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You searched for subject:(academic success). Showing records 1 – 30 of 562 total matches.

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1. Johnson, Johnitha Watkins. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.

Degree: 2013, Texas Digital Library

 This qualitative study sought to describe college-enrolled African American daughters??? interpretation of their single mother???s personal characteristics, acts of parenting, and meaningful influence on their… (more)

Subjects/Keywords: academic success

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APA (6th Edition):

Johnson, J. W. (2013). Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

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

Chicago Manual of Style (16th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Thesis, Texas Digital Library. Accessed August 18, 2018. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

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

MLA Handbook (7th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Web. 18 Aug 2018.

Vancouver:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

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

Council of Science Editors:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

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


California State University – Sacramento

2. Wallace, Gladys May. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.

Degree: MA, Psychology, 2015, California State University – Sacramento

 The members of the personnel department of the Sacramento Junior College have made an empirical study for several years of the achievements and failures of… (more)

Subjects/Keywords: Prediction of scholastic success; Academic success

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APA (6th Edition):

Wallace, G. M. (2015). An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143197

Chicago Manual of Style (16th Edition):

Wallace, Gladys May. “An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.” 2015. Masters Thesis, California State University – Sacramento. Accessed August 18, 2018. http://hdl.handle.net/10211.3/143197.

MLA Handbook (7th Edition):

Wallace, Gladys May. “An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.” 2015. Web. 18 Aug 2018.

Vancouver:

Wallace GM. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10211.3/143197.

Council of Science Editors:

Wallace GM. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143197


University of Georgia

3. Stinson, David Wayne. African American male students and achievement in school mathematics: a critical postmodern analysis of agency.

Degree: PhD, Mathematics Education, 2004, University of Georgia

 The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In… (more)

Subjects/Keywords: Academic Success

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APA (6th Edition):

Stinson, D. W. (2004). African American male students and achievement in school mathematics: a critical postmodern analysis of agency. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

Chicago Manual of Style (16th Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Doctoral Dissertation, University of Georgia. Accessed August 18, 2018. http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

MLA Handbook (7th Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Web. 18 Aug 2018.

Vancouver:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2018 Aug 18]. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

Council of Science Editors:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

4. Garcia, Luz Navarrette. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  In 2014, Latina/o children comprise over 50% of the California K-12 student population. The recently changing demographics are not problematic; rather, the problems that… (more)

Subjects/Keywords: Academic Success; Testimonio; Education

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APA (6th Edition):

Garcia, L. N. (2014). Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/105

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):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Thesis, University of San Francisco. Accessed August 18, 2018. https://repository.usfca.edu/diss/105.

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

MLA Handbook (7th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Web. 18 Aug 2018.

Vancouver:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2018 Aug 18]. Available from: https://repository.usfca.edu/diss/105.

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

Council of Science Editors:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/105

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


AUT University

5. Zagreanu, Claudia. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .

Degree: 2010, AUT University

 Background: English for Speakers of Other Languages (ESOL) students, enrolled in health care tertiary education, have lower graduation rates compared with English native speakers. The… (more)

Subjects/Keywords: ESOL; Campus climate; Academic success

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

APA (6th Edition):

Zagreanu, C. (2010). English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/977

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):

Zagreanu, Claudia. “English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .” 2010. Thesis, AUT University. Accessed August 18, 2018. http://hdl.handle.net/10292/977.

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

MLA Handbook (7th Edition):

Zagreanu, Claudia. “English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .” 2010. Web. 18 Aug 2018.

Vancouver:

Zagreanu C. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . [Internet] [Thesis]. AUT University; 2010. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10292/977.

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

Council of Science Editors:

Zagreanu C. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/977

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


California State University – San Bernardino

6. Norris, Mark D. At Risk Students and Resiliency.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2014, California State University – San Bernardino

  Many “at risk” students are successful in middle school and high school, and are college bound, despite the fact that they face numerous factors… (more)

Subjects/Keywords: Resiliency; Academic Success; Engagement; Education

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APA (6th Edition):

Norris, M. D. (2014). At Risk Students and Resiliency. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/62

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):

Norris, Mark D. “At Risk Students and Resiliency.” 2014. Thesis, California State University – San Bernardino. Accessed August 18, 2018. http://scholarworks.lib.csusb.edu/etd/62.

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

MLA Handbook (7th Edition):

Norris, Mark D. “At Risk Students and Resiliency.” 2014. Web. 18 Aug 2018.

Vancouver:

Norris MD. At Risk Students and Resiliency. [Internet] [Thesis]. California State University – San Bernardino; 2014. [cited 2018 Aug 18]. Available from: http://scholarworks.lib.csusb.edu/etd/62.

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

Council of Science Editors:

Norris MD. At Risk Students and Resiliency. [Thesis]. California State University – San Bernardino; 2014. Available from: http://scholarworks.lib.csusb.edu/etd/62

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


University of Ottawa

7. Linton, Rowena. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .

Degree: 2016, University of Ottawa

 Black females achieve high standards of success, yet their lived experiences are frequently absent from educational literature in Canada. Using narratives gathered through semi-structured interviews… (more)

Subjects/Keywords: Black Girls; Resistance; Academic Success

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APA (6th Edition):

Linton, R. (2016). A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34203

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):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Thesis, University of Ottawa. Accessed August 18, 2018. http://hdl.handle.net/10393/34203.

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

MLA Handbook (7th Edition):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Web. 18 Aug 2018.

Vancouver:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10393/34203.

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

Council of Science Editors:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34203

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


University of North Texas

8. Mills, Michael Thomas. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.

Degree: 2011, University of North Texas

 This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit… (more)

Subjects/Keywords: Transfer student; academic; success

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APA (6th Edition):

Mills, M. T. (2011). Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103360/

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):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Thesis, University of North Texas. Accessed August 18, 2018. https://digital.library.unt.edu/ark:/67531/metadc103360/.

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

MLA Handbook (7th Edition):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Web. 18 Aug 2018.

Vancouver:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Internet] [Thesis]. University of North Texas; 2011. [cited 2018 Aug 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/.

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

Council of Science Editors:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/

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

9. Veal, Josie Lynn. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.

Degree: 2012, Marquette University

 To address the healthcare needs of vulnerable populations, nursing educators should evaluate educational preparedness and identify which factors influence a successive academic trajectory in nursing… (more)

Subjects/Keywords: Academic Success; ESL; Linguistically Diverse; Minority; Predictors of Success; Nursing

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APA (6th Edition):

Veal, J. L. (2012). Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/242

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):

Veal, Josie Lynn. “Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.” 2012. Thesis, Marquette University. Accessed August 18, 2018. https://epublications.marquette.edu/dissertations_mu/242.

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

MLA Handbook (7th Edition):

Veal, Josie Lynn. “Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.” 2012. Web. 18 Aug 2018.

Vancouver:

Veal JL. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. [Internet] [Thesis]. Marquette University; 2012. [cited 2018 Aug 18]. Available from: https://epublications.marquette.edu/dissertations_mu/242.

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

Council of Science Editors:

Veal JL. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. [Thesis]. Marquette University; 2012. Available from: https://epublications.marquette.edu/dissertations_mu/242

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


University of North Texas

10. Collins, Sarah R. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.

Degree: 2012, University of North Texas

 In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs… (more)

Subjects/Keywords: Collegiate access and success; academic success; college access

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APA (6th Edition):

Collins, S. R. (2012). Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149575/

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):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Thesis, University of North Texas. Accessed August 18, 2018. https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

MLA Handbook (7th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Web. 18 Aug 2018.

Vancouver:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Internet] [Thesis]. University of North Texas; 2012. [cited 2018 Aug 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/.

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

Council of Science Editors:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/

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


West Virginia University

11. Cox, Katherine, Eddy. Success from the voices of educators.

Degree: 2009, West Virginia University

 This study examines teachers’ conceptions of success through interviews of fourteen educators from a rural county in a Mid-Atlantic state. The results find that the… (more)

Subjects/Keywords: Prediction of scholastic success.; Academic achievement.

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APA (6th Edition):

Cox, Katherine, E. (2009). Success from the voices of educators. (Thesis). West Virginia University. Retrieved from http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084

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):

Cox, Katherine, Eddy. “Success from the voices of educators.” 2009. Thesis, West Virginia University. Accessed August 18, 2018. http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084.

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

MLA Handbook (7th Edition):

Cox, Katherine, Eddy. “Success from the voices of educators.” 2009. Web. 18 Aug 2018.

Vancouver:

Cox, Katherine E. Success from the voices of educators. [Internet] [Thesis]. West Virginia University; 2009. [cited 2018 Aug 18]. Available from: http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084.

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

Council of Science Editors:

Cox, Katherine E. Success from the voices of educators. [Thesis]. West Virginia University; 2009. Available from: http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084

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

12. Montoya, Wesley. Success Stories Of Students Of Mexican Descent.

Degree: PhD, Educational Administration and Policy Studies, 2011, U of Denver

  This study tells the personal stories of three academically successful students of Mexican descent. The goal of this study was to give a counter… (more)

Subjects/Keywords: Academic; Mexican; Resiliency; Stories; Student; Success

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APA (6th Edition):

Montoya, W. (2011). Success Stories Of Students Of Mexican Descent. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/441

Chicago Manual of Style (16th Edition):

Montoya, Wesley. “Success Stories Of Students Of Mexican Descent.” 2011. Doctoral Dissertation, U of Denver. Accessed August 18, 2018. https://digitalcommons.du.edu/etd/441.

MLA Handbook (7th Edition):

Montoya, Wesley. “Success Stories Of Students Of Mexican Descent.” 2011. Web. 18 Aug 2018.

Vancouver:

Montoya W. Success Stories Of Students Of Mexican Descent. [Internet] [Doctoral dissertation]. U of Denver; 2011. [cited 2018 Aug 18]. Available from: https://digitalcommons.du.edu/etd/441.

Council of Science Editors:

Montoya W. Success Stories Of Students Of Mexican Descent. [Doctoral Dissertation]. U of Denver; 2011. Available from: https://digitalcommons.du.edu/etd/441


California State University – Sacramento

13. Dyke, Michele Kimberly. Let the truth be told: reflections of first year African American male undergraduates.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 Academia is filled with studies that indicate the decline and absence of African American males in higher education (Wilson, 2000; Morgan, 1996; Gibbs, 1988). Research… (more)

Subjects/Keywords: African American males; Academic success; Higher education

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

APA (6th Edition):

Dyke, M. K. (2010). Let the truth be told: reflections of first year African American male undergraduates. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/647

Chicago Manual of Style (16th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 18, 2018. http://hdl.handle.net/10211.9/647.

MLA Handbook (7th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Web. 18 Aug 2018.

Vancouver:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10211.9/647.

Council of Science Editors:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/647


Victoria University of Wellington

14. Wilkie, Margaret A. Te Taumata -te Timata: the Pinnacle - the First Step.

Degree: 2010, Victoria University of Wellington

 Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this… (more)

Subjects/Keywords: Poutama; Kaupapa Maori; Academic achievement; Success

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APA (6th Edition):

Wilkie, M. A. (2010). Te Taumata -te Timata: the Pinnacle - the First Step. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1426

Chicago Manual of Style (16th Edition):

Wilkie, Margaret A. “Te Taumata -te Timata: the Pinnacle - the First Step.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed August 18, 2018. http://hdl.handle.net/10063/1426.

MLA Handbook (7th Edition):

Wilkie, Margaret A. “Te Taumata -te Timata: the Pinnacle - the First Step.” 2010. Web. 18 Aug 2018.

Vancouver:

Wilkie MA. Te Taumata -te Timata: the Pinnacle - the First Step. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10063/1426.

Council of Science Editors:

Wilkie MA. Te Taumata -te Timata: the Pinnacle - the First Step. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1426


Oregon State University

15. McBeth, Scott S. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.

Degree: PhD, Education, 2015, Oregon State University

 The topic of student success is beginning to grow in popularity throughout the United States. Student success has a wide variety of definitions ranging from… (more)

Subjects/Keywords: Student success definition; Academic achievement  – Oregon

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APA (6th Edition):

McBeth, S. S. (2015). Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/55295

Chicago Manual of Style (16th Edition):

McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Doctoral Dissertation, Oregon State University. Accessed August 18, 2018. http://hdl.handle.net/1957/55295.

MLA Handbook (7th Edition):

McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Web. 18 Aug 2018.

Vancouver:

McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/1957/55295.

Council of Science Editors:

McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/55295


Utah Valley University

16. Taylor, McLean Andrus. Understanding Nonverbal Communication Can Create Business Success.

Degree: 2015, Utah Valley University

Many professionals claim understanding nonverbal communication can make or break a person’s future in business. Nonverbal communication is defined as anything unspoken, written down, and… (more)

Subjects/Keywords: Nonverbal communication; Success in business; Dissertations, Academic

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

APA (6th Edition):

Taylor, M. A. (2015). Understanding Nonverbal Communication Can Create Business Success. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,674

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

Chicago Manual of Style (16th Edition):

Taylor, McLean Andrus. “Understanding Nonverbal Communication Can Create Business Success.” 2015. Thesis, Utah Valley University. Accessed August 18, 2018. http://contentdm.uvu.edu:81/u?/UVUTheses,674.

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

MLA Handbook (7th Edition):

Taylor, McLean Andrus. “Understanding Nonverbal Communication Can Create Business Success.” 2015. Web. 18 Aug 2018.

Vancouver:

Taylor MA. Understanding Nonverbal Communication Can Create Business Success. [Internet] [Thesis]. Utah Valley University; 2015. [cited 2018 Aug 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,674.

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

Council of Science Editors:

Taylor MA. Understanding Nonverbal Communication Can Create Business Success. [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,674

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


Northeastern University

17. Erazo, Yvonne P. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 The first year, first-semester community college students on academic probation and the factors affecting their academic success have been on the rise. As such, many… (more)

Subjects/Keywords: academic; college; community; persistence; probation; success

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APA (6th Edition):

Erazo, Y. P. (2017). Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20265269

Chicago Manual of Style (16th Edition):

Erazo, Yvonne P. “Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 18, 2018. http://hdl.handle.net/2047/D20265269.

MLA Handbook (7th Edition):

Erazo, Yvonne P. “Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis.” 2017. Web. 18 Aug 2018.

Vancouver:

Erazo YP. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/2047/D20265269.

Council of Science Editors:

Erazo YP. Persisting past probation: an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20265269


Louisiana State University

18. Roberts, Brandi. Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach.

Degree: PhD, Education, 2015, Louisiana State University

 ABSTRACT The purpose of this study was to examine the effectiveness of a minority bridge program’s (MBP) impact on the academic success of African American… (more)

Subjects/Keywords: minority bridge program; academic success; retention

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APA (6th Edition):

Roberts, B. (2015). Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10302015-094318 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2869

Chicago Manual of Style (16th Edition):

Roberts, Brandi. “Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach.” 2015. Doctoral Dissertation, Louisiana State University. Accessed August 18, 2018. etd-10302015-094318 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2869.

MLA Handbook (7th Edition):

Roberts, Brandi. “Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach.” 2015. Web. 18 Aug 2018.

Vancouver:

Roberts B. Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2018 Aug 18]. Available from: etd-10302015-094318 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2869.

Council of Science Editors:

Roberts B. Examining the Effectiveness of a Minority Bridge Program on the Academic Success of African American Undergraduates at Predominantly White Institutions: A Mixed Methods Approach. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-10302015-094318 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2869

19. Locke, Toni Ann. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .

Degree: 2014, California State University – San Marcos

 Statement of Problem: The rising demand for advanced practice nurses has created a demand in graduate nursing programs with limited capacities. Cognitive variables such as… (more)

Subjects/Keywords: Intuition; Experienced Nurse; Novice Nurse; academic success

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APA (6th Edition):

Locke, T. A. (2014). Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119141

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):

Locke, Toni Ann. “Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .” 2014. Thesis, California State University – San Marcos. Accessed August 18, 2018. http://hdl.handle.net/10211.3/119141.

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

MLA Handbook (7th Edition):

Locke, Toni Ann. “Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .” 2014. Web. 18 Aug 2018.

Vancouver:

Locke TA. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/10211.3/119141.

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

Council of Science Editors:

Locke TA. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119141

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


Louisiana State University

20. Manthei, Jr., Larry Paul. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.

Degree: PhD, Education, 2016, Louisiana State University

 This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted… (more)

Subjects/Keywords: Black male academic success; higher education

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APA (6th Edition):

Manthei, Jr., L. P. (2016). Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05252016-161418 ; https://digitalcommons.lsu.edu/gradschool_dissertations/183

Chicago Manual of Style (16th Edition):

Manthei, Jr., Larry Paul. “Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.” 2016. Doctoral Dissertation, Louisiana State University. Accessed August 18, 2018. etd-05252016-161418 ; https://digitalcommons.lsu.edu/gradschool_dissertations/183.

MLA Handbook (7th Edition):

Manthei, Jr., Larry Paul. “Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.” 2016. Web. 18 Aug 2018.

Vancouver:

Manthei, Jr. LP. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2018 Aug 18]. Available from: etd-05252016-161418 ; https://digitalcommons.lsu.edu/gradschool_dissertations/183.

Council of Science Editors:

Manthei, Jr. LP. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-05252016-161418 ; https://digitalcommons.lsu.edu/gradschool_dissertations/183


Texas Tech University

21. Hansen, Kinsey O. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.

Degree: 2014, Texas Tech University

 Community colleges play a significant role in maintaining economic stability in the United States (Davis, 2008). President Barack Obama (2009) indicated that there is an… (more)

Subjects/Keywords: Intrusive advising; Academic advising; Student success

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APA (6th Edition):

Hansen, K. O. (2014). A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58696

Chicago Manual of Style (16th Edition):

Hansen, Kinsey O. “A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.” 2014. Doctoral Dissertation, Texas Tech University. Accessed August 18, 2018. http://hdl.handle.net/2346/58696.

MLA Handbook (7th Edition):

Hansen, Kinsey O. “A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.” 2014. Web. 18 Aug 2018.

Vancouver:

Hansen KO. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. [Internet] [Doctoral dissertation]. Texas Tech University; 2014. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/2346/58696.

Council of Science Editors:

Hansen KO. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. [Doctoral Dissertation]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58696


Texas Tech University

22. Gentsch, Holley E. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.

Degree: 2014, Texas Tech University

 The conclusions from research on collegiate student-athlete academic success are mixed, especially regarding their academic success when compared to non-athletes. In addition, findings are inconclusive… (more)

Subjects/Keywords: Student-athletes; Academic success; College experience; Motivation

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

APA (6th Edition):

Gentsch, H. E. (2014). Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58501

Chicago Manual of Style (16th Edition):

Gentsch, Holley E. “Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.” 2014. Masters Thesis, Texas Tech University. Accessed August 18, 2018. http://hdl.handle.net/2346/58501.

MLA Handbook (7th Edition):

Gentsch, Holley E. “Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.” 2014. Web. 18 Aug 2018.

Vancouver:

Gentsch HE. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. [Internet] [Masters thesis]. Texas Tech University; 2014. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/2346/58501.

Council of Science Editors:

Gentsch HE. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. [Masters Thesis]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58501


University of Southern California

23. Hroch, Amber Michelle. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.

Degree: MEd, Postsecondary Administration and Student Affairs, 2011, University of Southern California

 This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields… (more)

Subjects/Keywords: academic success; women; science; engineering; mathematics

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

APA (6th Edition):

Hroch, A. M. (2011). A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213

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):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Thesis, University of Southern California. Accessed August 18, 2018. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213.

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

MLA Handbook (7th Edition):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Web. 18 Aug 2018.

Vancouver:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2018 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213.

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

Council of Science Editors:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/213

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


Texas A&M University

24. Brookins, Bari. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.

Degree: 2012, Texas A&M University

 This dissertation examined the perceptions of high-achieving undergraduate Hispanic students majoring in engineering with regard to their academic success. As the largest and fastest growing… (more)

Subjects/Keywords: Higher education; Hispanic; STEM; Engineering; Academic success

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APA (6th Edition):

Brookins, B. (2012). Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

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):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Thesis, Texas A&M University. Accessed August 18, 2018. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

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

MLA Handbook (7th Edition):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Web. 18 Aug 2018.

Vancouver:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

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

Council of Science Editors:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

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


Northeastern University

25. Vieira, Paul D. Designing a grade nine transition program: an exploratory case study.

Degree: EdD, School of Education, 2017, Northeastern University

 The goal of any high school is to make certain that students are college and career ready upon graduation. It is incumbent on schools to… (more)

Subjects/Keywords: academic; emotional; freshman academy; social; success; transition

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APA (6th Edition):

Vieira, P. D. (2017). Designing a grade nine transition program: an exploratory case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247813

Chicago Manual of Style (16th Edition):

Vieira, Paul D. “Designing a grade nine transition program: an exploratory case study.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 18, 2018. http://hdl.handle.net/2047/D20247813.

MLA Handbook (7th Edition):

Vieira, Paul D. “Designing a grade nine transition program: an exploratory case study.” 2017. Web. 18 Aug 2018.

Vancouver:

Vieira PD. Designing a grade nine transition program: an exploratory case study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/2047/D20247813.

Council of Science Editors:

Vieira PD. Designing a grade nine transition program: an exploratory case study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247813


Mississippi State University

26. Wells, Eddie Lee. Perceptions of African American male students enrolled in developmental education programs in the community college.

Degree: PhD, Education, College of, 2017, Mississippi State University

  This study sought to understand the perceptions of African American male students who are enrolled in developmental education programs. The researcher gathered information by… (more)

Subjects/Keywords: Academic Success; African American male; Developmental Education

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APA (6th Edition):

Wells, E. L. (2017). Perceptions of African American male students enrolled in developmental education programs in the community college. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;

Chicago Manual of Style (16th Edition):

Wells, Eddie Lee. “Perceptions of African American male students enrolled in developmental education programs in the community college.” 2017. Doctoral Dissertation, Mississippi State University. Accessed August 18, 2018. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;.

MLA Handbook (7th Edition):

Wells, Eddie Lee. “Perceptions of African American male students enrolled in developmental education programs in the community college.” 2017. Web. 18 Aug 2018.

Vancouver:

Wells EL. Perceptions of African American male students enrolled in developmental education programs in the community college. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2018 Aug 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;.

Council of Science Editors:

Wells EL. Perceptions of African American male students enrolled in developmental education programs in the community college. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;


Duquesne University

27. Burns, Donna Marie. A Transition Program: Students' Experiences and Perspectives.

Degree: PhD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2013, Duquesne University

 The intent of this study was to investigate student perceptions of participation in a transition program the summer before their ninth grade year. Studies have… (more)

Subjects/Keywords: Academic; Attendance; Discipline; Retention; Success; Transition

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

APA (6th Edition):

Burns, D. M. (2013). A Transition Program: Students' Experiences and Perspectives. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/369

Chicago Manual of Style (16th Edition):

Burns, Donna Marie. “A Transition Program: Students' Experiences and Perspectives.” 2013. Doctoral Dissertation, Duquesne University. Accessed August 18, 2018. https://dsc.duq.edu/etd/369.

MLA Handbook (7th Edition):

Burns, Donna Marie. “A Transition Program: Students' Experiences and Perspectives.” 2013. Web. 18 Aug 2018.

Vancouver:

Burns DM. A Transition Program: Students' Experiences and Perspectives. [Internet] [Doctoral dissertation]. Duquesne University; 2013. [cited 2018 Aug 18]. Available from: https://dsc.duq.edu/etd/369.

Council of Science Editors:

Burns DM. A Transition Program: Students' Experiences and Perspectives. [Doctoral Dissertation]. Duquesne University; 2013. Available from: https://dsc.duq.edu/etd/369


Universidade do Rio Grande do Norte

28. Granja, Veruska de Araújo Vasconcelos. Tendências de sucesso no percurso acadêmico do alunado na UFRN .

Degree: 2012, Universidade do Rio Grande do Norte

 Enter the University and remain in it is a challenge for all students who leave high school and enter this level. The aspiration for a… (more)

Subjects/Keywords: Universidade. Sucesso acadêmico. Insucesso acadêmico; University. Academic success. Academic failure

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

APA (6th Edition):

Granja, V. d. A. V. (2012). Tendências de sucesso no percurso acadêmico do alunado na UFRN . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14563

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):

Granja, Veruska de Araújo Vasconcelos. “Tendências de sucesso no percurso acadêmico do alunado na UFRN .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed August 18, 2018. http://repositorio.ufrn.br/handle/123456789/14563.

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

MLA Handbook (7th Edition):

Granja, Veruska de Araújo Vasconcelos. “Tendências de sucesso no percurso acadêmico do alunado na UFRN .” 2012. Web. 18 Aug 2018.

Vancouver:

Granja VdAV. Tendências de sucesso no percurso acadêmico do alunado na UFRN . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2018 Aug 18]. Available from: http://repositorio.ufrn.br/handle/123456789/14563.

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

Council of Science Editors:

Granja VdAV. Tendências de sucesso no percurso acadêmico do alunado na UFRN . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14563

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


University of Pretoria

29. Segabutla, Madikwa Hendrietta. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.

Degree: PhD, Humanities Education, 2015, University of Pretoria

 Concerns continue to be raised in South African higher education circles that students are not performing academically as they can and should, resulting in low… (more)

Subjects/Keywords: UCTD; Academic performance; Academic success; Instructional communication; Instructional dissonance; Perceptions

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

APA (6th Edition):

Segabutla, M. (2015). Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45937

Chicago Manual of Style (16th Edition):

Segabutla, Madikwa. “Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.” 2015. Doctoral Dissertation, University of Pretoria. Accessed August 18, 2018. http://hdl.handle.net/2263/45937.

MLA Handbook (7th Edition):

Segabutla, Madikwa. “Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.” 2015. Web. 18 Aug 2018.

Vancouver:

Segabutla M. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2018 Aug 18]. Available from: http://hdl.handle.net/2263/45937.

Council of Science Editors:

Segabutla M. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45937

30. Dias, Cláudia Daniela Oliveira. Causas de (In)Sucesso Escolar.

Degree: 2010, RCAAP

Dissertação de Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário

Desde há muito que a educação nos toca de perto. Como professores,… (more)

Subjects/Keywords: Sucesso Escolar; Insucesso Escolar; Alunos; Academic success; Academic failure; Students

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

APA (6th Edition):

Dias, C. D. O. (2010). Causas de (In)Sucesso Escolar. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:http://repositorio.utad.pt/:10348/576

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):

Dias, Cláudia Daniela Oliveira. “Causas de (In)Sucesso Escolar.” 2010. Thesis, RCAAP. Accessed August 18, 2018. http://www.rcaap.pt/detail.jsp?id=oai:http://repositorio.utad.pt/:10348/576.

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

MLA Handbook (7th Edition):

Dias, Cláudia Daniela Oliveira. “Causas de (In)Sucesso Escolar.” 2010. Web. 18 Aug 2018.

Vancouver:

Dias CDO. Causas de (In)Sucesso Escolar. [Internet] [Thesis]. RCAAP; 2010. [cited 2018 Aug 18]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:http://repositorio.utad.pt/:10348/576.

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

Council of Science Editors:

Dias CDO. Causas de (In)Sucesso Escolar. [Thesis]. RCAAP; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:http://repositorio.utad.pt/:10348/576

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

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