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You searched for subject:(adult continuing generation students). Showing records 1 – 30 of 40335 total matches.

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University of North Texas

1. Jackson, Delores. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.

Degree: 2014, University of North Texas

 This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were… (more)

Subjects/Keywords: adult learner; online college courses; adult-continuing generation students; Self-efficacy.; First-generation college students  – Psychology.; College students  – Psychology.; Distance education students  – Psychology.

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

APA (6th Edition):

Jackson, D. (2014). Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700075/

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):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Thesis, University of North Texas. Accessed April 02, 2020. https://digital.library.unt.edu/ark:/67531/metadc700075/.

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

MLA Handbook (7th Edition):

Jackson, Delores. “Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses.” 2014. Web. 02 Apr 2020.

Vancouver:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 02]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/.

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

Council of Science Editors:

Jackson D. Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700075/

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


Northeastern University

2. McCall, Ted. Voices of academically resilient first-generation college students: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 The rise in enrollment of non-traditional college students, specifically first-generation college students (FGS), over the last few decades has been well documented. Yet, with over… (more)

Subjects/Keywords: academic resilience; First-generation college students; interpretative phenomenological analysis; self-efficacy; Adult and Continuing Education Administration; Education

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APA (6th Edition):

McCall, T. (2014). Voices of academically resilient first-generation college students: an interpretative phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005002

Chicago Manual of Style (16th Edition):

McCall, Ted. “Voices of academically resilient first-generation college students: an interpretative phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed April 02, 2020. http://hdl.handle.net/2047/d20005002.

MLA Handbook (7th Edition):

McCall, Ted. “Voices of academically resilient first-generation college students: an interpretative phenomenological analysis.” 2014. Web. 02 Apr 2020.

Vancouver:

McCall T. Voices of academically resilient first-generation college students: an interpretative phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2047/d20005002.

Council of Science Editors:

McCall T. Voices of academically resilient first-generation college students: an interpretative phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005002


Drexel University

3. Scheuermann, Michael Ellis. Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom.

Degree: 2005, Drexel University

The number of undergraduate students who work full time has grown steadily over the last ten years. The proportion of undergraduates over age 25 rose… (more)

Subjects/Keywords: Education; Continuing education; Adult students

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APA (6th Edition):

Scheuermann, M. E. (2005). Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/493

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):

Scheuermann, Michael Ellis. “Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom.” 2005. Thesis, Drexel University. Accessed April 02, 2020. http://hdl.handle.net/1860/493.

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

MLA Handbook (7th Edition):

Scheuermann, Michael Ellis. “Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom.” 2005. Web. 02 Apr 2020.

Vancouver:

Scheuermann ME. Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom. [Internet] [Thesis]. Drexel University; 2005. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/1860/493.

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

Council of Science Editors:

Scheuermann ME. Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom. [Thesis]. Drexel University; 2005. Available from: http://hdl.handle.net/1860/493

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


Western Michigan University

4. Jordan, Pamela J. Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices.

Degree: PhD, Counselor Education and Counseling Psychology, 2018, Western Michigan University

  Graduate students age 40 and older, defined as “nontraditional” for this study, consistently represent approximately 20% of the graduate student population (United States Department… (more)

Subjects/Keywords: Nontraditional students; graduate students; counseling students; diversity; older students; counselor education; Adult and Continuing Education; Counselor Education

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APA (6th Edition):

Jordan, P. J. (2018). Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3324

Chicago Manual of Style (16th Edition):

Jordan, Pamela J. “Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices.” 2018. Doctoral Dissertation, Western Michigan University. Accessed April 02, 2020. https://scholarworks.wmich.edu/dissertations/3324.

MLA Handbook (7th Edition):

Jordan, Pamela J. “Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices.” 2018. Web. 02 Apr 2020.

Vancouver:

Jordan PJ. Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2020 Apr 02]. Available from: https://scholarworks.wmich.edu/dissertations/3324.

Council of Science Editors:

Jordan PJ. Counselor Educators’ Perceptions of Nontraditional Master’s-Level Counseling Students and How Those Perceptions Shape Teaching Practices. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3324


Loyola University Chicago

5. O'Conor, Maureen. Degree Attainment Among Adult Learners.

Degree: PhD, School of Education, 2009, Loyola University Chicago

  The purpose of this study is to expand understanding and discover knowledge about degree attainment among adult learners. This qualitative inquiry is about what… (more)

Subjects/Keywords: adult students; advising; degree attainment; non-traditional students; persistence; program administration; Adult and Continuing Education Administration

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APA (6th Edition):

O'Conor, M. (2009). Degree Attainment Among Adult Learners. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/112

Chicago Manual of Style (16th Edition):

O'Conor, Maureen. “Degree Attainment Among Adult Learners.” 2009. Doctoral Dissertation, Loyola University Chicago. Accessed April 02, 2020. https://ecommons.luc.edu/luc_diss/112.

MLA Handbook (7th Edition):

O'Conor, Maureen. “Degree Attainment Among Adult Learners.” 2009. Web. 02 Apr 2020.

Vancouver:

O'Conor M. Degree Attainment Among Adult Learners. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2009. [cited 2020 Apr 02]. Available from: https://ecommons.luc.edu/luc_diss/112.

Council of Science Editors:

O'Conor M. Degree Attainment Among Adult Learners. [Doctoral Dissertation]. Loyola University Chicago; 2009. Available from: https://ecommons.luc.edu/luc_diss/112


University of Colorado

6. Sarris, Julia Suzanne. Returning to School: Unraveling the Model of Barriers and Baggage.

Degree: PhD, Education, 2015, University of Colorado

  Despite the apparent growth in the population of adults returning to school following an interruption in their schooling, current research on this population is… (more)

Subjects/Keywords: adult students; barriers; community college; habitus; returning students; social capital; Adult and Continuing Education; Community College Leadership

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

APA (6th Edition):

Sarris, J. S. (2015). Returning to School: Unraveling the Model of Barriers and Baggage. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/56

Chicago Manual of Style (16th Edition):

Sarris, Julia Suzanne. “Returning to School: Unraveling the Model of Barriers and Baggage.” 2015. Doctoral Dissertation, University of Colorado. Accessed April 02, 2020. https://scholar.colorado.edu/educ_gradetds/56.

MLA Handbook (7th Edition):

Sarris, Julia Suzanne. “Returning to School: Unraveling the Model of Barriers and Baggage.” 2015. Web. 02 Apr 2020.

Vancouver:

Sarris JS. Returning to School: Unraveling the Model of Barriers and Baggage. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Apr 02]. Available from: https://scholar.colorado.edu/educ_gradetds/56.

Council of Science Editors:

Sarris JS. Returning to School: Unraveling the Model of Barriers and Baggage. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/56


Texas State University – San Marcos

7. Clark, Reginald. Factors Influencing Academic Success in First Generation College Students.

Degree: MA, Psychological Research, 2018, Texas State University – San Marcos

 Previous studies suggest that the college experience may be uniquely challenging for first generation college students (FGs); that is, students for whom neither parent has… (more)

Subjects/Keywords: First generation; Continuing generation; Academic locus of control; Family dysfunction; Family instability; GPA; Academic performance; First-generation college students; Academic achievement

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

APA (6th Edition):

Clark, R. (2018). Factors Influencing Academic Success in First Generation College Students. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7779

Chicago Manual of Style (16th Edition):

Clark, Reginald. “Factors Influencing Academic Success in First Generation College Students.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed April 02, 2020. https://digital.library.txstate.edu/handle/10877/7779.

MLA Handbook (7th Edition):

Clark, Reginald. “Factors Influencing Academic Success in First Generation College Students.” 2018. Web. 02 Apr 2020.

Vancouver:

Clark R. Factors Influencing Academic Success in First Generation College Students. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2020 Apr 02]. Available from: https://digital.library.txstate.edu/handle/10877/7779.

Council of Science Editors:

Clark R. Factors Influencing Academic Success in First Generation College Students. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7779


University of New Mexico

8. Verstynen, Pamela. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.

Degree: Organization, Information & Learning Sciences, 2011, University of New Mexico

 The purpose of this study was to explore the metaphors and cognitively structured metaphors older adult students of the Baby Boomer generation use when discussing… (more)

Subjects/Keywords: Baby boom generation – Psychology; Adult college students – Attitudes; College freshmen – Attitudes

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APA (6th Edition):

Verstynen, P. (2011). EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12877

Chicago Manual of Style (16th Edition):

Verstynen, Pamela. “EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.” 2011. Doctoral Dissertation, University of New Mexico. Accessed April 02, 2020. http://hdl.handle.net/1928/12877.

MLA Handbook (7th Edition):

Verstynen, Pamela. “EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM.” 2011. Web. 02 Apr 2020.

Vancouver:

Verstynen P. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/1928/12877.

Council of Science Editors:

Verstynen P. EXPLORING THE LANGUAGE OF OLDER ADULT LEARNERS AS THEY DISCUSS BEGINNING A BACHELORS DEGREE PROGRAM. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12877


University of Wisconsin – Stout

9. Smith, Christopher. An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access.

Degree: 2008, University of Wisconsin – Stout

Subjects/Keywords: Adult college students – Services for; Adult college students – Education (Continuing education); Continuing education

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APA (6th Edition):

Smith, C. (2008). An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf ; http://digital.library.wisc.edu/1793/42893

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):

Smith, Christopher. “An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access.” 2008. Thesis, University of Wisconsin – Stout. Accessed April 02, 2020. http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf ; http://digital.library.wisc.edu/1793/42893.

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

MLA Handbook (7th Edition):

Smith, Christopher. “An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access.” 2008. Web. 02 Apr 2020.

Vancouver:

Smith C. An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2020 Apr 02]. Available from: http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf ; http://digital.library.wisc.edu/1793/42893.

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

Council of Science Editors:

Smith C. An analysis of structural changes in the provision of continuing education services: indications of a shift in higher education access. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf ; http://digital.library.wisc.edu/1793/42893

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


Liberty University

10. Williams, Murray. The Relationship between Selected Predictor Variables and Successful Completion of Online Courses.

Degree: 2008, Liberty University

 The purpose of this study was to investigate the relationship between selected variables (age, gender, ethnicity, marital status, financial assistance, student status, number of previous… (more)

Subjects/Keywords: nontraditional online students, online education; Education, Adult and Continuing; Education, Higher; Education, Technology

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APA (6th Edition):

Williams, M. (2008). The Relationship between Selected Predictor Variables and Successful Completion of Online Courses. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/66

Chicago Manual of Style (16th Edition):

Williams, Murray. “The Relationship between Selected Predictor Variables and Successful Completion of Online Courses.” 2008. Doctoral Dissertation, Liberty University. Accessed April 02, 2020. http://digitalcommons.liberty.edu/doctoral/66.

MLA Handbook (7th Edition):

Williams, Murray. “The Relationship between Selected Predictor Variables and Successful Completion of Online Courses.” 2008. Web. 02 Apr 2020.

Vancouver:

Williams M. The Relationship between Selected Predictor Variables and Successful Completion of Online Courses. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2020 Apr 02]. Available from: http://digitalcommons.liberty.edu/doctoral/66.

Council of Science Editors:

Williams M. The Relationship between Selected Predictor Variables and Successful Completion of Online Courses. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/66


East Tennessee State University

11. Hershey, Kristen. Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing.

Degree: PhD, Nursing, 2017, East Tennessee State University

  Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen… (more)

Subjects/Keywords: Safety culture; nursing students; schools of nursing; HSOPSC; SON-COSS; Adult and Continuing Education; Nursing

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APA (6th Edition):

Hershey, K. (2017). Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3317

Chicago Manual of Style (16th Edition):

Hershey, Kristen. “Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed April 02, 2020. https://dc.etsu.edu/etd/3317.

MLA Handbook (7th Edition):

Hershey, Kristen. “Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing.” 2017. Web. 02 Apr 2020.

Vancouver:

Hershey K. Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Apr 02]. Available from: https://dc.etsu.edu/etd/3317.

Council of Science Editors:

Hershey K. Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3317


University of Hawaii – Manoa

12. Jinkens, Robert Carl. Faculty and student perspectives on the teaching of nontraditional accounting students.

Degree: 2009, University of Hawaii – Manoa

 The study explores two research questions: Q1, What teaching methods do four-year accounting faculty use with nontraditional accounting students; and Q2, how effective do accounting… (more)

Subjects/Keywords: Faculty; Teaching; Nontraditional; Accounting students; Business education; Adult education; Continuing education; Management; Accounting; Teaching methods; Studies; College students

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APA (6th Edition):

Jinkens, R. C. (2009). Faculty and student perspectives on the teaching of nontraditional accounting students. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/9023

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):

Jinkens, Robert Carl. “Faculty and student perspectives on the teaching of nontraditional accounting students.” 2009. Thesis, University of Hawaii – Manoa. Accessed April 02, 2020. http://hdl.handle.net/10125/9023.

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

MLA Handbook (7th Edition):

Jinkens, Robert Carl. “Faculty and student perspectives on the teaching of nontraditional accounting students.” 2009. Web. 02 Apr 2020.

Vancouver:

Jinkens RC. Faculty and student perspectives on the teaching of nontraditional accounting students. [Internet] [Thesis]. University of Hawaii – Manoa; 2009. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10125/9023.

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

Council of Science Editors:

Jinkens RC. Faculty and student perspectives on the teaching of nontraditional accounting students. [Thesis]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/9023

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


University of Arkansas

13. Dunagan, Marion M. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.

Degree: Doctor of Education in Workforce Development Education (EdD), Workforce Development Education (EdD), 2012, University of Arkansas

  Using the framework of boundary theory as applied to the work-life-school construct, the study focused on part-time MBA students who worked full-time, their tendency… (more)

Subjects/Keywords: Education; Adult students; Boundary theory; Graduate students; Mba; Part-time MBA students; Work-family; Work-life; Adult and Continuing Education and Teaching; Higher Education and Teaching

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

APA (6th Edition):

Dunagan, M. M. (2012). Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/334

Chicago Manual of Style (16th Edition):

Dunagan, Marion M. “Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.” 2012. Doctoral Dissertation, University of Arkansas. Accessed April 02, 2020. https://scholarworks.uark.edu/etd/334.

MLA Handbook (7th Edition):

Dunagan, Marion M. “Coping Strategies of Part-Time MBA Students: The Role of Boundary Management.” 2012. Web. 02 Apr 2020.

Vancouver:

Dunagan MM. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2020 Apr 02]. Available from: https://scholarworks.uark.edu/etd/334.

Council of Science Editors:

Dunagan MM. Coping Strategies of Part-Time MBA Students: The Role of Boundary Management. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/334

14. Arballo, Madelyn Rodriguez. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.

Degree: 2011, California State University, Long Beach

Adult education programs provide a viable option for adults who seek lifelong learning. One type of such programs is the adult secondary program where… (more)

Subjects/Keywords: Education, Adult and Continuing; Education, Continuing

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APA (6th Edition):

Arballo, M. R. (2011). Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3472517

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):

Arballo, Madelyn Rodriguez. “Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.” 2011. Thesis, California State University, Long Beach. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3472517.

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

MLA Handbook (7th Edition):

Arballo, Madelyn Rodriguez. “Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.” 2011. Web. 02 Apr 2020.

Vancouver:

Arballo MR. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3472517.

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

Council of Science Editors:

Arballo MR. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3472517

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


University of South Florida

15. Phillips, Virginia B. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.

Degree: 2011, University of South Florida

  Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver… (more)

Subjects/Keywords: Education, Adult and Continuing; Education, Continuing

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

APA (6th Edition):

Phillips, V. B. (2011). What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482740

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):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Thesis, University of South Florida. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3482740.

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

MLA Handbook (7th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Web. 02 Apr 2020.

Vancouver:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Internet] [Thesis]. University of South Florida; 2011. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482740.

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

Council of Science Editors:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Thesis]. University of South Florida; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482740

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


University of Oklahoma

16. Murdock, Cheryl Lorraine. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.

Degree: PhD, 2012, University of Oklahoma

 The term "first-generation" has long been used in the literature as a descriptive term to identify a subpopulation of college students who experience obstacles toward… (more)

Subjects/Keywords: First-generation college students – Psychology; Autonomy in youth; Goal (Psychology); Parent and adult child

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

APA (6th Edition):

Murdock, C. L. (2012). Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318632

Chicago Manual of Style (16th Edition):

Murdock, Cheryl Lorraine. “Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed April 02, 2020. http://hdl.handle.net/11244/318632.

MLA Handbook (7th Edition):

Murdock, Cheryl Lorraine. “Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?.” 2012. Web. 02 Apr 2020.

Vancouver:

Murdock CL. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/11244/318632.

Council of Science Editors:

Murdock CL. Do Perceptions of Parental Goal Promotion and Autonomy Support Explain the Relationship between Generational Status and Academic Processes and Outcomes?. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318632


University of Wisconsin – Oshkosh

17. Kinser, Rebecca J. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.

Degree: MA, English, 2009, University of Wisconsin – Oshkosh

A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts - English

This study explores the management of conversational… (more)

Subjects/Keywords: Adult education study and teaching; Continuing educatioin; Adult learning; Adult students; Learning strategies

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

APA (6th Edition):

Kinser, R. J. (2009). TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/46811

Chicago Manual of Style (16th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed April 02, 2020. http://digital.library.wisc.edu/1793/46811.

MLA Handbook (7th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Web. 02 Apr 2020.

Vancouver:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2020 Apr 02]. Available from: http://digital.library.wisc.edu/1793/46811.

Council of Science Editors:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Masters Thesis]. University of Wisconsin – Oshkosh; 2009. Available from: http://digital.library.wisc.edu/1793/46811


Stellenbosch University

18. Langeveldt, Faith. Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.

Degree: MPhil, Curriculum Studies, 2013, Stellenbosch University

ENGLISH ABSTRACT: The purpose of the current study was to determine how the recognition of prior learning (RPL) process at the University of the Western… (more)

Subjects/Keywords: Curriculum studies; Motivation in adult education; Continuing education  – Curriculum planning; Adult students  – Academic performance  – South Africa  – Cape Town; Adult education  – Research; University of the Western Cape  – Curriculum planning

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

APA (6th Edition):

Langeveldt, F. (2013). Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/85618

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):

Langeveldt, Faith. “Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.” 2013. Thesis, Stellenbosch University. Accessed April 02, 2020. http://hdl.handle.net/10019.1/85618.

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

MLA Handbook (7th Edition):

Langeveldt, Faith. “Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.” 2013. Web. 02 Apr 2020.

Vancouver:

Langeveldt F. Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10019.1/85618.

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

Council of Science Editors:

Langeveldt F. Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/85618

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


University of Oklahoma

19. Eaton, Timothy W. Path to the professoriate for high-achieving, first-generation college students.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2006, University of Oklahoma

 These two in vivo codes were interrelated with code constructs for parental influence, pre-college experience, institutional selection, persistence factors, attainment qualities, educational attainment, and career… (more)

Subjects/Keywords: Education, Adult and Continuing.; Motivation (Psychology) Case studies.; College teachers Psychology.; Education, Higher.; First-generation college students Psychology.; Motivation in education Case studies.; Successful people Psychology.

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

APA (6th Edition):

Eaton, T. W. (2006). Path to the professoriate for high-achieving, first-generation college students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1067

Chicago Manual of Style (16th Edition):

Eaton, Timothy W. “Path to the professoriate for high-achieving, first-generation college students.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed April 02, 2020. http://hdl.handle.net/11244/1067.

MLA Handbook (7th Edition):

Eaton, Timothy W. “Path to the professoriate for high-achieving, first-generation college students.” 2006. Web. 02 Apr 2020.

Vancouver:

Eaton TW. Path to the professoriate for high-achieving, first-generation college students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/11244/1067.

Council of Science Editors:

Eaton TW. Path to the professoriate for high-achieving, first-generation college students. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1067


University of Kentucky

20. Knutson, Nichole Marie. APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY.

Degree: 2011, University of Kentucky

Students who are the first in their families to attend college are less likely to earn a college degree as compared to their continuing-generation peers.… (more)

Subjects/Keywords: Rasch Analysis; Academic Self-Efficacy; First-Generation College Students; Continuing-Generation College Students; Parental Levels of Education; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Knutson, N. M. (2011). APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epe_etds/1

Chicago Manual of Style (16th Edition):

Knutson, Nichole Marie. “APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY.” 2011. Doctoral Dissertation, University of Kentucky. Accessed April 02, 2020. https://uknowledge.uky.edu/epe_etds/1.

MLA Handbook (7th Edition):

Knutson, Nichole Marie. “APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY.” 2011. Web. 02 Apr 2020.

Vancouver:

Knutson NM. APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY. [Internet] [Doctoral dissertation]. University of Kentucky; 2011. [cited 2020 Apr 02]. Available from: https://uknowledge.uky.edu/epe_etds/1.

Council of Science Editors:

Knutson NM. APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY. [Doctoral Dissertation]. University of Kentucky; 2011. Available from: https://uknowledge.uky.edu/epe_etds/1

21. Lewallen, Rosemary Warren. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.

Degree: 2012, California State University, Long Beach

  The purpose of this project was to: (a) develop a replicable training program on elder abuse awareness, (b) develop a practical tool for Meals… (more)

Subjects/Keywords: Gerontology; Education, Adult and Continuing

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APA (6th Edition):

Lewallen, R. W. (2012). Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1507697

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):

Lewallen, Rosemary Warren. “Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.” 2012. Thesis, California State University, Long Beach. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1507697.

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

MLA Handbook (7th Edition):

Lewallen, Rosemary Warren. “Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.” 2012. Web. 02 Apr 2020.

Vancouver:

Lewallen RW. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507697.

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

Council of Science Editors:

Lewallen RW. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507697

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


The George Washington University

22. Lofton, Charlotte Denise. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.

Degree: 2012, The George Washington University

  In this qualitative case study, the researcher explored the relationship between developmental relationships and career attitudes orientation of frontline behavioral healthcare professionals that are… (more)

Subjects/Keywords: Education; Adult and Continuing

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APA (6th Edition):

Lofton, C. D. (2012). Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3524367

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):

Lofton, Charlotte Denise. “Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.” 2012. Thesis, The George Washington University. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3524367.

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

MLA Handbook (7th Edition):

Lofton, Charlotte Denise. “Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.” 2012. Web. 02 Apr 2020.

Vancouver:

Lofton CD. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. [Internet] [Thesis]. The George Washington University; 2012. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524367.

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

Council of Science Editors:

Lofton CD. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524367

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

23. Kerns, Terry L. A phenomenological study of urban search and rescue members who responded to a disaster.

Degree: 2013, Capella University

  The complicated world of disaster management requires urban search and rescue (US&R) members to be well trained to respond to complex, unpredictable, and difficult… (more)

Subjects/Keywords: Education; Adult and Continuing

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APA (6th Edition):

Kerns, T. L. (2013). A phenomenological study of urban search and rescue members who responded to a disaster. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3546931

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):

Kerns, Terry L. “A phenomenological study of urban search and rescue members who responded to a disaster.” 2013. Thesis, Capella University. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3546931.

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

MLA Handbook (7th Edition):

Kerns, Terry L. “A phenomenological study of urban search and rescue members who responded to a disaster.” 2013. Web. 02 Apr 2020.

Vancouver:

Kerns TL. A phenomenological study of urban search and rescue members who responded to a disaster. [Internet] [Thesis]. Capella University; 2013. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546931.

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

Council of Science Editors:

Kerns TL. A phenomenological study of urban search and rescue members who responded to a disaster. [Thesis]. Capella University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546931

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

24. Ludden, James B. Learning in a heterogeneous community of practice.

Degree: 2009, Northern Illinois University

  A community of practice (CoP) is a group of individuals who share a common interest or concern that they collectively learn about and negotiate.… (more)

Subjects/Keywords: Education; Adult and Continuing

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APA (6th Edition):

Ludden, J. B. (2009). Learning in a heterogeneous community of practice. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3369794

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):

Ludden, James B. “Learning in a heterogeneous community of practice.” 2009. Thesis, Northern Illinois University. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3369794.

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

MLA Handbook (7th Edition):

Ludden, James B. “Learning in a heterogeneous community of practice.” 2009. Web. 02 Apr 2020.

Vancouver:

Ludden JB. Learning in a heterogeneous community of practice. [Internet] [Thesis]. Northern Illinois University; 2009. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3369794.

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

Council of Science Editors:

Ludden JB. Learning in a heterogeneous community of practice. [Thesis]. Northern Illinois University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3369794

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

25. Harrington, Audrey M. Lived Experiences of Graduate Students who are the Mothers of Young Children.

Degree: MEd, Counseling and Human Development, 2013, South Dakota State University

  In this qualitative study, the experiences of graduate students who were also the mothers of preschool children were explored through the use of narrative… (more)

Subjects/Keywords: Adult and Continuing Education; Counseling

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APA (6th Edition):

Harrington, A. M. (2013). Lived Experiences of Graduate Students who are the Mothers of Young Children. (Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/1423

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):

Harrington, Audrey M. “Lived Experiences of Graduate Students who are the Mothers of Young Children.” 2013. Thesis, South Dakota State University. Accessed April 02, 2020. http://openprairie.sdstate.edu/etd/1423.

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

MLA Handbook (7th Edition):

Harrington, Audrey M. “Lived Experiences of Graduate Students who are the Mothers of Young Children.” 2013. Web. 02 Apr 2020.

Vancouver:

Harrington AM. Lived Experiences of Graduate Students who are the Mothers of Young Children. [Internet] [Thesis]. South Dakota State University; 2013. [cited 2020 Apr 02]. Available from: http://openprairie.sdstate.edu/etd/1423.

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

Council of Science Editors:

Harrington AM. Lived Experiences of Graduate Students who are the Mothers of Young Children. [Thesis]. South Dakota State University; 2013. Available from: http://openprairie.sdstate.edu/etd/1423

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

26. Kinkead, Karl J. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.

Degree: 2015, Walden University

  Math anxiety, defined as feelings of apprehension and fear of courses involving mathematics, often interferes with student learning in a variety of college-level courses.… (more)

Subjects/Keywords: Statistics; Education, Adult and Continuing

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APA (6th Edition):

Kinkead, K. J. (2015). A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3684560

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):

Kinkead, Karl J. “A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.” 2015. Thesis, Walden University. Accessed April 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3684560.

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

MLA Handbook (7th Edition):

Kinkead, Karl J. “A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.” 2015. Web. 02 Apr 2020.

Vancouver:

Kinkead KJ. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. [Internet] [Thesis]. Walden University; 2015. [cited 2020 Apr 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3684560.

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

Council of Science Editors:

Kinkead KJ. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. [Thesis]. Walden University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3684560

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


University of Johannesburg

27. Dimpe, Mmueledi Matthews. The empowerment of learners at Mmabatho adult centres.

Degree: 2012, University of Johannesburg

M.Ed.

This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult(more)

Subjects/Keywords: Adult education; Continuing education

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APA (6th Edition):

Dimpe, M. M. (2012). The empowerment of learners at Mmabatho adult centres. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4267

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):

Dimpe, Mmueledi Matthews. “The empowerment of learners at Mmabatho adult centres.” 2012. Thesis, University of Johannesburg. Accessed April 02, 2020. http://hdl.handle.net/10210/4267.

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

MLA Handbook (7th Edition):

Dimpe, Mmueledi Matthews. “The empowerment of learners at Mmabatho adult centres.” 2012. Web. 02 Apr 2020.

Vancouver:

Dimpe MM. The empowerment of learners at Mmabatho adult centres. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10210/4267.

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

Council of Science Editors:

Dimpe MM. The empowerment of learners at Mmabatho adult centres. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4267

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


McGill University

28. Sverdlik, Anna. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.

Degree: MA, Department of Educational and Counselling Psychology, 2014, McGill University

University students in STEM disciplines are expected to successfully deal with academic stress while maintaining the well-being and motivation required to achieve superior performance. These… (more)

Subjects/Keywords: Education - Adult and Continuing

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APA (6th Edition):

Sverdlik, A. (2014). Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile121476.pdf

Chicago Manual of Style (16th Edition):

Sverdlik, Anna. “Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.” 2014. Masters Thesis, McGill University. Accessed April 02, 2020. http://digitool.library.mcgill.ca/thesisfile121476.pdf.

MLA Handbook (7th Edition):

Sverdlik, Anna. “Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.” 2014. Web. 02 Apr 2020.

Vancouver:

Sverdlik A. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. [Internet] [Masters thesis]. McGill University; 2014. [cited 2020 Apr 02]. Available from: http://digitool.library.mcgill.ca/thesisfile121476.pdf.

Council of Science Editors:

Sverdlik A. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. [Masters Thesis]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile121476.pdf


McGill University

29. Lewis, Denice. Towards the identification of family physician learning needs through a reflective process.

Degree: MS, Department of Medicine, 2012, McGill University

Background Continuing professional development stakeholders are continually searching for better ways of collecting and using data to determine the educational needs of physicians. Research questions1)… (more)

Subjects/Keywords: Education - Adult and Continuing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lewis, D. (2012). Towards the identification of family physician learning needs through a reflective process. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile110669.pdf

Chicago Manual of Style (16th Edition):

Lewis, Denice. “Towards the identification of family physician learning needs through a reflective process.” 2012. Masters Thesis, McGill University. Accessed April 02, 2020. http://digitool.library.mcgill.ca/thesisfile110669.pdf.

MLA Handbook (7th Edition):

Lewis, Denice. “Towards the identification of family physician learning needs through a reflective process.” 2012. Web. 02 Apr 2020.

Vancouver:

Lewis D. Towards the identification of family physician learning needs through a reflective process. [Internet] [Masters thesis]. McGill University; 2012. [cited 2020 Apr 02]. Available from: http://digitool.library.mcgill.ca/thesisfile110669.pdf.

Council of Science Editors:

Lewis D. Towards the identification of family physician learning needs through a reflective process. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile110669.pdf

30. Chewe, Bwalya. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia.

Degree: 2016, University of Zimbabwe

 This study was instituted to establish perceptions that the teachers, parents and secondary school girls hold toward the school re-entry policy as well as to… (more)

Subjects/Keywords: Continuing education; Adult education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chewe, B. (2016). Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4643

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):

Chewe, Bwalya. “Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia.” 2016. Thesis, University of Zimbabwe. Accessed April 02, 2020. http://dspace.unza.zm/handle/123456789/4643.

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

MLA Handbook (7th Edition):

Chewe, Bwalya. “Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia.” 2016. Web. 02 Apr 2020.

Vancouver:

Chewe B. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2020 Apr 02]. Available from: http://dspace.unza.zm/handle/123456789/4643.

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

Council of Science Editors:

Chewe B. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4643

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

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