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University: Northeastern University

You searched for subject:(attendance). Showing records 1 – 14 of 14 total matches.

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Northeastern University

1. Larkin, Heather D. Improving school attendance in the New Bedford public schools.

Degree: EdD, School of Education, 2011, Northeastern University

 Regular school attendance is a key contributor toward student success. Lack of attendance by its very nature removes the student from time on learning that… (more)

Subjects/Keywords: education; absenteeism; dropout; School attendance; school organization; student motivation; truancy; Education

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APA (6th Edition):

Larkin, H. D. (2011). Improving school attendance in the New Bedford public schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002325

Chicago Manual of Style (16th Edition):

Larkin, Heather D. “Improving school attendance in the New Bedford public schools.” 2011. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20002325.

MLA Handbook (7th Edition):

Larkin, Heather D. “Improving school attendance in the New Bedford public schools.” 2011. Web. 18 Nov 2019.

Vancouver:

Larkin HD. Improving school attendance in the New Bedford public schools. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20002325.

Council of Science Editors:

Larkin HD. Improving school attendance in the New Bedford public schools. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002325


Northeastern University

2. Taylor Osborne, Mary Eileen. Ninth grade transition: a case study of Tewksbury Memorial High School's program.

Degree: EdD, School of Education, 2012, Northeastern University

 Students who graduate with a high school diploma increase their educational and career opportunities. The majority of students who drop out of high school are… (more)

Subjects/Keywords: education; secondary education; attendance; discipline; freshman; high school; ninth-grade; transition; Education; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Taylor Osborne, M. E. (2012). Ninth grade transition: a case study of Tewksbury Memorial High School's program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002865

Chicago Manual of Style (16th Edition):

Taylor Osborne, Mary Eileen. “Ninth grade transition: a case study of Tewksbury Memorial High School's program.” 2012. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20002865.

MLA Handbook (7th Edition):

Taylor Osborne, Mary Eileen. “Ninth grade transition: a case study of Tewksbury Memorial High School's program.” 2012. Web. 18 Nov 2019.

Vancouver:

Taylor Osborne ME. Ninth grade transition: a case study of Tewksbury Memorial High School's program. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20002865.

Council of Science Editors:

Taylor Osborne ME. Ninth grade transition: a case study of Tewksbury Memorial High School's program. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002865


Northeastern University

3. Dickson, Alison Helen. First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts.

Degree: PhD, Department of Political Science, 2011, Northeastern University

 Despite the United States' long-standing public commitment to postsecondary education and the growing importance of college degrees for individual and national prosperity, today many Americans… (more)

Subjects/Keywords: college enrollment; college readiness; college retention; longitudinal student database; secondary school level factors; Educational evaluation - Massachusetts; College attendance - Massachusetts; High school graduates - Massachusetts; Political Science

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APA (6th Edition):

Dickson, A. H. (2011). First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20000999

Chicago Manual of Style (16th Edition):

Dickson, Alison Helen. “First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts.” 2011. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20000999.

MLA Handbook (7th Edition):

Dickson, Alison Helen. “First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts.” 2011. Web. 18 Nov 2019.

Vancouver:

Dickson AH. First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20000999.

Council of Science Editors:

Dickson AH. First steps on the ladder to college success: understanding the secondary school level factors that determine the college enrollment and retention outcomes of high school graduates in Massachusetts. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20000999


Northeastern University

4. Clay, Vaughn H. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.

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

 Student affairs researchers have spent considerable energy studying the affect students' active participation in co-curricular activities has on student success, retention, and completion. Students becoming… (more)

Subjects/Keywords: co-curricular engagement; commuter students; extra-curricular activities; student attrition; student involvement; student retention; Commuting college students; Services for; Student activities; Academic achievement; College attendance; Motivation in education

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APA (6th Edition):

Clay, V. H. (2016). Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213654

Chicago Manual of Style (16th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20213654.

MLA Handbook (7th Edition):

Clay, Vaughn H. “Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22.” 2016. Web. 18 Nov 2019.

Vancouver:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20213654.

Council of Science Editors:

Clay VH. Involving the quiet majority: a case study to understand co-curricular engagement from the perspective of involved commuter students aged 18 to 22. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213654


Northeastern University

5. Rerko, Renee Lynne. Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree.

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

 Research on college student retention has been conducted for over four decades. However, the majority of this research focuses on first-year college students, with very… (more)

Subjects/Keywords: attrition; IPA; late withdrawal; qualitative; retention; senior year; College dropouts; College attendance; College seniors; Education, Higher; Economic aspects; Academic achievement; Trust; Success

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APA (6th Edition):

Rerko, R. L. (2016). Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20213672

Chicago Manual of Style (16th Edition):

Rerko, Renee Lynne. “Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20213672.

MLA Handbook (7th Edition):

Rerko, Renee Lynne. “Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree.” 2016. Web. 18 Nov 2019.

Vancouver:

Rerko RL. Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20213672.

Council of Science Editors:

Rerko RL. Not crossing the finish line: an exploration of the reasons students at Concordia University, St. Paul get within fifteen credits of graduation but do not complete their bachelor's degree. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20213672


Northeastern University

6. Davenport, Darrien. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.

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

 The number of minority undergraduate students seeking the opportunity to attain higher education in the United States is ever growing. While options such as Historically… (more)

Subjects/Keywords: diversity; engagement; inclusion; mentoring; minority; students; Bilingual, Multilingual, and Multicultural Education; Higher Education; Minority college students; Minorities; Education (Higher); Mentoring in education; College dropouts; Prevention; College attendance

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APA (6th Edition):

Davenport, D. (2014). First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128383

Chicago Manual of Style (16th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20128383.

MLA Handbook (7th Edition):

Davenport, Darrien. “First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention.” 2014. Web. 18 Nov 2019.

Vancouver:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20128383.

Council of Science Editors:

Davenport D. First-year minority student mentoring programs: an ethnographic study on the impact of first-year mentoring on second-year retention. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128383


Northeastern University

7. Whisman, Derek. Creating new gateways to education: students get a "QuickStart" to a college degree.

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

 American community colleges are struggling with issues of enrollment and retention. According to research, less than a third of community college students go on to… (more)

Subjects/Keywords: bridge program; community college; enrollment; QuickStart; retention; student success; College preparation programs; Community college students; College attendance; College dropouts; Prevention; Academic achievement

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APA (6th Edition):

Whisman, D. (2016). Creating new gateways to education: students get a "QuickStart" to a college degree. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209615

Chicago Manual of Style (16th Edition):

Whisman, Derek. “Creating new gateways to education: students get a "QuickStart" to a college degree.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20209615.

MLA Handbook (7th Edition):

Whisman, Derek. “Creating new gateways to education: students get a "QuickStart" to a college degree.” 2016. Web. 18 Nov 2019.

Vancouver:

Whisman D. Creating new gateways to education: students get a "QuickStart" to a college degree. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20209615.

Council of Science Editors:

Whisman D. Creating new gateways to education: students get a "QuickStart" to a college degree. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209615


Northeastern University

8. Fleury, Jennifer. Outcomes in required college mathematics courses.

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

 The U.S. School of Education reports that college algebra has the highest failure and withdrawal rate among all postsecondary courses (Bonham & Boylan, 2011), with… (more)

Subjects/Keywords: assessment; college algebra; college mathematics; curriculum design; mathematics education; quantitative reasoning; Algebra; Study and teaching (Higher); Mathematics; Study and teaching (Higher); Curriculum planning; Curriculum change; Academic achievement; College attendance

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APA (6th Edition):

Fleury, J. (2016). Outcomes in required college mathematics courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237294

Chicago Manual of Style (16th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20237294.

MLA Handbook (7th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Web. 18 Nov 2019.

Vancouver:

Fleury J. Outcomes in required college mathematics courses. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20237294.

Council of Science Editors:

Fleury J. Outcomes in required college mathematics courses. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237294


Northeastern University

9. Ryan, Margaret S. Teacher perceptions of mobility among English language learners in full day kindergarten: a case study.

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

 The population of English Language Learners (ELL) in schools is quickly rising and student mobility among them is an issue for educators. Kindergarten provides students… (more)

Subjects/Keywords: chronic absenteeism; language acquisition; social mobility; student achievement; transcience; English language; Study and teaching (Primary); Foreign speakers; Second language acquisition; Student mobility; School attendance; Full-day kindergarten; Urban schools

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APA (6th Edition):

Ryan, M. S. (2016). Teacher perceptions of mobility among English language learners in full day kindergarten: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194150

Chicago Manual of Style (16th Edition):

Ryan, Margaret S. “Teacher perceptions of mobility among English language learners in full day kindergarten: a case study.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20194150.

MLA Handbook (7th Edition):

Ryan, Margaret S. “Teacher perceptions of mobility among English language learners in full day kindergarten: a case study.” 2016. Web. 18 Nov 2019.

Vancouver:

Ryan MS. Teacher perceptions of mobility among English language learners in full day kindergarten: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20194150.

Council of Science Editors:

Ryan MS. Teacher perceptions of mobility among English language learners in full day kindergarten: a case study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20194150


Northeastern University

10. Jackson, Jasmeial Dantrel. An investigation of retention of business students at a for-profit college.

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

 This case study sought to understand the factors that enhance business students' persistence at Roosevelt Dusty College, a for-profit college in the north central part… (more)

Subjects/Keywords: attrition; business programs; retention; student satisfaction; Business education; Study and teaching (Higher); Business students; College attendance; For-profit universities and colleges; Academic achievement; Persistence

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APA (6th Edition):

Jackson, J. D. (2016). An investigation of retention of business students at a for-profit college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20222077

Chicago Manual of Style (16th Edition):

Jackson, Jasmeial Dantrel. “An investigation of retention of business students at a for-profit college.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20222077.

MLA Handbook (7th Edition):

Jackson, Jasmeial Dantrel. “An investigation of retention of business students at a for-profit college.” 2016. Web. 18 Nov 2019.

Vancouver:

Jackson JD. An investigation of retention of business students at a for-profit college. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20222077.

Council of Science Editors:

Jackson JD. An investigation of retention of business students at a for-profit college. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20222077


Northeastern University

11. McClelland, Teresa Jo. Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand.

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

 The flexibility and convenience of online distance learning is attractive to adult learners who are not able to attend traditional on-campus study due to work,… (more)

Subjects/Keywords: dispositional; higher education; institutional; online study; situational; withdrawal; Adult and Continuing Education Administration; Higher Education; Online and Distance Education; Adult education dropouts; Prevention; College dropouts; Prevention; Dropout behavior, Prediction of.; College attendance; Web-based instruction; Internet in higher education; Distance education; Adult learning

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APA (6th Edition):

McClelland, T. J. (2014). Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128397

Chicago Manual of Style (16th Edition):

McClelland, Teresa Jo. “Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand.” 2014. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20128397.

MLA Handbook (7th Edition):

McClelland, Teresa Jo. “Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand.” 2014. Web. 18 Nov 2019.

Vancouver:

McClelland TJ. Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20128397.

Council of Science Editors:

McClelland TJ. Why do they leave? an exploration of situational, dispositional, institutional, technological, and epistemological factors on undergraduate student withdrawal from online studies at an institute of technology in New Zealand. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128397

12. Vélez Otero, José E. Exploring work-students' experiences of persistence at a northeastern community college.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this interpretative phenomenological analysis was to investigate the experience of persistence on the part of work-study students at a Northeastern community college.… (more)

Subjects/Keywords: persistence; professional growth; resilience; socialization; supportive relationships; work-study; College attendance; Adult college students; Services for; Community college students; Services for; Academic achievemen; Economic aspects; Student aid; Education, Higher; Finance; Persistence; Resilience (Personality trait)

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APA (6th Edition):

Vélez Otero, J. E. (2015). Exploring work-students' experiences of persistence at a northeastern community college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20194279

Chicago Manual of Style (16th Edition):

Vélez Otero, José E. “Exploring work-students' experiences of persistence at a northeastern community college.” 2015. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20194279.

MLA Handbook (7th Edition):

Vélez Otero, José E. “Exploring work-students' experiences of persistence at a northeastern community college.” 2015. Web. 18 Nov 2019.

Vancouver:

Vélez Otero JE. Exploring work-students' experiences of persistence at a northeastern community college. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20194279.

Council of Science Editors:

Vélez Otero JE. Exploring work-students' experiences of persistence at a northeastern community college. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/d20194279

13. Flanagan, Michael. Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis.

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

 Today's public school teachers face the challenge of educating chronically ill students on a more regular basis. Previous research has focused on the preparedness of… (more)

Subjects/Keywords: interpretative phenomenological analysis; school re-entry; self efficacy theory; student chronic illness; teacher professional development; Chronically ill children; Education; Chronically ill children; Services for; High school teachers; Training of; School attendance; Self-efficacy

…achievement. As suggested by Sexson & Madan-Swain (1995), “School attendance for the child… …attendance in school, which impacts continuity in instruction and learning. In addition to lengthy… …attendance. This review will then identify literature that focuses on the social and emotional… …behavior and decision-making. Legal obligations, student attendance and local re-entry practices… …plan as it cited the impact that school attendance, peer relationships and academic… 

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APA (6th Edition):

Flanagan, M. (2016). Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20207324

Chicago Manual of Style (16th Edition):

Flanagan, Michael. “Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20207324.

MLA Handbook (7th Edition):

Flanagan, Michael. “Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis.” 2016. Web. 18 Nov 2019.

Vancouver:

Flanagan M. Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20207324.

Council of Science Editors:

Flanagan M. Educating chronically ill students through the lens of the classroom teacher: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20207324

14. Pirone, John S. Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings.

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

 Since the enactment of the Americans with Disabilities Act (ADA), the number of colleges/universities offering access and support services has increased and, concurrently, the enrollment… (more)

Subjects/Keywords: academic and social participation; American Sign Language interpreters; Americans with Disabilities Act; attrition rate; deaf college students; disempowerment; Deaf; Education (Higher); Deaf; Education (Higher); Social aspects; College students with disabilities; Interpreters for the deaf; College attendance; American Sign Language

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APA (6th Edition):

Pirone, J. S. (2016). Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209093

Chicago Manual of Style (16th Edition):

Pirone, John S. “Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings.” 2016. Doctoral Dissertation, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/D20209093.

MLA Handbook (7th Edition):

Pirone, John S. “Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings.” 2016. Web. 18 Nov 2019.

Vancouver:

Pirone JS. Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/D20209093.

Council of Science Editors:

Pirone JS. Deaf students who use American Sign Language and their academic and social experiences in mainstream college settings. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209093

.