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Degree: Doctor of Education (EdD)

You searched for subject:(Students with disabilities Education). Showing records 1 – 30 of 2212 total matches.

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1. Sanford, Karen L. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  Factors that Affect the Reading Comprehension of Secondary Students with Disabilities Thirty-million Americans are considered functionally illiterate and are unable to complete job applications… (more)

Subjects/Keywords: reading; reading comprehension; secondary students; students with disabilities; Education

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

APA (6th Edition):

Sanford, K. L. (2015). Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/125

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):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Thesis, University of San Francisco. Accessed September 19, 2019. https://repository.usfca.edu/diss/125.

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

MLA Handbook (7th Edition):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Web. 19 Sep 2019.

Vancouver:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Sep 19]. Available from: https://repository.usfca.edu/diss/125.

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

Council of Science Editors:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/125

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


University of Miami

2. Green, Justine. Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2019, University of Miami

 In the past few decades, higher education institutions have seen a large increase in enrollments of students with disabilities. Even with federal legislation such as… (more)

Subjects/Keywords: disabilities; self-disclosure; education; students with disabilities; support services; disability services; accommodations

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APA (6th Edition):

Green, J. (2019). Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2331

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

Chicago Manual of Style (16th Edition):

Green, Justine. “Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services.” 2019. Thesis, University of Miami. Accessed September 19, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2331.

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

MLA Handbook (7th Edition):

Green, Justine. “Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services.” 2019. Web. 19 Sep 2019.

Vancouver:

Green J. Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services. [Internet] [Thesis]. University of Miami; 2019. [cited 2019 Sep 19]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2331.

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

Council of Science Editors:

Green J. Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services. [Thesis]. University of Miami; 2019. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2331

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


Florida International University

3. Munoz, Lorena R. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2016, Florida International University

  As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools… (more)

Subjects/Keywords: cultural responsive teaching; algebra; students with specific learning disabilities; achievement gap; Special Education and Teaching

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APA (6th Edition):

Munoz, L. R. (2016). Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

MLA Handbook (7th Edition):

Munoz, Lorena R. “Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I.” 2016. Web. 19 Sep 2019.

Vancouver:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188.

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

Council of Science Editors:

Munoz LR. Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/3046 ; 10.25148/etd.FIDC001188 ; FIDC001188

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


Florida International University

4. Barrocas, Lisa A. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.

Degree: Doctor of Education (EdD), Special Education, 2011, Florida International University

  Public schools traditionally have been held accountable for educating the majority of the nation’s school children, and through the years, these schools have been… (more)

Subjects/Keywords: educational placement; students with specific learning disabilities; minority students

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APA (6th Edition):

Barrocas, L. A. (2011). A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

MLA Handbook (7th Edition):

Barrocas, Lisa A. “A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities.” 2011. Web. 19 Sep 2019.

Vancouver:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605.

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

Council of Science Editors:

Barrocas LA. A Study of the Relationship Between Educational Placment and the Achievement of Urban Low Socioeconomic Hispanic Middle School Students With and Without Specific Learning Disabilities. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/499 ; 10.25148/etd.FI11120605 ; FI11120605

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

5. Milner, Michelle R. What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2018, Ohio University

 This study focused on what persistent factors contribute to adults with learning disabilities sustaining enrollment in college. The number of students who enter higher education(more)

Subjects/Keywords: Educational Leadership; Education; Continuing Education; Adult Education; Secondary Education; Special Education; Postsecondary College; Learning Disabilities; Persistence in College; Adults with Learning Disabilities; Access to Disability Services; College Sustainment for LD students; Factors that Contribute to Persistence

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APA (6th Edition):

Milner, M. R. (2018). What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428

Chicago Manual of Style (16th Edition):

Milner, Michelle R. “What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?.” 2018. Doctoral Dissertation, Ohio University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428.

MLA Handbook (7th Edition):

Milner, Michelle R. “What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?.” 2018. Web. 19 Sep 2019.

Vancouver:

Milner MR. What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428.

Council of Science Editors:

Milner MR. What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428

6. Mayer, Tammy. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has… (more)

Subjects/Keywords: access; achievment standards; assessment; high-stakes testing; Students with Disabilities; Universal Design for Learning

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APA (6th Edition):

Mayer, T. (2017). Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2128

Chicago Manual of Style (16th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/2128.

MLA Handbook (7th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Web. 19 Sep 2019.

Vancouver:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/2128.

Council of Science Editors:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2128

7. Walters, Beth Jolene. Perspectives of General Education Teachers Who Work with Students with Autism.

Degree: Doctor of Education (EdD), Teaching & Learning, 2012, University of North Dakota

  The purpose of this phenomenological study was to understand how general education teachers perceive their experiences working with students in their classrooms who have… (more)

Subjects/Keywords: Autistic children - education; teachers - attitudes; children with disabilities; Teacher Education and Professional Development

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

APA (6th Edition):

Walters, B. J. (2012). Perspectives of General Education Teachers Who Work with Students with Autism. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/886

Chicago Manual of Style (16th Edition):

Walters, Beth Jolene. “Perspectives of General Education Teachers Who Work with Students with Autism.” 2012. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/886.

MLA Handbook (7th Edition):

Walters, Beth Jolene. “Perspectives of General Education Teachers Who Work with Students with Autism.” 2012. Web. 19 Sep 2019.

Vancouver:

Walters BJ. Perspectives of General Education Teachers Who Work with Students with Autism. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/886.

Council of Science Editors:

Walters BJ. Perspectives of General Education Teachers Who Work with Students with Autism. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/886


Eastern Michigan University

8. Gallup, Dawn. An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2008, Eastern Michigan University

  The purpose of this non-experimental, quantitative, retrospective (ex post facto), research in south central Michigan was to determine the relationship of six risk factors… (more)

Subjects/Keywords: Students with disabilities Education; High school dropouts; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Gallup, D. (2008). An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/140

Chicago Manual of Style (16th Edition):

Gallup, Dawn. “An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan.” 2008. Doctoral Dissertation, Eastern Michigan University. Accessed September 19, 2019. http://commons.emich.edu/theses/140.

MLA Handbook (7th Edition):

Gallup, Dawn. “An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan.” 2008. Web. 19 Sep 2019.

Vancouver:

Gallup D. An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2008. [cited 2019 Sep 19]. Available from: http://commons.emich.edu/theses/140.

Council of Science Editors:

Gallup D. An examination of the relationship of six risk factors associated with dropping out of high school for students with disabilities in south central Michigan. [Doctoral Dissertation]. Eastern Michigan University; 2008. Available from: http://commons.emich.edu/theses/140

9. Fields, Tracy M. California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

unavailable

Subjects/Keywords: California High School Exit Exam; Math anxiety; California; Stereotypes (Social psychology); Students with disabilities; Classroom environment; Education

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APA (6th Edition):

Fields, T. M. (2011). California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/282

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):

Fields, Tracy M. “California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance.” 2011. Thesis, University of San Francisco. Accessed September 19, 2019. https://repository.usfca.edu/diss/282.

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

MLA Handbook (7th Edition):

Fields, Tracy M. “California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance.” 2011. Web. 19 Sep 2019.

Vancouver:

Fields TM. California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Sep 19]. Available from: https://repository.usfca.edu/diss/282.

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

Council of Science Editors:

Fields TM. California High School Exit Exam for students with disabilities : the impact of setting, anxiety, and stereotype threat on stuents' math performance. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/282

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


Florida International University

10. Castillo, Claudia. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.

Degree: Doctor of Education (EdD), Higher Education Administration, 2016, Florida International University

  For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more… (more)

Subjects/Keywords: Career development; disability; physical disabilities; institutions of higher learning; stigma; students with disabilities; work preparation; workforce transition; disabilities and workforce; Accessibility; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Community College Education Administration; Counseling; Counselor Education; Disability and Equity in Education; Education Policy; Higher Education; Higher Education Administration; Higher Education and Teaching; Inequality and Stratification; Junior High, Intermediate, Middle School Education and Teaching; Other Educational Administration and Supervision; Other Social and Behavioral Sciences; Other Teacher Education and Professional Development; Public Affairs, Public Policy and Public Administration; Social Policy; Special Education Administration; Student Counseling and Personnel Services; Teacher Education and Professional Development

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APA (6th Edition):

Castillo, C. (2016). Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754

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):

Castillo, Claudia. “Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.” 2016. Thesis, Florida International University. Accessed September 19, 2019. http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754.

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

MLA Handbook (7th Edition):

Castillo, Claudia. “Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution.” 2016. Web. 19 Sep 2019.

Vancouver:

Castillo C. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Sep 19]. Available from: http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754.

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

Council of Science Editors:

Castillo C. Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2567 ; 10.25148/etd.FIDC000754 ; FIDC000754

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


Montana Tech

11. Smith, Herbert James. A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION.

Degree: Doctor of Education (EdD), 1970, Montana Tech

Subjects/Keywords: Children with disabilities Education.; Brain-damaged children Education.; Perception.

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

APA (6th Edition):

Smith, H. J. (1970). A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9704

Chicago Manual of Style (16th Edition):

Smith, Herbert James. “A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION.” 1970. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/9704.

MLA Handbook (7th Edition):

Smith, Herbert James. “A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION.” 1970. Web. 19 Sep 2019.

Vancouver:

Smith HJ. A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION. [Internet] [Doctoral dissertation]. Montana Tech; 1970. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/9704.

Council of Science Editors:

Smith HJ. A COMPARATIVE STUDY OF THE FROSTIG DEVELOPMENTAL PROGRAM FOR POSITION IN SPACE VISUAL PERCEPTION. [Doctoral Dissertation]. Montana Tech; 1970. Available from: https://scholarworks.umt.edu/etd/9704


Montana Tech

12. Hickey, William F. A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS.

Degree: Doctor of Education (EdD), 1984, Montana Tech

Subjects/Keywords: Children with disabilities Education Montana.; Education Montana Finance.

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APA (6th Edition):

Hickey, W. F. (1984). A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10177

Chicago Manual of Style (16th Edition):

Hickey, William F. “A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS.” 1984. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/10177.

MLA Handbook (7th Edition):

Hickey, William F. “A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS.” 1984. Web. 19 Sep 2019.

Vancouver:

Hickey WF. A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS. [Internet] [Doctoral dissertation]. Montana Tech; 1984. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/10177.

Council of Science Editors:

Hickey WF. A COMPARISON OF FUNDING FORMULAS FOR FINANCING MONTANA SPECIAL EDUCATION FOR HANDICAPPED STUDENTS IN ACCORDANCE WITH EQUAL OPPORTUNITY REQUIREMENTS. [Doctoral Dissertation]. Montana Tech; 1984. Available from: https://scholarworks.umt.edu/etd/10177


Montana Tech

13. Worrest, Henry Negley. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.

Degree: Doctor of Education (EdD), 1969, Montana Tech

Subjects/Keywords: Children with social disabilities Education.; Social settlements.

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APA (6th Edition):

Worrest, H. N. (1969). CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9680

Chicago Manual of Style (16th Edition):

Worrest, Henry Negley. “CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.” 1969. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/9680.

MLA Handbook (7th Edition):

Worrest, Henry Negley. “CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.” 1969. Web. 19 Sep 2019.

Vancouver:

Worrest HN. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Montana Tech; 1969. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/9680.

Council of Science Editors:

Worrest HN. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. [Doctoral Dissertation]. Montana Tech; 1969. Available from: https://scholarworks.umt.edu/etd/9680


Montana Tech

14. Seymore, Sammy G. PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION.

Degree: Doctor of Education (EdD), 1979, Montana Tech

Subjects/Keywords: People with mental disabilities Education.; Listening.; Auditory perception.

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

APA (6th Edition):

Seymore, S. G. (1979). PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10057

Chicago Manual of Style (16th Edition):

Seymore, Sammy G. “PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION.” 1979. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/10057.

MLA Handbook (7th Edition):

Seymore, Sammy G. “PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION.” 1979. Web. 19 Sep 2019.

Vancouver:

Seymore SG. PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION. [Internet] [Doctoral dissertation]. Montana Tech; 1979. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/10057.

Council of Science Editors:

Seymore SG. PROGRAM TO TEACH LISTENING AND SOUND DISCRIMINATION. [Doctoral Dissertation]. Montana Tech; 1979. Available from: https://scholarworks.umt.edu/etd/10057


Montana Tech

15. Ehrbright, Richard Marvin. A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA.

Degree: Doctor of Education (EdD), 1969, Montana Tech

Subjects/Keywords: Children with social disabilities Education.; Underachievers.; Cultural lag.

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

APA (6th Edition):

Ehrbright, R. M. (1969). A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9676

Chicago Manual of Style (16th Edition):

Ehrbright, Richard Marvin. “A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA.” 1969. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/9676.

MLA Handbook (7th Edition):

Ehrbright, Richard Marvin. “A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA.” 1969. Web. 19 Sep 2019.

Vancouver:

Ehrbright RM. A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA. [Internet] [Doctoral dissertation]. Montana Tech; 1969. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/9676.

Council of Science Editors:

Ehrbright RM. A DESCRIPTIVE STUDY OF UNDERACHIEVERS AS REPRESENTED BY STUDENTS PARTICIPATING IN THE UPWARD BOUND PROGRAM AT THE UNIVERSITY OF MONTANA. [Doctoral Dissertation]. Montana Tech; 1969. Available from: https://scholarworks.umt.edu/etd/9676

16. Peters, Madeline Lorraine. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the… (more)

Subjects/Keywords: Learning Disabilities; Education

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

APA (6th Edition):

Peters, M. L. (2010). A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/191

Chicago Manual of Style (16th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/191.

MLA Handbook (7th Edition):

Peters, Madeline Lorraine. “A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities.” 2010. Web. 19 Sep 2019.

Vancouver:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Sep 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/191.

Council of Science Editors:

Peters ML. A Phenomenological Study of the Experiences of Helping Professionals With Learning Disabilities. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/191

17. Ebesugawa, Martina Kaumbulu. System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs.

Degree: Doctor of Education (EdD), Learning and Instruction, 2007, University of San Francisco

unavailable

Subjects/Keywords: Children with disabilities Care; Child care workers; Training; Child care services; Day care centers for people with disabilities; Education

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

APA (6th Edition):

Ebesugawa, M. K. (2007). System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/247

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):

Ebesugawa, Martina Kaumbulu. “System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs.” 2007. Thesis, University of San Francisco. Accessed September 19, 2019. https://repository.usfca.edu/diss/247.

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

MLA Handbook (7th Edition):

Ebesugawa, Martina Kaumbulu. “System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs.” 2007. Web. 19 Sep 2019.

Vancouver:

Ebesugawa MK. System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Sep 19]. Available from: https://repository.usfca.edu/diss/247.

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

Council of Science Editors:

Ebesugawa MK. System-wide collaborative and consultation supports to child-care providers serving young urban children with disabilities in natural-environment center-based programs. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/247

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

18. Heard, Barbara Rae. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to… (more)

Subjects/Keywords: Accommodations; Biology; Students with blindness and visual impairments; Accessibility; Biology; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Heard, B. R. (2016). Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/48

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):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Thesis, University of New England. Accessed September 19, 2019. https://dune.une.edu/theses/48.

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

MLA Handbook (7th Edition):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Web. 19 Sep 2019.

Vancouver:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Sep 19]. Available from: https://dune.une.edu/theses/48.

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

Council of Science Editors:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/48

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

19. Grineski, Steven. Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments.

Degree: Doctor of Education (EdD), Teaching & Learning, 1989, University of North Dakota

  The purpose of this study was to determine the extent to which cooperative games promote prosocial behavior interactions of young children with and without… (more)

Subjects/Keywords: Group games; social interaction in children; physical education for children with disabilities; Teacher Education and Professional Development

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

APA (6th Edition):

Grineski, S. (1989). Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1191

Chicago Manual of Style (16th Edition):

Grineski, Steven. “Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments.” 1989. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/1191.

MLA Handbook (7th Edition):

Grineski, Steven. “Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments.” 1989. Web. 19 Sep 2019.

Vancouver:

Grineski S. Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments. [Internet] [Doctoral dissertation]. University of North Dakota; 1989. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/1191.

Council of Science Editors:

Grineski S. Effects of Cooperative Games on the Prosocial Behavior Interactions of Young Children With and Without Impairments. [Doctoral Dissertation]. University of North Dakota; 1989. Available from: https://commons.und.edu/theses/1191

20. Gabrielson, Jeff. A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings.

Degree: Doctor of Education (EdD), Learning and Instruction, 2007, University of San Francisco

unavailable

Subjects/Keywords: Behavioral assessment of children; People with disabilities; Functional assessment; Behavior disorders in children; Classroom management; Education

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

APA (6th Edition):

Gabrielson, J. (2007). A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/250

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):

Gabrielson, Jeff. “A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings.” 2007. Thesis, University of San Francisco. Accessed September 19, 2019. https://repository.usfca.edu/diss/250.

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

MLA Handbook (7th Edition):

Gabrielson, Jeff. “A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings.” 2007. Web. 19 Sep 2019.

Vancouver:

Gabrielson J. A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Sep 19]. Available from: https://repository.usfca.edu/diss/250.

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

Council of Science Editors:

Gabrielson J. A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/250

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


Eastern Michigan University

21. Clarke, Deborah Tenjeras. Exploration into the head start fade phenomenon.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2007, Eastern Michigan University

  The Head Start fade effect, documented since the 1970s, finds that students who make gains in I.Q. and social skills in the Head Start… (more)

Subjects/Keywords: Head Start Program (U.S.) Evaluation; Class size; Children with social disabilities Education; Performance in children; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Clarke, D. T. (2007). Exploration into the head start fade phenomenon. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/137

Chicago Manual of Style (16th Edition):

Clarke, Deborah Tenjeras. “Exploration into the head start fade phenomenon.” 2007. Doctoral Dissertation, Eastern Michigan University. Accessed September 19, 2019. http://commons.emich.edu/theses/137.

MLA Handbook (7th Edition):

Clarke, Deborah Tenjeras. “Exploration into the head start fade phenomenon.” 2007. Web. 19 Sep 2019.

Vancouver:

Clarke DT. Exploration into the head start fade phenomenon. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2007. [cited 2019 Sep 19]. Available from: http://commons.emich.edu/theses/137.

Council of Science Editors:

Clarke DT. Exploration into the head start fade phenomenon. [Doctoral Dissertation]. Eastern Michigan University; 2007. Available from: http://commons.emich.edu/theses/137


Eastern Michigan University

22. Quinn, Korin Crandall. Beliefs about parenting and how it affects a child's education.

Degree: Doctor of Education (EdD), 2006, Eastern Michigan University

  The researcher studied the cultural trends of a group of at-risk mothers who reside within Kent County, the majority of whom live in Grand… (more)

Subjects/Keywords: School failure United States Prevention; Children with social disabilities Education United States; Home and school Michigan Grand Rapids Case studies; Educational Administration and Supervision

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APA (6th Edition):

Quinn, K. C. (2006). Beliefs about parenting and how it affects a child's education. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/63

Chicago Manual of Style (16th Edition):

Quinn, Korin Crandall. “Beliefs about parenting and how it affects a child's education.” 2006. Doctoral Dissertation, Eastern Michigan University. Accessed September 19, 2019. http://commons.emich.edu/theses/63.

MLA Handbook (7th Edition):

Quinn, Korin Crandall. “Beliefs about parenting and how it affects a child's education.” 2006. Web. 19 Sep 2019.

Vancouver:

Quinn KC. Beliefs about parenting and how it affects a child's education. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2006. [cited 2019 Sep 19]. Available from: http://commons.emich.edu/theses/63.

Council of Science Editors:

Quinn KC. Beliefs about parenting and how it affects a child's education. [Doctoral Dissertation]. Eastern Michigan University; 2006. Available from: http://commons.emich.edu/theses/63

23. Saunders, Daniel Brian. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes… (more)

Subjects/Keywords: College students; First-year college students; Free-market logic; Ideology; Neoliberalism; Students as customers; Education

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

APA (6th Edition):

Saunders, D. B. (2011). Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/377

Chicago Manual of Style (16th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/377.

MLA Handbook (7th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Web. 19 Sep 2019.

Vancouver:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Sep 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/377.

Council of Science Editors:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/377

24. Herath, Ludmi. International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of North Dakota

  International students’ enrollment has continuously increased over the past decade. According to the Open Doors Annual Report, published and distributed by Institute for International… (more)

Subjects/Keywords: Globalization; International Education; Internationalization; International Students; NSSE

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APA (6th Edition):

Herath, L. (2018). International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2410

Chicago Manual of Style (16th Edition):

Herath, Ludmi. “International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).” 2018. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/2410.

MLA Handbook (7th Edition):

Herath, Ludmi. “International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse).” 2018. Web. 19 Sep 2019.

Vancouver:

Herath L. International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/2410.

Council of Science Editors:

Herath L. International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (nsse). [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2410


Montana Tech

25. Johnson, Glen A. At-risk students' perceptions of their school experiences.

Degree: Doctor of Education (EdD), 2002, Montana Tech

Subjects/Keywords: Public schools United States.; School discipline United States.; Children with social disabilities Education.; Slow learning children.; Motivation in education.; Learning; Psychology of.; Violence Prevention.; Dropouts United States Prevention.

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

APA (6th Edition):

Johnson, G. A. (2002). At-risk students' perceptions of their school experiences. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9388

Chicago Manual of Style (16th Edition):

Johnson, Glen A. “At-risk students' perceptions of their school experiences.” 2002. Doctoral Dissertation, Montana Tech. Accessed September 19, 2019. https://scholarworks.umt.edu/etd/9388.

MLA Handbook (7th Edition):

Johnson, Glen A. “At-risk students' perceptions of their school experiences.” 2002. Web. 19 Sep 2019.

Vancouver:

Johnson GA. At-risk students' perceptions of their school experiences. [Internet] [Doctoral dissertation]. Montana Tech; 2002. [cited 2019 Sep 19]. Available from: https://scholarworks.umt.edu/etd/9388.

Council of Science Editors:

Johnson GA. At-risk students' perceptions of their school experiences. [Doctoral Dissertation]. Montana Tech; 2002. Available from: https://scholarworks.umt.edu/etd/9388

26. Hampton, Joyce L. Latino/a Students and Faculty Interaction: Las Voces de Persistencia.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 Latinos consistently have the lowest degree completion rate throughout the United States (Kurlaender & Flores, 2005). At the same time, Latinos are the fastest growing… (more)

Subjects/Keywords: Advising; Higher Education; Latino Students; Persistence; Sense of Belonging; Validation; Education

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APA (6th Edition):

Hampton, J. L. (2010). Latino/a Students and Faculty Interaction: Las Voces de Persistencia. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/207

Chicago Manual of Style (16th Edition):

Hampton, Joyce L. “Latino/a Students and Faculty Interaction: Las Voces de Persistencia.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 19, 2019. https://scholarworks.umass.edu/open_access_dissertations/207.

MLA Handbook (7th Edition):

Hampton, Joyce L. “Latino/a Students and Faculty Interaction: Las Voces de Persistencia.” 2010. Web. 19 Sep 2019.

Vancouver:

Hampton JL. Latino/a Students and Faculty Interaction: Las Voces de Persistencia. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Sep 19]. Available from: https://scholarworks.umass.edu/open_access_dissertations/207.

Council of Science Editors:

Hampton JL. Latino/a Students and Faculty Interaction: Las Voces de Persistencia. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/207

27. Duggan, Michael William. Improving Services for Students with Disabilities at Community Colleges.

Degree: Doctor of Education (EdD), Community College Leadership, 2010, National-Louis University

 The purpose of this qualitative case study was to discover ways in which community college faculty and administrators can better facilitate learning for students with… (more)

Subjects/Keywords: disability services; disabilities; community college; teaching strategies; higher education; diversity; Community College Leadership

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APA (6th Edition):

Duggan, M. W. (2010). Improving Services for Students with Disabilities at Community Colleges. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/28

Chicago Manual of Style (16th Edition):

Duggan, Michael William. “Improving Services for Students with Disabilities at Community Colleges.” 2010. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. http://digitalcommons.nl.edu/diss/28.

MLA Handbook (7th Edition):

Duggan, Michael William. “Improving Services for Students with Disabilities at Community Colleges.” 2010. Web. 19 Sep 2019.

Vancouver:

Duggan MW. Improving Services for Students with Disabilities at Community Colleges. [Internet] [Doctoral dissertation]. National-Louis University; 2010. [cited 2019 Sep 19]. Available from: http://digitalcommons.nl.edu/diss/28.

Council of Science Editors:

Duggan MW. Improving Services for Students with Disabilities at Community Colleges. [Doctoral Dissertation]. National-Louis University; 2010. Available from: http://digitalcommons.nl.edu/diss/28


Florida International University

28. Morata, Juan M. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.

Degree: Doctor of Education (EdD), Higher Education Administration, 2017, Florida International University

  A number of studies have sought to identify factors influencing STEM students’ success in colleges and universities (Crisp et al., 2009; Excelencia, 2011; Hagedorn… (more)

Subjects/Keywords: Mentoring; STEM students; Latinos; South Florida; STEM program; Education; Higher Education; Higher Education Administration

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APA (6th Edition):

Morata, J. M. (2017). Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

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):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Thesis, Florida International University. Accessed September 19, 2019. https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

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

MLA Handbook (7th Edition):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Web. 19 Sep 2019.

Vancouver:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

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

Council of Science Editors:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Thesis]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

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

29. Alsharari, Fahad. Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, Clark University Atlanta

  The purpose of this mixed-methods study was to examine the stressors that Saudi students experience while studying in the United States and their impact… (more)

Subjects/Keywords: Saudi Students; International Students; Stress Factors; Academic Performance; Educational Leadership; Higher Education; International and Comparative Education

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

APA (6th Edition):

Alsharari, F. (2019). Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/167

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):

Alsharari, Fahad. “Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions.” 2019. Thesis, Clark University Atlanta. Accessed September 19, 2019. http://digitalcommons.auctr.edu/cauetds/167.

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

MLA Handbook (7th Edition):

Alsharari, Fahad. “Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions.” 2019. Web. 19 Sep 2019.

Vancouver:

Alsharari F. Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions. [Internet] [Thesis]. Clark University Atlanta; 2019. [cited 2019 Sep 19]. Available from: http://digitalcommons.auctr.edu/cauetds/167.

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

Council of Science Editors:

Alsharari F. Stress Factors that Impact Saudi Students’ Academic Performance in American Higher Education Institutions: An Analysis of Faculty, Administrators’, and Students’ Perceptions. [Thesis]. Clark University Atlanta; 2019. Available from: http://digitalcommons.auctr.edu/cauetds/167

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

30. Baccari, Stephen Frederick. Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, University of San Francisco

  The purpose of Catholic education has always been to educate students on the mission of the Catholic Church which is evangelization. This study examined… (more)

Subjects/Keywords: Catholic Identity; international students; Educational Leadership; International and Comparative Education

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

APA (6th Edition):

Baccari, S. F. (2018). Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/413

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):

Baccari, Stephen Frederick. “Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students.” 2018. Thesis, University of San Francisco. Accessed September 19, 2019. https://repository.usfca.edu/diss/413.

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

MLA Handbook (7th Edition):

Baccari, Stephen Frederick. “Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students.” 2018. Web. 19 Sep 2019.

Vancouver:

Baccari SF. Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Sep 19]. Available from: https://repository.usfca.edu/diss/413.

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

Council of Science Editors:

Baccari SF. Preserving Catholic Identity in Catholic Secondary Schools and the Impact on Catholic Identity by Non-Catholic and International Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/413

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

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