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Level: dissertation

You searched for subject:(Self efficacy). Showing records 1 – 30 of 37 total matches.

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North Carolina State University

1. Windle, Michelle Hurt. Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community.

Degree: EdD, Educational Administration and Supervision, 2010, North Carolina State University

 ABSTRACT WINDLE, MICHELLE HURT. Counseling Matters: A Multi-Case Study of High School Counselors and Their Perceptions of Their Role in the School Community. (Under the… (more)

Subjects/Keywords: role; counselors; self-efficacy

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APA (6th Edition):

Windle, M. H. (2010). Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5060

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):

Windle, Michelle Hurt. “Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community.” 2010. Thesis, North Carolina State University. Accessed July 14, 2020. http://www.lib.ncsu.edu/resolver/1840.16/5060.

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

MLA Handbook (7th Edition):

Windle, Michelle Hurt. “Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community.” 2010. Web. 14 Jul 2020.

Vancouver:

Windle MH. Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2020 Jul 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5060.

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

Council of Science Editors:

Windle MH. Counseling Matters: A Multi-Case Study of High School Counselors and Their Perception of their Role in the School Community. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5060

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


Kennesaw State University

2. Rogers, Thomas. Effects of Online Parental Remediation in Alternative School Mathematics.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The focus of this non-experimental correlation designed study was to investigate the relationships between the use of teacher-made instructional videos for online parental remediation… (more)

Subjects/Keywords: Parental involvement; tutorial videos; self-efficacy

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APA (6th Edition):

Rogers, T. (2018). Effects of Online Parental Remediation in Alternative School Mathematics. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/33

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):

Rogers, Thomas. “Effects of Online Parental Remediation in Alternative School Mathematics.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/33.

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

MLA Handbook (7th Edition):

Rogers, Thomas. “Effects of Online Parental Remediation in Alternative School Mathematics.” 2018. Web. 14 Jul 2020.

Vancouver:

Rogers T. Effects of Online Parental Remediation in Alternative School Mathematics. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/33.

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

Council of Science Editors:

Rogers T. Effects of Online Parental Remediation in Alternative School Mathematics. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/33

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


Georgia State University

3. Antonetti, Sean P. Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2020, Georgia State University

  Nationally, African American Male (AAM) teachers represent only 2% of new teachers, while also being the most significant number of teachers who leave the… (more)

Subjects/Keywords: African American Teachers; African American Male Teachers; Alternative Certification; Teacher Attrition; Self-Efficacy; Teacher Self-Efficacy; Educational Leadership

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APA (6th Edition):

Antonetti, S. P. (2020). Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/216

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):

Antonetti, Sean P. “Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy.” 2020. Thesis, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/eps_diss/216.

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

MLA Handbook (7th Edition):

Antonetti, Sean P. “Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy.” 2020. Web. 14 Jul 2020.

Vancouver:

Antonetti SP. Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy. [Internet] [Thesis]. Georgia State University; 2020. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/eps_diss/216.

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

Council of Science Editors:

Antonetti SP. Understanding the Impact of K-12 Principals on African American Male Teachers' Educational Self-Efficacy. [Thesis]. Georgia State University; 2020. Available from: https://scholarworks.gsu.edu/eps_diss/216

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


Georgia State University

4. Oldham, Hannah H. Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  Research has found that self-efficacy affects how a student behaves in class, how they choose to approach academic work, how long they persevere on… (more)

Subjects/Keywords: Goal Achievement Theory; Self-efficacy Goal Spectrum; Short Term Goals; Social Cognitive Theory; Mathematics; Self-efficacy Survey

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APA (6th Edition):

Oldham, H. H. (2018). Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/51

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):

Oldham, Hannah H. “Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum.” 2018. Thesis, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/mse_diss/51.

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

MLA Handbook (7th Edition):

Oldham, Hannah H. “Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum.” 2018. Web. 14 Jul 2020.

Vancouver:

Oldham HH. Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/mse_diss/51.

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

Council of Science Editors:

Oldham HH. Mathematics Self-efficacy in High School Students and the Effects of Interim Goal Setting: How Goals and Efficacy are Linked in the Self-efficacy Goal Spectrum. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/51

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


Kennesaw State University

5. Kahrmann, Carol R. Efficacy of Math Video Tutorials on Student Perception and Achievement.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Abstract The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being… (more)

Subjects/Keywords: teacher-made; video tutorials; mathematics; self-efficacy; middle school; Mathematics

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APA (6th Edition):

Kahrmann, C. R. (2016). Efficacy of Math Video Tutorials on Student Perception and Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9

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):

Kahrmann, Carol R. “Efficacy of Math Video Tutorials on Student Perception and Achievement.” 2016. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9.

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

MLA Handbook (7th Edition):

Kahrmann, Carol R. “Efficacy of Math Video Tutorials on Student Perception and Achievement.” 2016. Web. 14 Jul 2020.

Vancouver:

Kahrmann CR. Efficacy of Math Video Tutorials on Student Perception and Achievement. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9.

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

Council of Science Editors:

Kahrmann CR. Efficacy of Math Video Tutorials on Student Perception and Achievement. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9

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


Lehigh University

6. Szymendera, Michael Thomas. The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement.

Degree: EdD, Educational Leadership, 2013, Lehigh University

 The purpose of this study was to gain insight into current principals' beliefs and behaviors in an attempt to identify the driving forces behind principal… (more)

Subjects/Keywords: Principals; Self-Efficacy; Student Achievement; Education; Educational Leadership

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APA (6th Edition):

Szymendera, M. T. (2013). The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1646

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):

Szymendera, Michael Thomas. “The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement.” 2013. Thesis, Lehigh University. Accessed July 14, 2020. https://preserve.lehigh.edu/etd/1646.

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

MLA Handbook (7th Edition):

Szymendera, Michael Thomas. “The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement.” 2013. Web. 14 Jul 2020.

Vancouver:

Szymendera MT. The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement. [Internet] [Thesis]. Lehigh University; 2013. [cited 2020 Jul 14]. Available from: https://preserve.lehigh.edu/etd/1646.

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

Council of Science Editors:

Szymendera MT. The Relationship Between Self-Efficacy, School and Personal Characteristics, and Principal Behaviors Related to Affecting Student Achievement. [Thesis]. Lehigh University; 2013. Available from: https://preserve.lehigh.edu/etd/1646

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


North Carolina State University

7. Kelly, Rosemary Ritter. The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 This study explored the differences between career decision-making self-efficacy (CDMSE) and perceived career barriers of students enrolled in the applied technology program compared to those… (more)

Subjects/Keywords: career cecision-making self-efficacy; perceived career barriers

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APA (6th Edition):

Kelly, R. R. (2010). The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6182

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):

Kelly, Rosemary Ritter. “The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students.” 2010. Thesis, North Carolina State University. Accessed July 14, 2020. http://www.lib.ncsu.edu/resolver/1840.16/6182.

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

MLA Handbook (7th Edition):

Kelly, Rosemary Ritter. “The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students.” 2010. Web. 14 Jul 2020.

Vancouver:

Kelly RR. The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2020 Jul 14]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6182.

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

Council of Science Editors:

Kelly RR. The Relationship Between Career Decision-Making Self-Efficacy and Perceived Career Barriers in the Career Decision Making of Selected Community College Students. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6182

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


University of Vermont

8. Carroll, Brian F. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

EXPLORING THE PERCEPTION OF SELF-EFFICACY AMONG TEACHERS AND PRINCIPALS IN MEETING THE DEMANDS OF CONTEMPORARY SCHOOL REFORM INITIATIVES Advisors/Committee Members: Aiken, Judith.

Subjects/Keywords: Teachers in rural communities; Education reform; Teacher skills; Self-efficacy

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APA (6th Edition):

Carroll, B. F. (2011). Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/40

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):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Thesis, University of Vermont. Accessed July 14, 2020. https://scholarworks.uvm.edu/graddis/40.

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

MLA Handbook (7th Edition):

Carroll, Brian F. “Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting.” 2011. Web. 14 Jul 2020.

Vancouver:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Internet] [Thesis]. University of Vermont; 2011. [cited 2020 Jul 14]. Available from: https://scholarworks.uvm.edu/graddis/40.

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

Council of Science Editors:

Carroll BF. Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/40

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

9. Bonner, Carol Frances. Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students.

Degree: Doctor of Psychology (PsyD), Psychology, 2015, Old Dominion University

  The present study examined the roles of coping self-efficacy and coping diversity in moderating the harmful effects of stress in a sample of African… (more)

Subjects/Keywords: Coping self-efficacy; Minority stress; Stress; Clinical Psychology

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APA (6th Edition):

Bonner, C. F. (2015). Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students. (Thesis). Old Dominion University. Retrieved from 9781321988888 ; https://digitalcommons.odu.edu/psychology_etds/254

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):

Bonner, Carol Frances. “Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students.” 2015. Thesis, Old Dominion University. Accessed July 14, 2020. 9781321988888 ; https://digitalcommons.odu.edu/psychology_etds/254.

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

MLA Handbook (7th Edition):

Bonner, Carol Frances. “Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students.” 2015. Web. 14 Jul 2020.

Vancouver:

Bonner CF. Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students. [Internet] [Thesis]. Old Dominion University; 2015. [cited 2020 Jul 14]. Available from: 9781321988888 ; https://digitalcommons.odu.edu/psychology_etds/254.

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

Council of Science Editors:

Bonner CF. Moderating Effects of Coping Self-Efficacy and Coping Diversity in the Stress Health Relationship in African American College Students. [Thesis]. Old Dominion University; 2015. Available from: 9781321988888 ; https://digitalcommons.odu.edu/psychology_etds/254

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


Florida International University

10. Fletcher, Sandra E. Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution.

Degree: Doctor of Education (EdD), Higher Education, 2012, Florida International University

  While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared… (more)

Subjects/Keywords: factors; self-efficacy; persistence; senior; Black; ethnicities; Hispanic serving institution

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APA (6th Edition):

Fletcher, S. E. (2012). Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/703 ; 10.25148/etd.FI12080623 ; FI12080623

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):

Fletcher, Sandra E. “Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution.” 2012. Thesis, Florida International University. Accessed July 14, 2020. https://digitalcommons.fiu.edu/etd/703 ; 10.25148/etd.FI12080623 ; FI12080623.

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

MLA Handbook (7th Edition):

Fletcher, Sandra E. “Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution.” 2012. Web. 14 Jul 2020.

Vancouver:

Fletcher SE. Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution. [Internet] [Thesis]. Florida International University; 2012. [cited 2020 Jul 14]. Available from: https://digitalcommons.fiu.edu/etd/703 ; 10.25148/etd.FI12080623 ; FI12080623.

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

Council of Science Editors:

Fletcher SE. Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution. [Thesis]. Florida International University; 2012. Available from: https://digitalcommons.fiu.edu/etd/703 ; 10.25148/etd.FI12080623 ; FI12080623

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


Georgia State University

11. Gayle, Nicola A. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.

Degree: Doctor of Education (EdD), Early Childhood Education, 2018, Georgia State University

  ABSTRACT This explanatory sequential mixed-methods study focused on pre-K co-teachers’ perceptions of co-teaching, the similarities and differences between special and general education co-teachers’ perceptions… (more)

Subjects/Keywords: Pre-K; Co-teaching; Co-teachers; Perceptions; Self-Efficacy

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APA (6th Edition):

Gayle, N. A. (2018). An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/38

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):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Thesis, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/ece_diss/38.

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

MLA Handbook (7th Edition):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Web. 14 Jul 2020.

Vancouver:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/ece_diss/38.

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

Council of Science Editors:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/38

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

12. Chandler, Johnson LaVoria. Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy.

Degree: Doctor of Education (EdD), Leadership Studies, 2012, University of San Francisco

  Corporate America struggles with inclusion of certain groups such as Black women. Although Black women have met or surpassed their Caucasian, Hispanic, Asian, and… (more)

Subjects/Keywords: Black women; cronyism; job satisfaction; nepotism; self-efficacy; workplace diversity; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

Chandler, J. L. (2012). Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/32

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):

Chandler, Johnson LaVoria. “Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy.” 2012. Thesis, University of San Francisco. Accessed July 14, 2020. https://repository.usfca.edu/diss/32.

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

MLA Handbook (7th Edition):

Chandler, Johnson LaVoria. “Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy.” 2012. Web. 14 Jul 2020.

Vancouver:

Chandler JL. Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2020 Jul 14]. Available from: https://repository.usfca.edu/diss/32.

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

Council of Science Editors:

Chandler JL. Black Women’s Perceptions of the Relationship among Nepotism, Cronyism Job Satisfaction, and Job-Focused Self-Efficacy. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/32

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

13. Waziri, Edress. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  The benefits of a college degree are clear. Those with a college education are more likely to participate effectively in the governance of the… (more)

Subjects/Keywords: Aspirations; First-Generation College; High School Counselor; Perceived Barriers; Self-efficacy; Educational Psychology

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

APA (6th Edition):

Waziri, E. (2017). Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/338

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):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Thesis, University of San Francisco. Accessed July 14, 2020. https://repository.usfca.edu/diss/338.

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

MLA Handbook (7th Edition):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Web. 14 Jul 2020.

Vancouver:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Jul 14]. Available from: https://repository.usfca.edu/diss/338.

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

Council of Science Editors:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/338

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


Kennesaw State University

14. Creel, Sally Michelle. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of this study was to investigate how participation in a sustained professional development, the Math Science Partnership, improves teacher self-efficacy in science… (more)

Subjects/Keywords: professional development; science teachers; self-efficacy; elementary teachers; Teacher Education and Professional Development

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

APA (6th Edition):

Creel, S. M. (2013). Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/592

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):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/etd/592.

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

MLA Handbook (7th Edition):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Web. 14 Jul 2020.

Vancouver:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/etd/592.

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

Council of Science Editors:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/592

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


Kennesaw State University

15. Manzella, Michael. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  The purpose of this quantitative study was to determine the effect of leadership coaching on new assistant principals’ perceptions of self-efficacy. Participants involved in… (more)

Subjects/Keywords: assistant principal; leadership coaching; professional learning; self-efficacy; dissertation; quantitative; Educational Leadership

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

APA (6th Edition):

Manzella, M. (2018). The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/17

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):

Manzella, Michael. “The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/educleaddoc_etd/17.

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

MLA Handbook (7th Edition):

Manzella, Michael. “The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals.” 2018. Web. 14 Jul 2020.

Vancouver:

Manzella M. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/17.

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

Council of Science Editors:

Manzella M. The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/17

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


Lehigh University

16. Tooher-Hancock, Oli. Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy.

Degree: EdD, Educational Leadership, 2014, Lehigh University

 The increasing complexity of tasks confronting formal instructional leaders (FILs) in K-12 schools has led to a growing need for the distribution of leadership. This… (more)

Subjects/Keywords: Distributed Leadership; MYP Coordinators; Professional Self-Efficacy; Role Clarity; Education; Educational Leadership

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APA (6th Edition):

Tooher-Hancock, O. (2014). Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/1655

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):

Tooher-Hancock, Oli. “Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy.” 2014. Thesis, Lehigh University. Accessed July 14, 2020. https://preserve.lehigh.edu/etd/1655.

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

MLA Handbook (7th Edition):

Tooher-Hancock, Oli. “Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy.” 2014. Web. 14 Jul 2020.

Vancouver:

Tooher-Hancock O. Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy. [Internet] [Thesis]. Lehigh University; 2014. [cited 2020 Jul 14]. Available from: https://preserve.lehigh.edu/etd/1655.

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

Council of Science Editors:

Tooher-Hancock O. Links Among Distributed Leadership in IBMYP Schools, Program Coordinators' Role Clarity, and Professional Self-Efficacy. [Thesis]. Lehigh University; 2014. Available from: https://preserve.lehigh.edu/etd/1655

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

17. Gordon, Tekita Quashell. The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  Autism spectrum disorder (ASD) continues to rise at an astonishing rate. As many schools attempt to create an inclusive environment that is conducive for… (more)

Subjects/Keywords: Autism; Self-Efficacy; Elementary Education

…39 The Effects of Teacher’s Self-Efficacy Toward Inclusion ....................... 42… …Preservice Teacher’s Self-Efficacy ........................................................... 44… …Experienced Teacher’s Self-Efficacy ....................................................... 46… …54 The Effects of Teacher’s Self-Efficacy Toward the Inclusion of Students with Autism… …82 Training effects on self-efficacy ....................................... 83 Preservice… 

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

APA (6th Edition):

Gordon, T. Q. (2017). The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2806

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):

Gordon, Tekita Quashell. “The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms.” 2017. Thesis, Loyola University Chicago. Accessed July 14, 2020. https://ecommons.luc.edu/luc_diss/2806.

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

MLA Handbook (7th Edition):

Gordon, Tekita Quashell. “The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms.” 2017. Web. 14 Jul 2020.

Vancouver:

Gordon TQ. The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2020 Jul 14]. Available from: https://ecommons.luc.edu/luc_diss/2806.

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

Council of Science Editors:

Gordon TQ. The Effects of Teacher Self-Efficacy with the Inclusion of Students with Autism in General Education Classrooms. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2806

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


Kennesaw State University

18. Wright, James M. Planning and Implementing Online Instruction: Faculty Perceptions of One University.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2012, Kennesaw State University

  To maintain a competitive advantage, many universities have expanded their online course offerings, and college faculty members are vital to the design, development, and… (more)

Subjects/Keywords: distance learning; online learning; technology adoption; Diffusion of Innovation; self-efficacy; planning faculty development; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Wright, J. M. (2012). Planning and Implementing Online Instruction: Faculty Perceptions of One University. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/513

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):

Wright, James M. “Planning and Implementing Online Instruction: Faculty Perceptions of One University.” 2012. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/etd/513.

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

MLA Handbook (7th Edition):

Wright, James M. “Planning and Implementing Online Instruction: Faculty Perceptions of One University.” 2012. Web. 14 Jul 2020.

Vancouver:

Wright JM. Planning and Implementing Online Instruction: Faculty Perceptions of One University. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/etd/513.

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

Council of Science Editors:

Wright JM. Planning and Implementing Online Instruction: Faculty Perceptions of One University. [Thesis]. Kennesaw State University; 2012. Available from: https://digitalcommons.kennesaw.edu/etd/513

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


Kennesaw State University

19. Rosario-Regan, Maria. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2018, Kennesaw State University

  Arts integration is a research-based strategy that has revealed positive outcomes in student achievement (Catteral,1999). In this study student achievement is described as students… (more)

Subjects/Keywords: inquiry-based learning; arts-integration; risk-taking; student engagement; motivation; self-efficacy; professional learning; Educational Methods

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APA (6th Edition):

Rosario-Regan, M. (2018). A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/10

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):

Rosario-Regan, Maria. “A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/educleaddoc_etd/10.

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

MLA Handbook (7th Edition):

Rosario-Regan, Maria. “A Case Study for a Broadened Definition of Arts Integration in Instructional Methods.” 2018. Web. 14 Jul 2020.

Vancouver:

Rosario-Regan M. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/10.

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

Council of Science Editors:

Rosario-Regan M. A Case Study for a Broadened Definition of Arts Integration in Instructional Methods. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/10

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


Kennesaw State University

20. Funderburke, Ashley. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al.,… (more)

Subjects/Keywords: professional development; culture of education; adult learning theory; teacher resistance; self-efficacy; individualized professional development; Education; Teacher Education and Professional Development

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APA (6th Edition):

Funderburke, A. (2018). On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 14 Jul 2020.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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


Kennesaw State University

21. Barton, Heather. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.

Degree: Doctor of Education in Secondary Education, Education, 2018, Kennesaw State University

  This quantitative study examined the effectiveness that a peer-tutoring model facilitated through a writing center has on student writing self-efficacy and writing skills. Students… (more)

Subjects/Keywords: Writing self-efficacy; help-seeking behaviors; the writing process; writing center; peer tutoring; SEWS; Educational Psychology; Secondary Education

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APA (6th Edition):

Barton, H. (2018). Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/13

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

Chicago Manual of Style (16th Edition):

Barton, Heather. “Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.” 2018. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/13.

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

MLA Handbook (7th Edition):

Barton, Heather. “Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center.” 2018. Web. 14 Jul 2020.

Vancouver:

Barton H. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/13.

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

Council of Science Editors:

Barton H. Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/13

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


University of Vermont

22. Vreeland, Kathryn. Exploring the Effects of Concussion on College Students Returning to Academic Demands.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  While the media frenzy focuses on the physical risks of concussion, there is also growing concern about the academic repercussions for students who sustain… (more)

Subjects/Keywords: Academic; College; Concussion; Return to Learn; Self-efficacy; Education; Medicine and Health Sciences; Psychiatric and Mental Health

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APA (6th Edition):

Vreeland, K. (2017). Exploring the Effects of Concussion on College Students Returning to Academic Demands. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/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):

Vreeland, Kathryn. “Exploring the Effects of Concussion on College Students Returning to Academic Demands.” 2017. Thesis, University of Vermont. Accessed July 14, 2020. https://scholarworks.uvm.edu/graddis/748.

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

MLA Handbook (7th Edition):

Vreeland, Kathryn. “Exploring the Effects of Concussion on College Students Returning to Academic Demands.” 2017. Web. 14 Jul 2020.

Vancouver:

Vreeland K. Exploring the Effects of Concussion on College Students Returning to Academic Demands. [Internet] [Thesis]. University of Vermont; 2017. [cited 2020 Jul 14]. Available from: https://scholarworks.uvm.edu/graddis/748.

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

Council of Science Editors:

Vreeland K. Exploring the Effects of Concussion on College Students Returning to Academic Demands. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/748

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


University of Vermont

23. DePaolo, Kelly. The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, University of Vermont

  This study is a very personal reflection. The purpose of the study is to illuminate how following the calling of my heart led to… (more)

Subjects/Keywords: career; creativity; identity; midlife women; self-efficacy; Education; Educational Administration and Supervision; Feminist, Gender, and Sexuality Studies

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APA (6th Edition):

DePaolo, K. (2015). The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/511

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):

DePaolo, Kelly. “The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams.” 2015. Thesis, University of Vermont. Accessed July 14, 2020. https://scholarworks.uvm.edu/graddis/511.

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

MLA Handbook (7th Edition):

DePaolo, Kelly. “The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams.” 2015. Web. 14 Jul 2020.

Vancouver:

DePaolo K. The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams. [Internet] [Thesis]. University of Vermont; 2015. [cited 2020 Jul 14]. Available from: https://scholarworks.uvm.edu/graddis/511.

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

Council of Science Editors:

DePaolo K. The Passion Within: Challenging The Feminine Mystique By Educating Midlife Women To Fulfill Their Career Dreams. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/graddis/511

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


Florida International University

24. Zeitsiff, Charlotte A. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

  High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on… (more)

Subjects/Keywords: efferent reading; aesthetic reading; self-efficacy for American literature; reader response; quasi-experimental; Title I school; Hispanic high schoolers

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APA (6th Edition):

Zeitsiff, C. A. (2014). The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Thesis, Florida International University. Accessed July 14, 2020. https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

MLA Handbook (7th Edition):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Web. 14 Jul 2020.

Vancouver:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Internet] [Thesis]. Florida International University; 2014. [cited 2020 Jul 14]. Available from: https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

Council of Science Editors:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Thesis]. Florida International University; 2014. Available from: https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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

25. Clement, Geoff F. Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course.

Degree: Doctor of Education (EdD), Early Childhood Education, 2017, Georgia State University

  The widespread adoption in the U.S. of the Common Core State Standards for Mathematics (NGA/CCSSO, 2010) provides an unparalleled opportunity for systemic changes in… (more)

Subjects/Keywords: Singapore modeling method; prospective elementary teachers; number and operations; mathematical knowledge for teaching; mathematics self-efficacy; beliefs about mathematics

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

APA (6th Edition):

Clement, G. F. (2017). Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/34

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):

Clement, Geoff F. “Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course.” 2017. Thesis, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/ece_diss/34.

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

MLA Handbook (7th Edition):

Clement, Geoff F. “Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course.” 2017. Web. 14 Jul 2020.

Vancouver:

Clement GF. Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course. [Internet] [Thesis]. Georgia State University; 2017. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/ece_diss/34.

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

Council of Science Editors:

Clement GF. Exploring the Influence of the Singapore Modeling Method on Prospective Elementary Teachers in a University Mathematics Course. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/34

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


Kennesaw State University

26. Binion, Karmen. CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS.

Degree: Doctor of Education in Special Education - General Curriculum (EdD), Education, 2020, Kennesaw State University

  The purpose of the present study was to understand and generate theory relevant to educator-parents’ and non-educator parents’ perceptions of their efficacy as advocates… (more)

Subjects/Keywords: Parental Perceptions; Advocacy; Self-Efficacy; Cultural and Social Capital; Students with Exceptionalities; Disability and Equity in Education

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

APA (6th Edition):

Binion, K. (2020). CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/speceddoc_etd/9

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):

Binion, Karmen. “CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS.” 2020. Thesis, Kennesaw State University. Accessed July 14, 2020. https://digitalcommons.kennesaw.edu/speceddoc_etd/9.

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

MLA Handbook (7th Edition):

Binion, Karmen. “CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS.” 2020. Web. 14 Jul 2020.

Vancouver:

Binion K. CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS. [Internet] [Thesis]. Kennesaw State University; 2020. [cited 2020 Jul 14]. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/9.

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

Council of Science Editors:

Binion K. CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS. [Thesis]. Kennesaw State University; 2020. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/9

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


Florida International University

27. DeFrancisco, Gabriela. A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2019, Florida International University

  In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was… (more)

Subjects/Keywords: self-efficacy; self-regulated learning strategies; persistence; Hispanic; college; ELL; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Education; Higher Education

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

APA (6th Edition):

DeFrancisco, G. (2019). A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3950 ; 10.25148/etd.FIDC007696 ; FIDC007696

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):

DeFrancisco, Gabriela. “A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners.” 2019. Thesis, Florida International University. Accessed July 14, 2020. https://digitalcommons.fiu.edu/etd/3950 ; 10.25148/etd.FIDC007696 ; FIDC007696.

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

MLA Handbook (7th Edition):

DeFrancisco, Gabriela. “A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners.” 2019. Web. 14 Jul 2020.

Vancouver:

DeFrancisco G. A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners. [Internet] [Thesis]. Florida International University; 2019. [cited 2020 Jul 14]. Available from: https://digitalcommons.fiu.edu/etd/3950 ; 10.25148/etd.FIDC007696 ; FIDC007696.

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

Council of Science Editors:

DeFrancisco G. A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners. [Thesis]. Florida International University; 2019. Available from: https://digitalcommons.fiu.edu/etd/3950 ; 10.25148/etd.FIDC007696 ; FIDC007696

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

28. Boomgard, Monica. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  A growing number of students with Autism Spectrum Disorder (ASD) who display complex learning needs present challenges to educators who struggle to meet their… (more)

Subjects/Keywords: Autism spectrum disorders; Online professional development; Professional development; Teacher Burnout; Teacher Education; Teacher Self-Efficacy; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Boomgard, M. (2013). Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/78

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):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Thesis, University of San Francisco. Accessed July 14, 2020. https://repository.usfca.edu/diss/78.

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

MLA Handbook (7th Edition):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Web. 14 Jul 2020.

Vancouver:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2020 Jul 14]. Available from: https://repository.usfca.edu/diss/78.

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

Council of Science Editors:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/78

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


Florida International University

29. Sallit, Jennifer. Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers.

Degree: Dietetics and Nutrition, 2008, Florida International University

  Many people use smoking as a weight control mechanism and do not want to quit because they fear weight gain. These weight-concerned smokers tend… (more)

Subjects/Keywords: weight-concerned smokers; cognitive behavioral therapy; weight control program; self-efficacy

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

APA (6th Edition):

Sallit, J. (2008). Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/216 ; 10.25148/etd.FI10022547 ; FI10022547

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):

Sallit, Jennifer. “Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers.” 2008. Thesis, Florida International University. Accessed July 14, 2020. https://digitalcommons.fiu.edu/etd/216 ; 10.25148/etd.FI10022547 ; FI10022547.

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

MLA Handbook (7th Edition):

Sallit, Jennifer. “Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers.” 2008. Web. 14 Jul 2020.

Vancouver:

Sallit J. Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers. [Internet] [Thesis]. Florida International University; 2008. [cited 2020 Jul 14]. Available from: https://digitalcommons.fiu.edu/etd/216 ; 10.25148/etd.FI10022547 ; FI10022547.

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

Council of Science Editors:

Sallit J. Impact of a Cognitive-Behavioral Weight Control Program on Body Weight, Diet Quality, and Smoking Cessation in Weight-Concerned Female Smokers. [Thesis]. Florida International University; 2008. Available from: https://digitalcommons.fiu.edu/etd/216 ; 10.25148/etd.FI10022547 ; FI10022547

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

30. Mullins, Lewis. Personalized Texts and Second Language Reading: A Study in Self-Efficacy.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this quantitative study was to determine if 1) reading personalized texts influenced novice language learners’ self-efficacy in reading in the target… (more)

Subjects/Keywords: aliteracy; personalization; personalized texts; self-efficacy; target-language reading

…PERSONALIZED TEXTS AND SECOND LANGUAGE READING: A STUDY IN SELF-EFFICACY by L. AARON… …taken. I am most proud of the self-efficacy work that I conducted under his tutelage. Dr… …8 Self-Efficacy… …44 The Spanish Reading Self-Efficacy Questionnaire… …64 Text type and Spanish Reading Self-Efficacy… 

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

APA (6th Edition):

Mullins, L. (2018). Personalized Texts and Second Language Reading: A Study in Self-Efficacy. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/70

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, Lewis. “Personalized Texts and Second Language Reading: A Study in Self-Efficacy.” 2018. Thesis, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/mse_diss/70.

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

MLA Handbook (7th Edition):

Mullins, Lewis. “Personalized Texts and Second Language Reading: A Study in Self-Efficacy.” 2018. Web. 14 Jul 2020.

Vancouver:

Mullins L. Personalized Texts and Second Language Reading: A Study in Self-Efficacy. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/mse_diss/70.

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

Council of Science Editors:

Mullins L. Personalized Texts and Second Language Reading: A Study in Self-Efficacy. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/70

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

[1] [2]

.