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You searched for subject:(at risk college students). Showing records 1 – 30 of 67971 total matches.

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University of Georgia

1. Washington, Cheryl Denise. Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools.

Degree: EdD, Occupational Studies, 2010, University of Georgia

 The purpose of this study was to examine the perceptions of self as a person, of self as a student and of school of graduating… (more)

Subjects/Keywords: At-Risk Students

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APA (6th Edition):

Washington, C. D. (2010). Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/washington_cheryl_d_201005_edd

Chicago Manual of Style (16th Edition):

Washington, Cheryl Denise. “Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools.” 2010. Doctoral Dissertation, University of Georgia. Accessed September 20, 2019. http://purl.galileo.usg.edu/uga_etd/washington_cheryl_d_201005_edd.

MLA Handbook (7th Edition):

Washington, Cheryl Denise. “Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools.” 2010. Web. 20 Sep 2019.

Vancouver:

Washington CD. Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Sep 20]. Available from: http://purl.galileo.usg.edu/uga_etd/washington_cheryl_d_201005_edd.

Council of Science Editors:

Washington CD. Perceptions toward school and self of graduating seniors deemed at risk of school failure enrolled in non-traditional and traditional high schools. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/washington_cheryl_d_201005_edd


Colorado State University

2. Pantlin, Lara N. Duration mismatch negativity in high-risk populations for schizophrenia.

Degree: MS(M.S.), Psychology, 2016, Colorado State University

 Schizophrenia is a potentially disabling and intractable disorder that is categorized by disturbances in sensory information processing and a psychotic episode. Recent research has targeted… (more)

Subjects/Keywords: college students; mismatch negativity; schizophrenia; EEG; at-risk; prodromal

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APA (6th Edition):

Pantlin, L. N. (2016). Duration mismatch negativity in high-risk populations for schizophrenia. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/173485

Chicago Manual of Style (16th Edition):

Pantlin, Lara N. “Duration mismatch negativity in high-risk populations for schizophrenia.” 2016. Masters Thesis, Colorado State University. Accessed September 20, 2019. http://hdl.handle.net/10217/173485.

MLA Handbook (7th Edition):

Pantlin, Lara N. “Duration mismatch negativity in high-risk populations for schizophrenia.” 2016. Web. 20 Sep 2019.

Vancouver:

Pantlin LN. Duration mismatch negativity in high-risk populations for schizophrenia. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10217/173485.

Council of Science Editors:

Pantlin LN. Duration mismatch negativity in high-risk populations for schizophrenia. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173485


University of Toledo

3. Bonham, Bradley K. Understanding a College-Going Culture in the Secondary Level for At-Risk Students.

Degree: PhD, Higher Education, 2014, University of Toledo

 First-generation, low-income, underrepresented students are considered an at-risk population for higher education. Scholars have identified three main types of students who fall under the category… (more)

Subjects/Keywords: Education; At-Risk Students, College-Going School Culture, Secondary Level, Higher Education

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APA (6th Edition):

Bonham, B. K. (2014). Understanding a College-Going Culture in the Secondary Level for At-Risk Students. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418312278

Chicago Manual of Style (16th Edition):

Bonham, Bradley K. “Understanding a College-Going Culture in the Secondary Level for At-Risk Students.” 2014. Doctoral Dissertation, University of Toledo. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418312278.

MLA Handbook (7th Edition):

Bonham, Bradley K. “Understanding a College-Going Culture in the Secondary Level for At-Risk Students.” 2014. Web. 20 Sep 2019.

Vancouver:

Bonham BK. Understanding a College-Going Culture in the Secondary Level for At-Risk Students. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418312278.

Council of Science Editors:

Bonham BK. Understanding a College-Going Culture in the Secondary Level for At-Risk Students. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418312278


Kent State University

4. Levinstein, Michael. A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2018, Kent State University

 An increasing number of students, who in past generations would successfully pursued careers without a college degree, are enrolling in college and, later, dropping-out at(more)

Subjects/Keywords: Education; Higher Education Administration; Higher Education; academic advising; intrusive; prescriptive; at-risk; college students

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APA (6th Edition):

Levinstein, M. (2018). A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058

Chicago Manual of Style (16th Edition):

Levinstein, Michael. “A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS.” 2018. Doctoral Dissertation, Kent State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058.

MLA Handbook (7th Edition):

Levinstein, Michael. “A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS.” 2018. Web. 20 Sep 2019.

Vancouver:

Levinstein M. A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058.

Council of Science Editors:

Levinstein M. A CASE STUDY OF AN INTRUSIVE ADVISING APPROACH FORAT-RISK, UNDER-PREPARED AND TRADITIONALLY UNDERREPRESENTED COLLEGE STUDENTS. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1531818108726058


Virginia Tech

5. McGuire, Sharon Paterson. At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned.

Degree: PhD, Sociology, 1998, Virginia Tech

At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned Sharon Paterson McGuire Abstract Researchers and practitioners in an attempt to… (more)

Subjects/Keywords: At-risk students; college students; academic performance; gender

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

APA (6th Edition):

McGuire, S. P. (1998). At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40402

Chicago Manual of Style (16th Edition):

McGuire, Sharon Paterson. “At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned.” 1998. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2019. http://hdl.handle.net/10919/40402.

MLA Handbook (7th Edition):

McGuire, Sharon Paterson. “At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned.” 1998. Web. 20 Sep 2019.

Vancouver:

McGuire SP. At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10919/40402.

Council of Science Editors:

McGuire SP. At-Risk, First-Year Students' Patterns of Perceptions of Their Academic Performance Activities and Grades Earned. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/40402


University of Houston

6. Rentfro, Roni C 1957-. Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 The purpose of the study was to chronicle the beginnings of a South Texas Early College High School from theoretical, professional, and personal perspectives and… (more)

Subjects/Keywords: narrative inquiry; early college high school; AVID program; secondary education; at-risk students; college-readiness program; dual enrollment

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APA (6th Edition):

Rentfro, R. C. 1. (2013). Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/996

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):

Rentfro, Roni C 1957-. “Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories.” 2013. Thesis, University of Houston. Accessed September 20, 2019. http://hdl.handle.net/10657/996.

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

MLA Handbook (7th Edition):

Rentfro, Roni C 1957-. “Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories.” 2013. Web. 20 Sep 2019.

Vancouver:

Rentfro RC1. Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10657/996.

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

Council of Science Editors:

Rentfro RC1. Opening an Early College High School: A Personal and Professional Journey of Theory into Practice through Shared Stories. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/996

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


University of Cincinnati

7. Krismer, Marianne Zwick. Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students.

Degree: EdD, Education : Educational Foundations, 2005, University of Cincinnati

 This qualitative study of five first generation community college students and four faculty who participated in high school to college bridge program(s) was undertaken in… (more)

Subjects/Keywords: at-promise students; at-promise community college students; at-risk community college students,; resilience and community college students; achievement and community college students

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APA (6th Edition):

Krismer, M. Z. (2005). Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536

Chicago Manual of Style (16th Edition):

Krismer, Marianne Zwick. “Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students.” 2005. Doctoral Dissertation, University of Cincinnati. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536.

MLA Handbook (7th Edition):

Krismer, Marianne Zwick. “Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students.” 2005. Web. 20 Sep 2019.

Vancouver:

Krismer MZ. Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2005. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536.

Council of Science Editors:

Krismer MZ. Attibutes and Support Systems That Promote Resilience and Achievement for “At Promise” Community College Students. [Doctoral Dissertation]. University of Cincinnati; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1115994536


Louisiana State University

8. Brand, Belinda B. Accountability models for alternative schools.

Degree: PhD, Education, 2011, Louisiana State University

 Using historical test data from the standardized testing program (LEAP, iLEAP) in the state of Louisiana, this sequential mixed methods study utilized hierarchical linear modeling… (more)

Subjects/Keywords: at-risk students; alternative schools; school accountability

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APA (6th Edition):

Brand, B. B. (2011). Accountability models for alternative schools. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04192011-165042 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2301

Chicago Manual of Style (16th Edition):

Brand, Belinda B. “Accountability models for alternative schools.” 2011. Doctoral Dissertation, Louisiana State University. Accessed September 20, 2019. etd-04192011-165042 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2301.

MLA Handbook (7th Edition):

Brand, Belinda B. “Accountability models for alternative schools.” 2011. Web. 20 Sep 2019.

Vancouver:

Brand BB. Accountability models for alternative schools. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Sep 20]. Available from: etd-04192011-165042 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2301.

Council of Science Editors:

Brand BB. Accountability models for alternative schools. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-04192011-165042 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2301


Virginia Tech

9. Snyder, Jennifer Dee. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 The widespread effects of student failure and dropout have social, judicial, and economic implications. This study addressed factors that can affect students academic identification, an… (more)

Subjects/Keywords: at-risk students; motivation; alternative schools

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APA (6th Edition):

Snyder, J. D. (2015). The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64396

Chicago Manual of Style (16th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2019. http://hdl.handle.net/10919/64396.

MLA Handbook (7th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Web. 20 Sep 2019.

Vancouver:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10919/64396.

Council of Science Editors:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64396


University of Houston

10. Yoh, Kellie 1972-. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 According to the Texas PEIMs Student Data Report (2009), 47% of the student population of Texas is at risk of dropping out of school. The… (more)

Subjects/Keywords: Online Learning; At-Risk Students; Educational leadership

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APA (6th Edition):

Yoh, K. 1. (2011). Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/439

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):

Yoh, Kellie 1972-. “Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.” 2011. Thesis, University of Houston. Accessed September 20, 2019. http://hdl.handle.net/10657/439.

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

MLA Handbook (7th Edition):

Yoh, Kellie 1972-. “Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma.” 2011. Web. 20 Sep 2019.

Vancouver:

Yoh K1. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10657/439.

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

Council of Science Editors:

Yoh K1. Exploring Online Learning Opportunities for At-Risk Students to Complete a High School Diploma. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/439

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


University of Florida

11. Tsukamoto, Miranda. A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study.

Degree: 2009, University of Florida

 Purpose: Impaired driving, whether attributable to the effects of alcohol and/or drug use, is a major cause of mortality among young adults. The college student… (more)

Subjects/Keywords: Alcohols; At risk population; College students; Data collection; Drinking establishments; Mortality; Population decline; Taxis; Transportation; Young adults

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APA (6th Edition):

Tsukamoto, M. (2009). A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059418

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):

Tsukamoto, Miranda. “A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study.” 2009. Thesis, University of Florida. Accessed September 20, 2019. http://ufdc.ufl.edu/AA00059418.

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

MLA Handbook (7th Edition):

Tsukamoto, Miranda. “A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study.” 2009. Web. 20 Sep 2019.

Vancouver:

Tsukamoto M. A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study. [Internet] [Thesis]. University of Florida; 2009. [cited 2019 Sep 20]. Available from: http://ufdc.ufl.edu/AA00059418.

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

Council of Science Editors:

Tsukamoto M. A Nighttime Field Assessment of Taxi Usage in Gainesville Bar Districts: A Pilot Study. [Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/AA00059418

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

12. Rolle, LaToya E. The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  As more students enroll than earn a post-secondary credential, persistence toward completion and graduation have become issues in community colleges. This program evaluation highlights… (more)

Subjects/Keywords: coaching model; community college; AmeriCorps; at-risk students; intervention; course-embedded model; developmental and remedial courses; Educational Leadership

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APA (6th Edition):

Rolle, L. E. (2019). The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/197

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):

Rolle, LaToya E. “The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program.” 2019. Thesis, University of New England. Accessed September 20, 2019. https://dune.une.edu/theses/197.

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

MLA Handbook (7th Edition):

Rolle, LaToya E. “The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program.” 2019. Web. 20 Sep 2019.

Vancouver:

Rolle LE. The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program. [Internet] [Thesis]. University of New England; 2019. [cited 2019 Sep 20]. Available from: https://dune.une.edu/theses/197.

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

Council of Science Editors:

Rolle LE. The Importance Of Coaching: A Program Evaluation Of The Americorps College Completion Coaches Program. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/197

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


University of Southern California

13. Robertson, Heather. Teachers helping students: a sociocultural perspective.

Degree: EdD, Education, 2007, University of Southern California

 This study examined how the teachers of the University of Southern California Neighborhood Academic Initiative responded to students in grades 9-12. The research focused on… (more)

Subjects/Keywords: at-risk students; college preparation; sociocultural approach; school culture

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APA (6th Edition):

Robertson, H. (2007). Teachers helping students: a sociocultural perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/164044/rec/6350

Chicago Manual of Style (16th Edition):

Robertson, Heather. “Teachers helping students: a sociocultural perspective.” 2007. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/164044/rec/6350.

MLA Handbook (7th Edition):

Robertson, Heather. “Teachers helping students: a sociocultural perspective.” 2007. Web. 20 Sep 2019.

Vancouver:

Robertson H. Teachers helping students: a sociocultural perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/164044/rec/6350.

Council of Science Editors:

Robertson H. Teachers helping students: a sociocultural perspective. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/164044/rec/6350

14. O'Sullivan, Ciaran. Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey.

Degree: Doctor of Education (EdD), Community College Leadership, 2013, National-Louis University

  A college education is, for many in America, part and parcel of the American Dream, and is certainly achievable. For countless reasons, students may… (more)

Subjects/Keywords: Associate Degree Nursing Programs; At Risk Students; High Risk Nursing; Students Nursing Student Assistance Programs; Program Evaluation; Community College Leadership; Education; Educational Leadership

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

APA (6th Edition):

O'Sullivan, C. (2013). Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/67

Chicago Manual of Style (16th Edition):

O'Sullivan, Ciaran. “Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey.” 2013. Doctoral Dissertation, National-Louis University. Accessed September 20, 2019. http://digitalcommons.nl.edu/diss/67.

MLA Handbook (7th Edition):

O'Sullivan, Ciaran. “Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey.” 2013. Web. 20 Sep 2019.

Vancouver:

O'Sullivan C. Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey. [Internet] [Doctoral dissertation]. National-Louis University; 2013. [cited 2019 Sep 20]. Available from: http://digitalcommons.nl.edu/diss/67.

Council of Science Editors:

O'Sullivan C. Evaluation of a Successful High Risk Nursing Student Assistance Program: One ADN Program's Journey. [Doctoral Dissertation]. National-Louis University; 2013. Available from: http://digitalcommons.nl.edu/diss/67


Humboldt State University

15. Northern, Jeffry Edward. Characteristics, qualities, and traits found among academically successful at-risk elementary students.

Degree: MA, Education, 2013, Humboldt State University

 This qualitative research study examines similar traits and characteristics found among academically successful at-risk elementary students in a rural elementary school setting. A sample population… (more)

Subjects/Keywords: At-risk students; Successful elementary students; Academically successful students

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APA (6th Edition):

Northern, J. E. (2013). Characteristics, qualities, and traits found among academically successful at-risk elementary students. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1604

Chicago Manual of Style (16th Edition):

Northern, Jeffry Edward. “Characteristics, qualities, and traits found among academically successful at-risk elementary students.” 2013. Masters Thesis, Humboldt State University. Accessed September 20, 2019. http://hdl.handle.net/2148/1604.

MLA Handbook (7th Edition):

Northern, Jeffry Edward. “Characteristics, qualities, and traits found among academically successful at-risk elementary students.” 2013. Web. 20 Sep 2019.

Vancouver:

Northern JE. Characteristics, qualities, and traits found among academically successful at-risk elementary students. [Internet] [Masters thesis]. Humboldt State University; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2148/1604.

Council of Science Editors:

Northern JE. Characteristics, qualities, and traits found among academically successful at-risk elementary students. [Masters Thesis]. Humboldt State University; 2013. Available from: http://hdl.handle.net/2148/1604

16. Peth, Scott F. At-Risk in the Virtual Classroom: a Handbook for Student Success.

Degree: 2008, Regis University

  Online education, also known as"the virtual classroom", has proliferated in the United States, as well as in much of the world, in the last… (more)

Subjects/Keywords: Education; web-based instruction; internet in education; students with social disabilities; virtual classroom; at-risk students; College for Professional Studies; Master of Education; School of Education and Counseling

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APA (6th Edition):

Peth, S. F. (2008). At-Risk in the Virtual Classroom: a Handbook for Student Success. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/667

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):

Peth, Scott F. “At-Risk in the Virtual Classroom: a Handbook for Student Success.” 2008. Thesis, Regis University. Accessed September 20, 2019. http://epublications.regis.edu/theses/667.

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

MLA Handbook (7th Edition):

Peth, Scott F. “At-Risk in the Virtual Classroom: a Handbook for Student Success.” 2008. Web. 20 Sep 2019.

Vancouver:

Peth SF. At-Risk in the Virtual Classroom: a Handbook for Student Success. [Internet] [Thesis]. Regis University; 2008. [cited 2019 Sep 20]. Available from: http://epublications.regis.edu/theses/667.

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

Council of Science Editors:

Peth SF. At-Risk in the Virtual Classroom: a Handbook for Student Success. [Thesis]. Regis University; 2008. Available from: http://epublications.regis.edu/theses/667

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

17. Parks, Chris. The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this qualitative study was to explore how seven at-risk college students who attend a public four-year college and who participate in faculty… (more)

Subjects/Keywords: academic resilience; at-risk college students; interpretative phenomenological analysis; resilience; retention; Student activities; Performing arts; Study and teaching (Higher); Resilience (Personality trait); Motivation in education; College dropouts; Prevention

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

APA (6th Edition):

Parks, C. (2016). The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208966

Chicago Manual of Style (16th Edition):

Parks, Chris. “The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/D20208966.

MLA Handbook (7th Edition):

Parks, Chris. “The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience.” 2016. Web. 20 Sep 2019.

Vancouver:

Parks C. The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/D20208966.

Council of Science Editors:

Parks C. The relationship between at-risk college students' participation in arts-based cocurricular activities and academic resilience. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208966


University of Missouri – Columbia

18. Hendricker, Elise N. An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems.

Degree: 2011, University of Missouri – Columbia

 Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (see Patterson et al., 1989). Given the importance of… (more)

Subjects/Keywords: risk profile; at-risk students; behavioral difficulties; academics

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APA (6th Edition):

Hendricker, E. N. (2011). An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14208

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):

Hendricker, Elise N. “An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems.” 2011. Thesis, University of Missouri – Columbia. Accessed September 20, 2019. http://hdl.handle.net/10355/14208.

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

MLA Handbook (7th Edition):

Hendricker, Elise N. “An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems.” 2011. Web. 20 Sep 2019.

Vancouver:

Hendricker EN. An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10355/14208.

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

Council of Science Editors:

Hendricker EN. An exploration of the familial risk profiles of kindergarten students and later academic and behavior problems. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14208

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


Boston College

19. Trong, Kathleen Lucine. Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2009, Boston College

 Equity in educational outcomes, particularly reading, is an important policy issue in countries around the world. This dissertation used data from PIRLS 2006 to explore… (more)

Subjects/Keywords: Assessment; At Risk Students; Cross-country; Equality; Literacy; Relative Risk

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APA (6th Edition):

Trong, K. L. (2009). Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101608

Chicago Manual of Style (16th Edition):

Trong, Kathleen Lucine. “Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally.” 2009. Doctoral Dissertation, Boston College. Accessed September 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101608.

MLA Handbook (7th Edition):

Trong, Kathleen Lucine. “Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally.” 2009. Web. 20 Sep 2019.

Vancouver:

Trong KL. Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Sep 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101608.

Council of Science Editors:

Trong KL. Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101608


Cape Peninsula University of Technology

20. Esambe, Emmanuel Ekale. Formartive feedback and essay-writing practices for at-risk students .

Degree: 2015, Cape Peninsula University of Technology

The core problematique of this study is to establish a collaborative intervention strategy as a model that could facilitate the design and dissemination of appropriate formative feedback during essay-writing practices with at risk ECP and first-year students.

Subjects/Keywords: Essay-writing practices; At-risk students; First-year students

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APA (6th Edition):

Esambe, E. E. (2015). Formartive feedback and essay-writing practices for at-risk students . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1962

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):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Thesis, Cape Peninsula University of Technology. Accessed September 20, 2019. http://etd.cput.ac.za/handle/20.500.11838/1962.

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

MLA Handbook (7th Edition):

Esambe, Emmanuel Ekale. “Formartive feedback and essay-writing practices for at-risk students .” 2015. Web. 20 Sep 2019.

Vancouver:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Sep 20]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962.

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

Council of Science Editors:

Esambe EE. Formartive feedback and essay-writing practices for at-risk students . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1962

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


University of North Texas

21. Mosier, Virginia L. (Virginia Lou). A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students.

Degree: 1989, University of North Texas

 The research problem was to determine the perceived mean self-concept attitudes of academically at-risk students in Coordinated Vocational Academic Education (CVAE) cooperative education programs with… (more)

Subjects/Keywords: At-risk students; Vocational students

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APA (6th Edition):

Mosier, V. L. (. L. (1989). A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331607/

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):

Mosier, Virginia L (Virginia Lou). “A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students.” 1989. Thesis, University of North Texas. Accessed September 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc331607/.

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

MLA Handbook (7th Edition):

Mosier, Virginia L (Virginia Lou). “A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students.” 1989. Web. 20 Sep 2019.

Vancouver:

Mosier VL(L. A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students. [Internet] [Thesis]. University of North Texas; 1989. [cited 2019 Sep 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331607/.

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

Council of Science Editors:

Mosier VL(L. A Comparison of Academically At-Risk Students in Coordinated Vocational Academic Education Cooperative Education Programs With Non-Vocational Academically At-Risk Students. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc331607/

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


Northeastern University

22. Clark, Nuriyah. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.

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

 Initiatives to increase access to higher education for underrepresented students have seen success over the years. However, in some cases, this means that more students(more)

Subjects/Keywords: academic resilience; at-risk; college readiness; remediation; summer bridge programs; underprepared; Higher Education; College student development programs; Underprepared college students; Interviews; African American college students; Interviews; African Americans; Education (Higher); Remedial teaching; Resilience (Personality trait)

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APA (6th Edition):

Clark, N. (2014). Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128381

Chicago Manual of Style (16th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/d20128381.

MLA Handbook (7th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Web. 20 Sep 2019.

Vancouver:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/d20128381.

Council of Science Editors:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128381


University of Texas – Austin

23. -5574-8361. Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening.

Degree: MA, Educational Psychology, 2019, University of Texas – Austin

 Traditional identification methods in schools for determining students at-risk for emotional and behavioral disorders tend to rely on teacher referral. There is evidence that systematic… (more)

Subjects/Keywords: Universal screening; Emotional risk; Behavioral risk; At-risk students; Behavioral and emotional risk; Student risk self-report; School setting; Student presenting symptoms; At-risk symptoms; At-risk screening; At-risk student bias; At-risk student teacher referral

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APA (6th Edition):

-5574-8361. (2019). Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2854

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5574-8361. “Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening.” 2019. Masters Thesis, University of Texas – Austin. Accessed September 20, 2019. http://dx.doi.org/10.26153/tsw/2854.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5574-8361. “Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening.” 2019. Web. 20 Sep 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5574-8361. Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening. [Internet] [Masters thesis]. University of Texas – Austin; 2019. [cited 2019 Sep 20]. Available from: http://dx.doi.org/10.26153/tsw/2854.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5574-8361. Comparing two school-based methods for identifying behavioral and emotional risk in youth : traditional identification practices and self-report universal screening. [Masters Thesis]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/2854

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Temple University

24. Moore, Janice R. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.

Degree: 2015, Temple University

Educational Leadership

Ed.D.

Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student… (more)

Subjects/Keywords: Educational evaluation; Educational administration; Educational leadership;

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APA (6th Edition):

Moore, J. R. (2015). The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,322138

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):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Thesis, Temple University. Accessed September 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,322138.

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

MLA Handbook (7th Edition):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Web. 20 Sep 2019.

Vancouver:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Sep 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138.

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

Council of Science Editors:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138

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


Georgia Southern University

25. Pettyjohn, Theresa Jeanne. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

 District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating… (more)

Subjects/Keywords: ETD; K-12 online learning; Credit recovery; At-risk; Virtual school; Distance education; High school students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Pettyjohn, T. J. (2012). Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/402

Chicago Manual of Style (16th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed September 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/402.

MLA Handbook (7th Edition):

Pettyjohn, Theresa Jeanne. “Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.” 2012. Web. 20 Sep 2019.

Vancouver:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Sep 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/402.

Council of Science Editors:

Pettyjohn TJ. Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/402


Georgia Southern University

26. Bowers, Deborah A. At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  Middle-grade students who fail math have at least a three-in-four chance of dropping out of high school (Neild & Balfanz, 2006). Furthermore, these students,… (more)

Subjects/Keywords: Problem-Based Learning; STEM; Students At Risk; Gender Differences; Curriculum and Instruction; Educational Methods; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Bowers, D. A. (2016). “At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1515

Chicago Manual of Style (16th Edition):

Bowers, Deborah A. ““At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/1515.

MLA Handbook (7th Edition):

Bowers, Deborah A. ““At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics.” 2016. Web. 20 Sep 2019.

Vancouver:

Bowers DA. “At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Sep 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1515.

Council of Science Editors:

Bowers DA. “At-Risk” Rural Middle-School Students’ Perceptions of Problem-Based Learning in Mathematics. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1515


Georgia Southern University

27. Lee, Deborah Darlene. Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this study was to determine the relationship between resilience and the academic achievement of at-risk students in the Upward Bound Program in… (more)

Subjects/Keywords: ETD; Resilience; At-risk students; The upward bound program; Academic performance; Academic achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Lee, D. D. (2009). Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/202

Chicago Manual of Style (16th Edition):

Lee, Deborah Darlene. “Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed September 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/202.

MLA Handbook (7th Edition):

Lee, Deborah Darlene. “Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia.” 2009. Web. 20 Sep 2019.

Vancouver:

Lee DD. Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Sep 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/202.

Council of Science Editors:

Lee DD. Impact of Resilience on the Academic Achievement of At-Risk Students in the Upward Bound Program in Georgia. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/202

28. Robertson, Luv'Tesha L. Assessing the impact of first-year experience courses on student success in Community and Technical Colleges.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  This study examined the impact first-year experience courses have on first-year student performance when enrolled in these courses at public community and technical colleges… (more)

Subjects/Keywords: Community college education; First-year; at-risk students; First-year experience courses; Learning theories; Retention; Student success; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Robertson, L. L. (2016). Assessing the impact of first-year experience courses on student success in Community and Technical Colleges. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/418

Chicago Manual of Style (16th Edition):

Robertson, Luv'Tesha L. “Assessing the impact of first-year experience courses on student success in Community and Technical Colleges.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed September 20, 2019. https://encompass.eku.edu/etd/418.

MLA Handbook (7th Edition):

Robertson, Luv'Tesha L. “Assessing the impact of first-year experience courses on student success in Community and Technical Colleges.” 2016. Web. 20 Sep 2019.

Vancouver:

Robertson LL. Assessing the impact of first-year experience courses on student success in Community and Technical Colleges. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Sep 20]. Available from: https://encompass.eku.edu/etd/418.

Council of Science Editors:

Robertson LL. Assessing the impact of first-year experience courses on student success in Community and Technical Colleges. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/418

29. Pendleton, Felicia G. The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students.

Degree: 2012, Regis University

 The employment of Bachelor of Science in Nursing (BSN)-prepared nurses at the bedside in clinical areas is necessary to realize improved care outcomes. The increased… (more)

Subjects/Keywords: Medicine and Health Sciences; “At Risk" Nursing Students; Faculty/Peer Mentoring; Rueckert-Hartman College for Health Professions; Doctor of Nursing Practice; Loretto Heights School of Nursing

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APA (6th Edition):

Pendleton, F. G. (2012). The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/169

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):

Pendleton, Felicia G. “The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students.” 2012. Thesis, Regis University. Accessed September 20, 2019. http://epublications.regis.edu/theses/169.

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

MLA Handbook (7th Edition):

Pendleton, Felicia G. “The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students.” 2012. Web. 20 Sep 2019.

Vancouver:

Pendleton FG. The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students. [Internet] [Thesis]. Regis University; 2012. [cited 2019 Sep 20]. Available from: http://epublications.regis.edu/theses/169.

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

Council of Science Editors:

Pendleton FG. The Development of a Faculty/Peer Mentoring Program for First Semester Baccalaureate Nursing Students. [Thesis]. Regis University; 2012. Available from: http://epublications.regis.edu/theses/169

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


University of Florida

30. MCINTIRE,MOLLY J. Factors Associated with Identifying At-Risk Students in a Community College Student Success Program.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2011, University of Florida

Abstract of Dissertation Presented to the Graduate School Advisors/Committee Members: Campbell, Dale F (committee chair), Honeyman, David S (committee member), Wood, R. Craig (committee member), Leverty, Lynn H (committee member).

Subjects/Keywords: At risk students; College students; Colleges; Community colleges; Education credits; High school students; Higher education; School surveys; Student surveys; Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

J, M. (2011). Factors Associated with Identifying At-Risk Students in a Community College Student Success Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042685

Chicago Manual of Style (16th Edition):

J, MCINTIRE,MOLLY. “Factors Associated with Identifying At-Risk Students in a Community College Student Success Program.” 2011. Doctoral Dissertation, University of Florida. Accessed September 20, 2019. http://ufdc.ufl.edu/UFE0042685.

MLA Handbook (7th Edition):

J, MCINTIRE,MOLLY. “Factors Associated with Identifying At-Risk Students in a Community College Student Success Program.” 2011. Web. 20 Sep 2019.

Vancouver:

J M. Factors Associated with Identifying At-Risk Students in a Community College Student Success Program. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Sep 20]. Available from: http://ufdc.ufl.edu/UFE0042685.

Council of Science Editors:

J M. Factors Associated with Identifying At-Risk Students in a Community College Student Success Program. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0042685

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