” 2012. Masters Thesis, University of Alabama – Birmingham. Accessed November 20, 2019. http://contentdm.mhsl.uab.edu/u?/etd,1291.

MLA Handbook (7th Edition):

Peterson, Melissa Lane. “Connectivity and collaboration : the use of blogs in first-year composition.” 2012. Web. 20 Nov 2019.

Vancouver:

Peterson ML. Connectivity and collaboration : the use of blogs in first-year composition. [Internet] [Masters thesis]. University of Alabama – Birmingham; 2012. [cited 2019 Nov 20]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1291.

Council of Science Editors:

Peterson ML. Connectivity and collaboration : the use of blogs in first-year composition. [Masters Thesis]. University of Alabama – Birmingham; 2012. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1291

15. Wilson, Gaye R. Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education.

Degree: PhD, 2011, University of Alabama – Birmingham

The purpose of this study was to investigate relationships between FLC membership and faculty trust in higher education colleagues and faculty trust in higher education(more)

Subjects/Keywords: Group work in education.<; br>; Trust – Social aspects.<; br>; College teachers – Attitudes.<; br>; College teachers – Public opinion.<; br>; College administrators – Public opinion.

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

APA (6th Edition):

Wilson, G. R. (2011). Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,1459

Chicago Manual of Style (16th Edition):

Wilson, Gaye R. “Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education.” 2011. Doctoral Dissertation, University of Alabama – Birmingham. Accessed November 20, 2019. http://contentdm.mhsl.uab.edu/u?/etd,1459.

MLA Handbook (7th Edition):

Wilson, Gaye R. “Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education.” 2011. Web. 20 Nov 2019.

Vancouver:

Wilson GR. Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2011. [cited 2019 Nov 20]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1459.

Council of Science Editors:

Wilson GR. Trust Or Consequences: The Relationship Between Faculty Trust And Faculty Learning Communities In Higher Education. [Doctoral Dissertation]. University of Alabama – Birmingham; 2011. Available from: http://contentdm.mhsl.uab.edu/u?/etd,1459


Marshall University

16. Taylor, Dedriell Dewin. Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions.

Degree: 2016, Marshall University

 This study contributed to the body of knowledge dealing with recruitment, retention and socialization of underrepresented (UREP) minority populations for academic leadership positions in West… (more)

Subjects/Keywords: <; p>; Universities and colleges<; strong>;  – <; /strong>; Administration  – West Virginia.<; /p>; <; p>; Minorities in higher education  – West Virginia.<; /p>;

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

APA (6th Edition):

Taylor, D. D. (2016). Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/1069

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):

Taylor, Dedriell Dewin. “Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions.” 2016. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/1069.

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

MLA Handbook (7th Edition):

Taylor, Dedriell Dewin. “Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions.” 2016. Web. 20 Nov 2019.

Vancouver:

Taylor DD. Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions. [Internet] [Thesis]. Marshall University; 2016. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/1069.

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

Council of Science Editors:

Taylor DD. Recruitment, Retention and Socialization of Underrepresented Minority Populations to West Virginia Higher Education Administrative Positions. [Thesis]. Marshall University; 2016. Available from: http://mds.marshall.edu/etd/1069

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


Marshall University

17. Stephens, Ashley White. A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University.

Degree: 2016, Marshall University

 This mixed-methods study explored student, graduate, and faculty perceptions of the residency portfolio process in Marshall University’s Ed.D. Program and the degree to which the… (more)

Subjects/Keywords: comprehensive examination; doctoral program; education; portfolio; program evaluation; qualifying assessment; <; p>; Learning and scholarship  – West Virginia.<; /p>; <; p>; Universities and colleges  – West Virginia  – Graduate work.<; /p>; <; p>; Portfolios in education.<; /p>; <; p>; Marshall University  – Graduate work.<; /p>;

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APA (6th Edition):

Stephens, A. W. (2016). A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1122

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):

Stephens, Ashley White. “A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University.” 2016. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1122.

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

MLA Handbook (7th Edition):

Stephens, Ashley White. “A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University.” 2016. Web. 20 Nov 2019.

Vancouver:

Stephens AW. A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University. [Internet] [Thesis]. Marshall University; 2016. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1122.

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

Council of Science Editors:

Stephens AW. A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University. [Thesis]. Marshall University; 2016. Available from: https://mds.marshall.edu/etd/1122

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


University of Missouri – Columbia

18. Johnson, Eric L. (Eric Lamont). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.

Degree: 2016, University of Missouri – Columbia

 Horace Mann has been recognized as describing education as "the great equalizer." Further examining that statement would unveil American society's admission that there are in… (more)

Subjects/Keywords: African American men  – Education; African American high school students; Successful people; Racism in education

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APA (6th Edition):

Johnson, E. L. (. L. (2016). Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59839

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, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Thesis, University of Missouri – Columbia. Accessed November 20, 2019. http://hdl.handle.net/10355/59839.

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

MLA Handbook (7th Edition):

Johnson, Eric L (Eric Lamont). “Can you hear me now? The voices of high achieving black males emerge in predominately white high schools.” 2016. Web. 20 Nov 2019.

Vancouver:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10355/59839.

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

Council of Science Editors:

Johnson EL(L. Can you hear me now? The voices of high achieving black males emerge in predominately white high schools. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59839

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


University of Johannesburg

19. Richard, Vanita Secslawati. Addressing bias and racism in South African schools.

Degree: 2012, University of Johannesburg

D.Ed.

In view of the problem statement the main aim of this research is: To address the structural and personal changes that may be necessary… (more)

Subjects/Keywords: Racism - South Africa; Discrimination in education - South Africa; Multicultural education - South Africa

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

APA (6th Edition):

Richard, V. S. (2012). Addressing bias and racism in South African schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7395

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):

Richard, Vanita Secslawati. “Addressing bias and racism in South African schools.” 2012. Thesis, University of Johannesburg. Accessed November 20, 2019. http://hdl.handle.net/10210/7395.

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

MLA Handbook (7th Edition):

Richard, Vanita Secslawati. “Addressing bias and racism in South African schools.” 2012. Web. 20 Nov 2019.

Vancouver:

Richard VS. Addressing bias and racism in South African schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10210/7395.

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

Council of Science Editors:

Richard VS. Addressing bias and racism in South African schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7395

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


Marshall University

20. Bierhals, Melinda. A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction.

Degree: 2016, Marshall University

 Linear regression models involving interaction can use the difference of slopes test to compare slopes for various situations. We will be generalizing this process to… (more)

Subjects/Keywords: Poisson Regression; <; p>; Poisson processes.<; /p>; <; p>; Poisson distribution.<; /p>; <; p>; Sex differences in education.<; /p>;

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APA (6th Edition):

Bierhals, M. (2016). A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/1011

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):

Bierhals, Melinda. “A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction.” 2016. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/1011.

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

MLA Handbook (7th Edition):

Bierhals, Melinda. “A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction.” 2016. Web. 20 Nov 2019.

Vancouver:

Bierhals M. A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction. [Internet] [Thesis]. Marshall University; 2016. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/1011.

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

Council of Science Editors:

Bierhals M. A Generalization of the Difference of Slopes Test to Poisson Regression with Three-Way Interaction. [Thesis]. Marshall University; 2016. Available from: http://mds.marshall.edu/etd/1011

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


Marshall University

21. Smart, Matthew Joseph. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.

Degree: 2010, Marshall University

 Over-representation of males in special education is an area of concern. Research studies have confirmed West Virginia as one of the states having the highest… (more)

Subjects/Keywords: <; p>; Behavior disorders in children  – Study and teaching  – West Virginia.<; /p>; <; p>; Sex discrimination in education  – West Virginia.<; /p>; <; p>; Students with disabilities  – West Virginia.<; /p>;

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APA (6th Edition):

Smart, M. J. (2010). ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/851

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):

Smart, Matthew Joseph. “ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.” 2010. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/851.

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

MLA Handbook (7th Edition):

Smart, Matthew Joseph. “ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.” 2010. Web. 20 Nov 2019.

Vancouver:

Smart MJ. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. [Internet] [Thesis]. Marshall University; 2010. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/851.

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

Council of Science Editors:

Smart MJ. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/851

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


Florida Atlantic University

22. Allen, Anthony G. A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.

Degree: PhD, 2010, Florida Atlantic University

Summary: The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their… (more)

Subjects/Keywords: Discrimination in educations – Florida; Racism in education – Florida; Education – Social aspects; Multicultural education – Florida; Learning disabled children – Identification

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

APA (6th Edition):

Allen, A. G. (2010). A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/2867333

Chicago Manual of Style (16th Edition):

Allen, Anthony G. “A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.” 2010. Doctoral Dissertation, Florida Atlantic University. Accessed November 20, 2019. http://purl.flvc.org/FAU/2867333.

MLA Handbook (7th Edition):

Allen, Anthony G. “A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.” 2010. Web. 20 Nov 2019.

Vancouver:

Allen AG. A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2010. [cited 2019 Nov 20]. Available from: http://purl.flvc.org/FAU/2867333.

Council of Science Editors:

Allen AG. A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs. [Doctoral Dissertation]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/2867333


Marshall University

23. Canfield, Allison D. Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts.

Degree: 2013, Marshall University

 The purpose of this study is to examine elementary level textbooks (grades 2-4; Houghton Mifflin Harcourt Publishing; The Trophies Collection) using Systemic Functional Linguistics as… (more)

Subjects/Keywords: Appraisal; Genre; Grammatical Metaphor; Narrative; Science; SFL; <; p>; Linguistics.<; /p>; <; p>; Linguistics in literature.<; /p>; <; p>; Linguistics - Textbooks.<; /p>;

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APA (6th Edition):

Canfield, A. D. (2013). Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/474

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):

Canfield, Allison D. “Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts.” 2013. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/474.

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

MLA Handbook (7th Edition):

Canfield, Allison D. “Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts.” 2013. Web. 20 Nov 2019.

Vancouver:

Canfield AD. Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts. [Internet] [Thesis]. Marshall University; 2013. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/474.

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

Council of Science Editors:

Canfield AD. Understanding School Genres Using Systemic Functional Linguistics: A Study of Science and Narrative Texts. [Thesis]. Marshall University; 2013. Available from: http://mds.marshall.edu/etd/474

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


Marshall University

24. Mullins, Staci S. Cross-Informant Agreement Among Parents and Children.

Degree: 2010, Marshall University

 Rating scales are often used by school psychologists to assess for emotional and behavioral disorders in students. While one advantage of rating scales is that… (more)

Subjects/Keywords: <; p>; Behavior disorders in children. <; /p>; <; p>; Psychological tests for children.<; /p>; <; p>; Emotional or Behavior Disorder Scale.<; /p>;

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APA (6th Edition):

Mullins, S. S. (2010). Cross-Informant Agreement Among Parents and Children. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/748

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):

Mullins, Staci S. “Cross-Informant Agreement Among Parents and Children.” 2010. Thesis, Marshall University. Accessed November 20, 2019. http://mds.marshall.edu/etd/748.

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

MLA Handbook (7th Edition):

Mullins, Staci S. “Cross-Informant Agreement Among Parents and Children.” 2010. Web. 20 Nov 2019.

Vancouver:

Mullins SS. Cross-Informant Agreement Among Parents and Children. [Internet] [Thesis]. Marshall University; 2010. [cited 2019 Nov 20]. Available from: http://mds.marshall.edu/etd/748.

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

Council of Science Editors:

Mullins SS. Cross-Informant Agreement Among Parents and Children. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/748

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


Georgia Southern University

25. Meeks, Mary Anne. Racial Microaggressions by Secondary School Teachers against Students of Color.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 Racial microaggressions are the subtle, oftentimes unconscious words or actions that are committed against people of color that denigrate them and may cause emotional and… (more)

Subjects/Keywords: ETD; Racial microaggressions; Aversive racism; Ambivalent racism; Microinvalidation; Microinsult; Modern racism; Racism in education; Teachers; Attitudes; Offenses against the person; Discrimination in education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Meeks, M. A. (2010). Racial Microaggressions by Secondary School Teachers against Students of Color. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/355

Chicago Manual of Style (16th Edition):

Meeks, Mary Anne. “Racial Microaggressions by Secondary School Teachers against Students of Color.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed November 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/355.

MLA Handbook (7th Edition):

Meeks, Mary Anne. “Racial Microaggressions by Secondary School Teachers against Students of Color.” 2010. Web. 20 Nov 2019.

Vancouver:

Meeks MA. Racial Microaggressions by Secondary School Teachers against Students of Color. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Nov 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/355.

Council of Science Editors:

Meeks MA. Racial Microaggressions by Secondary School Teachers against Students of Color. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/355

26. Underwood, Janice Bell. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.

Degree: PhD, Teaching and Learning, 2015, Old Dominion University

  Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students… (more)

Subjects/Keywords: African American students; Culturally relevant pedagogy; Racism in education; Science teacher educators; Scientific racism; Bilingual, Multilingual, and Multicultural Education; Science and Mathematics Education; Teacher Education and Professional Development

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

APA (6th Edition):

Underwood, J. B. (2015). A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33

Chicago Manual of Style (16th Edition):

Underwood, Janice Bell. “A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.” 2015. Doctoral Dissertation, Old Dominion University. Accessed November 20, 2019. 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33.

MLA Handbook (7th Edition):

Underwood, Janice Bell. “A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science.” 2015. Web. 20 Nov 2019.

Vancouver:

Underwood JB. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2019 Nov 20]. Available from: 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33.

Council of Science Editors:

Underwood JB. A Phenomenological Case Study Concerning Science Teacher Educators' Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781339126371 ; https://digitalcommons.odu.edu/teachinglearning_etds/33


Marshall University

27. Jones, Valerie Free. "The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community.

Degree: 2017, Marshall University

 Edward Lee and Lulu McClain gave the gift of a new high school to the rural Appalachian community of Greenfield, Ohio, in 1915. Inspired in… (more)

Subjects/Keywords: Art; Community; John Dewey; Oral History; Progressive Education; Rural Education; <; p>; Edward Lee McClain High School (Greenfield, Ohio)<; /p>; <; p>; Dewey, John, 1859-1952  – Influence.<; /p>; <; p>; Art in education.<; /p>;

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APA (6th Edition):

Jones, V. F. (2017). "The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1130

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

Chicago Manual of Style (16th Edition):

Jones, Valerie Free. “"The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community.” 2017. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1130.

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

MLA Handbook (7th Edition):

Jones, Valerie Free. “"The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community.” 2017. Web. 20 Nov 2019.

Vancouver:

Jones VF. "The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community. [Internet] [Thesis]. Marshall University; 2017. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1130.

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

Council of Science Editors:

Jones VF. "The Whole Building Is A Classroom": An Oral History of a School's Role in the Culture of the Community. [Thesis]. Marshall University; 2017. Available from: https://mds.marshall.edu/etd/1130

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


Marshall University

28. Adams, Hillary M. Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives.

Degree: 2018, Marshall University

 This study explores the need for tailored higher education curricula for students with Autism Spectrum Disorder (ASD) as they transition from college to employment. I… (more)

Subjects/Keywords: Autism Spectrum Disorder; Employment; Higher Education; <; p>; Autism spectrum disorders.<; /p>; <; p>; Autism spectrum disorders  – Education.<; /p>;

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

APA (6th Edition):

Adams, H. M. (2018). Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1186

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

Chicago Manual of Style (16th Edition):

Adams, Hillary M. “Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives.” 2018. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1186.

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

MLA Handbook (7th Edition):

Adams, Hillary M. “Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives.” 2018. Web. 20 Nov 2019.

Vancouver:

Adams HM. Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1186.

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

Council of Science Editors:

Adams HM. Tailoring higher education instruction for students with ASD to transition to employment : employer perspectives. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1186

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


Marshall University

29. Jordan, Barbara. Trauma Sensitive Schools and the Psychoeducational Evaluation.

Degree: 2019, Marshall University

 Exposure to adverse childhood experiences, commonly referred to as ACEs, negatively impacts various physical and psychological aspects of the body and can result in a… (more)

Subjects/Keywords: psychoeducational; psychology; school; schools; sensitive; trauma; <; p>; School psychology  – West Virginia.<; /p>; <; p>; Post-traumatic stress disorder in children.<; /p>; <; p>; Psychic trauma in children.<; /p>;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jordan, B. (2019). Trauma Sensitive Schools and the Psychoeducational Evaluation. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1228

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):

Jordan, Barbara. “Trauma Sensitive Schools and the Psychoeducational Evaluation.” 2019. Thesis, Marshall University. Accessed November 20, 2019. https://mds.marshall.edu/etd/1228.

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

MLA Handbook (7th Edition):

Jordan, Barbara. “Trauma Sensitive Schools and the Psychoeducational Evaluation.” 2019. Web. 20 Nov 2019.

Vancouver:

Jordan B. Trauma Sensitive Schools and the Psychoeducational Evaluation. [Internet] [Thesis]. Marshall University; 2019. [cited 2019 Nov 20]. Available from: https://mds.marshall.edu/etd/1228.

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

Council of Science Editors:

Jordan B. Trauma Sensitive Schools and the Psychoeducational Evaluation. [Thesis]. Marshall University; 2019. Available from: https://mds.marshall.edu/etd/1228

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

30. Kato, Tsuguhiko. Young children's ways of playing "Concentration" (a card game).

Degree: PhD, 2010, University of Alabama – Birmingham

To explain why preschool children play a card game, Concentration, illogically, 108 three-to-six-year-olds from a child care center and an elementary school in a Southern… (more)

Subjects/Keywords: Play  – Psychological aspects <; br>; Mental representation in children <; br>; Categorization (Psychology) in children <; br>; Constructivism (Education) <; br>; Mathematical readiness  – Public opinion <; br>; Matching games

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kato, T. (2010). Young children's ways of playing "Concentration" (a card game). (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,720

Chicago Manual of Style (16th Edition):

Kato, Tsuguhiko. “Young children's ways of playing "Concentration" (a card game).” 2010. Doctoral Dissertation, University of Alabama – Birmingham. Accessed November 20, 2019. http://contentdm.mhsl.uab.edu/u?/etd,720.

MLA Handbook (7th Edition):

Kato, Tsuguhiko. “Young children's ways of playing "Concentration" (a card game).” 2010. Web. 20 Nov 2019.

Vancouver:

Kato T. Young children's ways of playing "Concentration" (a card game). [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2010. [cited 2019 Nov 20]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,720.

Council of Science Editors:

Kato T. Young children's ways of playing "Concentration" (a card game). [Doctoral Dissertation]. University of Alabama – Birmingham; 2010. Available from: http://contentdm.mhsl.uab.edu/u?/etd,720

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