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You searched for subject:(developmental programs). Showing records 1 – 30 of 50 total matches.

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Central Connecticut State University

1. Moran, Kristi, 1968-. Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

 The main thrust of summer bridge programs is to retain at risk populations within higher education institutions and to provide them an equal footing with… (more)

Subjects/Keywords: Developmental studies programs; College student development programs

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APA (6th Edition):

Moran, Kristi, 1. (2011). Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1646

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):

Moran, Kristi, 1968-. “Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools.” 2011. Thesis, Central Connecticut State University. Accessed August 13, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1646.

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

MLA Handbook (7th Edition):

Moran, Kristi, 1968-. “Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools.” 2011. Web. 13 Aug 2020.

Vancouver:

Moran, Kristi 1. Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2020 Aug 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1646.

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

Council of Science Editors:

Moran, Kristi 1. Examining the impact of a summer bridge program on first semester grade point average, overall grade point average and retention on first year students entering a private four-year university from traditional high schools. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1646

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

2. Splinter, Sigrid G. The Influence of Text Topic Interest on Reading Performance.

Degree: 2014, University of Wisconsin – Eau Claire

 The current study examined the effects of text topic interest on children's reading performance, particularly within the context of a reading intervention program. Participants included… (more)

Subjects/Keywords: Reading, developmental; Reading programs (literacy)

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APA (6th Edition):

Splinter, S. G. (2014). The Influence of Text Topic Interest on Reading Performance. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/73688

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):

Splinter, Sigrid G. “The Influence of Text Topic Interest on Reading Performance.” 2014. Thesis, University of Wisconsin – Eau Claire. Accessed August 13, 2020. http://digital.library.wisc.edu/1793/73688.

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

MLA Handbook (7th Edition):

Splinter, Sigrid G. “The Influence of Text Topic Interest on Reading Performance.” 2014. Web. 13 Aug 2020.

Vancouver:

Splinter SG. The Influence of Text Topic Interest on Reading Performance. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2014. [cited 2020 Aug 13]. Available from: http://digital.library.wisc.edu/1793/73688.

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

Council of Science Editors:

Splinter SG. The Influence of Text Topic Interest on Reading Performance. [Thesis]. University of Wisconsin – Eau Claire; 2014. Available from: http://digital.library.wisc.edu/1793/73688

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

3. Peruski, David. Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam.

Degree: 2016, Ferris State University

 College completion and developmental education have been in the national spotlight and efforts to increase the number of graduates remains a priority. Within nursing education,… (more)

Subjects/Keywords: Nursing programs.; Student retention.; Developmental education.

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

APA (6th Edition):

Peruski, D. (2016). Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5948

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):

Peruski, David. “Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam.” 2016. Thesis, Ferris State University. Accessed August 13, 2020. http://hdl.handle.net/2323/5948.

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

MLA Handbook (7th Edition):

Peruski, David. “Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam.” 2016. Web. 13 Aug 2020.

Vancouver:

Peruski D. Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam. [Internet] [Thesis]. Ferris State University; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2323/5948.

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

Council of Science Editors:

Peruski D. Determining Nursing Program Success Between Students Who Enter College Program-Ready and those not Program-Ready and Success on the NCLEX-RN Exam. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5948

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


University of Houston

4. Dalton, Colin. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

 The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and… (more)

Subjects/Keywords: Developmental education; Reading; Supplemental Instruction; Developmental reading; College reading improvement programs

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APA (6th Edition):

Dalton, C. (2011). The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/496

Chicago Manual of Style (16th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Doctoral Dissertation, University of Houston. Accessed August 13, 2020. http://hdl.handle.net/10657/496.

MLA Handbook (7th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 13 Aug 2020.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10657/496.

Council of Science Editors:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496


RMIT University

5. Chau, L. A study of approaches and methods in early intervention in autism and other developmental disorders.

Degree: 2010, RMIT University

 The present project studies the approaches and methods of practice of early intervention for young children aged 3 to 6 years with autism and other… (more)

Subjects/Keywords: Fields of Research; early intervention; autism; centre-based programs; home-based ABA programs; developmental outcomes

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APA (6th Edition):

Chau, L. (2010). A study of approaches and methods in early intervention in autism and other developmental disorders. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160651

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):

Chau, L. “A study of approaches and methods in early intervention in autism and other developmental disorders.” 2010. Thesis, RMIT University. Accessed August 13, 2020. http://researchbank.rmit.edu.au/view/rmit:160651.

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

MLA Handbook (7th Edition):

Chau, L. “A study of approaches and methods in early intervention in autism and other developmental disorders.” 2010. Web. 13 Aug 2020.

Vancouver:

Chau L. A study of approaches and methods in early intervention in autism and other developmental disorders. [Internet] [Thesis]. RMIT University; 2010. [cited 2020 Aug 13]. Available from: http://researchbank.rmit.edu.au/view/rmit:160651.

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

Council of Science Editors:

Chau L. A study of approaches and methods in early intervention in autism and other developmental disorders. [Thesis]. RMIT University; 2010. Available from: http://researchbank.rmit.edu.au/view/rmit:160651

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


Cape Peninsula University of Technology

6. Harris, Felicity. An assessment of the extended curriculum programme at a University Of Technology using quality management principles .

Degree: 2014, Cape Peninsula University of Technology

 Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as… (more)

Subjects/Keywords: Developmental studies programs; Education, Higher  – Curricula; Compensatory education; Curriculum evaluation

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

APA (6th Edition):

Harris, F. (2014). An assessment of the extended curriculum programme at a University Of Technology using quality management principles . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2460

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):

Harris, Felicity. “An assessment of the extended curriculum programme at a University Of Technology using quality management principles .” 2014. Thesis, Cape Peninsula University of Technology. Accessed August 13, 2020. http://etd.cput.ac.za/handle/20.500.11838/2460.

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

MLA Handbook (7th Edition):

Harris, Felicity. “An assessment of the extended curriculum programme at a University Of Technology using quality management principles .” 2014. Web. 13 Aug 2020.

Vancouver:

Harris F. An assessment of the extended curriculum programme at a University Of Technology using quality management principles . [Internet] [Thesis]. Cape Peninsula University of Technology; 2014. [cited 2020 Aug 13]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2460.

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

Council of Science Editors:

Harris F. An assessment of the extended curriculum programme at a University Of Technology using quality management principles . [Thesis]. Cape Peninsula University of Technology; 2014. Available from: http://etd.cput.ac.za/handle/20.500.11838/2460

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


Massey University

7. Coltman, David William. Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand.

Degree: MEd, Adult Education, 2004, Massey University

 Bridging education programmes enable under-qualified students to gain qualifications to enter tertiary courses and the workforce. These programmes have been developed in the polytechnic sector… (more)

Subjects/Keywords: New Zealand; Developmental studies programs

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APA (6th Edition):

Coltman, D. W. (2004). Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11989

Chicago Manual of Style (16th Edition):

Coltman, David William. “Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand.” 2004. Masters Thesis, Massey University. Accessed August 13, 2020. http://hdl.handle.net/10179/11989.

MLA Handbook (7th Edition):

Coltman, David William. “Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand.” 2004. Web. 13 Aug 2020.

Vancouver:

Coltman DW. Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand. [Internet] [Masters thesis]. Massey University; 2004. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10179/11989.

Council of Science Editors:

Coltman DW. Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand. [Masters Thesis]. Massey University; 2004. Available from: http://hdl.handle.net/10179/11989

8. Lau, Pamela. The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students.

Degree: 2015, Ferris State University

 In recent years, there has been an expansion of research to identify effective and high-­‐impact strategies and practices to improve developmental student success. Of these,… (more)

Subjects/Keywords: Contextualized curriculum; Developmental reading programs; Student retention; Community colleges

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APA (6th Edition):

Lau, P. (2015). The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5282

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):

Lau, Pamela. “The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students.” 2015. Thesis, Ferris State University. Accessed August 13, 2020. http://hdl.handle.net/2323/5282.

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

MLA Handbook (7th Edition):

Lau, Pamela. “The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students.” 2015. Web. 13 Aug 2020.

Vancouver:

Lau P. The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students. [Internet] [Thesis]. Ferris State University; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2323/5282.

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

Council of Science Editors:

Lau P. The Impact of Contextualized Curriculum on the Academic Outcomes of Developmental Reading Students. [Thesis]. Ferris State University; 2015. Available from: http://hdl.handle.net/2323/5282

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


University of North Texas

9. Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation.

Degree: 2017, University of North Texas

 This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in… (more)

Subjects/Keywords: predictors of college readiness; college remedial education; college developmental programs

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

APA (6th Edition):

Baker, E. A. (2017). Predictors of Postsecondary Success: An Analysis of First Year College Remediation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011868/

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):

Baker, Emmett Andrew. “Predictors of Postsecondary Success: An Analysis of First Year College Remediation.” 2017. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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

MLA Handbook (7th Edition):

Baker, Emmett Andrew. “Predictors of Postsecondary Success: An Analysis of First Year College Remediation.” 2017. Web. 13 Aug 2020.

Vancouver:

Baker EA. Predictors of Postsecondary Success: An Analysis of First Year College Remediation. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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

Council of Science Editors:

Baker EA. Predictors of Postsecondary Success: An Analysis of First Year College Remediation. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011868/

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


Drexel University

10. Brenner, Elizabeth DiRienzo. Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses.

Degree: 2018, Drexel University

High school senior preparedness for community college level courses has decreased significantly over the last two decades. A large group of students are "placing" into… (more)

Subjects/Keywords: Education; College student development programs; Educational counseling; Community college students; High school students; Developmental studies programs

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APA (6th Edition):

Brenner, E. D. (2018). Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A7981

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):

Brenner, Elizabeth DiRienzo. “Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses.” 2018. Thesis, Drexel University. Accessed August 13, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A7981.

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

MLA Handbook (7th Edition):

Brenner, Elizabeth DiRienzo. “Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses.” 2018. Web. 13 Aug 2020.

Vancouver:

Brenner ED. Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Aug 13]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7981.

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

Council of Science Editors:

Brenner ED. Examining Relationships Between Matriculating Community College Students' Preparedness for College-Level Courses and Factors that Affect Enrollment in Developmental Education Courses. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7981

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


Northeastern University

11. Durant, Brian M. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.

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

 The purpose of this study was to explore the relationship between student background characteristics and college performance indicators with learning community student persistence. The learning… (more)

Subjects/Keywords: community college; developmental education; learning communities; student persistence; Developmental studies programs; Community college student development programs; Community college students; Basic writing (Remedial education); Mathematics; Remedial teaching; Motivation in education

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

APA (6th Edition):

Durant, B. M. (2015). Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196781

Chicago Manual of Style (16th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Doctoral Dissertation, Northeastern University. Accessed August 13, 2020. http://hdl.handle.net/2047/D20196781.

MLA Handbook (7th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Web. 13 Aug 2020.

Vancouver:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2047/D20196781.

Council of Science Editors:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196781


University of Johannesburg

12. Underhill, Jenni Lynne. The role of a peer tutor development programme in an academic literacies module.

Degree: 2011, University of Johannesburg

M.Ed.

This study focuses on a tutor development programme within an academic literacies module called Language for the Economic Sciences (LES). Coordination of the LES… (more)

Subjects/Keywords: Peer-group tutoring of students; Tutors and tutoring; Developmental studies programs; College teaching

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APA (6th Edition):

Underhill, J. L. (2011). The role of a peer tutor development programme in an academic literacies module. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3596

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):

Underhill, Jenni Lynne. “The role of a peer tutor development programme in an academic literacies module.” 2011. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/3596.

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

MLA Handbook (7th Edition):

Underhill, Jenni Lynne. “The role of a peer tutor development programme in an academic literacies module.” 2011. Web. 13 Aug 2020.

Vancouver:

Underhill JL. The role of a peer tutor development programme in an academic literacies module. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/3596.

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

Council of Science Editors:

Underhill JL. The role of a peer tutor development programme in an academic literacies module. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3596

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


Cape Peninsula University of Technology

13. Blumberg, Kathy Robyn. The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa .

Degree: 2017, Cape Peninsula University of Technology

 Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results… (more)

Subjects/Keywords: Universities and colleges  – Curricula; Electrical engineering  – Curricula; Underprepared college students; Academic achievement; Developmental studies programs

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

APA (6th Edition):

Blumberg, K. R. (2017). The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2783

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):

Blumberg, Kathy Robyn. “The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa .” 2017. Thesis, Cape Peninsula University of Technology. Accessed August 13, 2020. http://etd.cput.ac.za/handle/20.500.11838/2783.

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

MLA Handbook (7th Edition):

Blumberg, Kathy Robyn. “The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa .” 2017. Web. 13 Aug 2020.

Vancouver:

Blumberg KR. The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa . [Internet] [Thesis]. Cape Peninsula University of Technology; 2017. [cited 2020 Aug 13]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2783.

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

Council of Science Editors:

Blumberg KR. The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South Africa . [Thesis]. Cape Peninsula University of Technology; 2017. Available from: http://etd.cput.ac.za/handle/20.500.11838/2783

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


University of Alabama

14. Wheeler, Sara Winn. Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama.

Degree: 2014, University of Alabama

 This study examined whether a relationship existed between certain student characteristics and academic success at a two-year institution in Alabama. Moreover, the researcher utilized the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Mathematics education; Community college education; Higher education; developmental education; developmental math; effective evaluation; evaluating developmental programs; remediated-exempted

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APA (6th Edition):

Wheeler, S. W. (2014). Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116105

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):

Wheeler, Sara Winn. “Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama.” 2014. Thesis, University of Alabama. Accessed August 13, 2020. http://purl.lib.ua.edu/116105.

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

MLA Handbook (7th Edition):

Wheeler, Sara Winn. “Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama.” 2014. Web. 13 Aug 2020.

Vancouver:

Wheeler SW. Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama. [Internet] [Thesis]. University of Alabama; 2014. [cited 2020 Aug 13]. Available from: http://purl.lib.ua.edu/116105.

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

Council of Science Editors:

Wheeler SW. Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116105

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


Texas State University – San Marcos

15. Frausto, Stephanie. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.

Degree: MA, Developmental Education, 2018, Texas State University – San Marcos

 In this thesis, I presented a case study investigating the perspectives of postsecondary developmental education instructors in an Integrated Reading and Writing (INRW) program of… (more)

Subjects/Keywords: Postsecondary; Developmental Education; Integrated Reading and Writing; INRW; Affective Learning; Psychosocial Methods; Community Colleges; Faculty Perspectives; Responsive Padagogy; Reading (Higher education); Developmental reading; College reading improvement programs

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APA (6th Edition):

Frausto, S. (2018). Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7373

Chicago Manual of Style (16th Edition):

Frausto, Stephanie. “Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed August 13, 2020. https://digital.library.txstate.edu/handle/10877/7373.

MLA Handbook (7th Edition):

Frausto, Stephanie. “Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.” 2018. Web. 13 Aug 2020.

Vancouver:

Frausto S. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2020 Aug 13]. Available from: https://digital.library.txstate.edu/handle/10877/7373.

Council of Science Editors:

Frausto S. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7373


Western Michigan University

16. Thum, Laura Santa. Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs.

Degree: PhD, Counselor Education and Counseling Psychology, 2016, Western Michigan University

  Adolescents with significant, persistent behavioral and mental health problems are increasingly being treated in private residential treatment programs (RTPs). Recent research at such programs(more)

Subjects/Keywords: Attachment security; adolescent; residential treatment; change in attachment; residential therapeutic programs; developmental psychology; Child Psychology; Counseling

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APA (6th Edition):

Thum, L. S. (2016). Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1947

Chicago Manual of Style (16th Edition):

Thum, Laura Santa. “Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs.” 2016. Doctoral Dissertation, Western Michigan University. Accessed August 13, 2020. https://scholarworks.wmich.edu/dissertations/1947.

MLA Handbook (7th Edition):

Thum, Laura Santa. “Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs.” 2016. Web. 13 Aug 2020.

Vancouver:

Thum LS. Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2020 Aug 13]. Available from: https://scholarworks.wmich.edu/dissertations/1947.

Council of Science Editors:

Thum LS. Assessing Change in Attachment Security of Adolescents at Residential Therapeutic Programs. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1947


Loyola University Chicago

17. Governale, Amy. The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth.

Degree: MA, Psychology, 2015, Loyola University Chicago

  How youth spend their time has become an increasingly important factor in studying adolescent development. During the summer months, longer periods of unsupervised time… (more)

Subjects/Keywords: academic achievement; low-income; positive youth development; social skills; summer learning loss; summer programs; Developmental Psychology

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APA (6th Edition):

Governale, A. (2015). The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2892

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):

Governale, Amy. “The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth.” 2015. Thesis, Loyola University Chicago. Accessed August 13, 2020. http://ecommons.luc.edu/luc_theses/2892.

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

MLA Handbook (7th Edition):

Governale, Amy. “The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth.” 2015. Web. 13 Aug 2020.

Vancouver:

Governale A. The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth. [Internet] [Thesis]. Loyola University Chicago; 2015. [cited 2020 Aug 13]. Available from: http://ecommons.luc.edu/luc_theses/2892.

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

Council of Science Editors:

Governale A. The Influence of Community-Based Summer Programs on Ethnically Diverse, Low-Income Chicago Youth. [Thesis]. Loyola University Chicago; 2015. Available from: http://ecommons.luc.edu/luc_theses/2892

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


University of Houston

18. Olivares, Josefa G. 1976-. A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS.

Degree: EdD, Professional Leadership, 2013, University of Houston

 The achievement gap between English language learners (ELLs) and English only students has been documented for decades. A study of the National Assessment of Education… (more)

Subjects/Keywords: English language learners; Two Way Dual; Developmental Bilingual Program; English as a second language; Bilingual programs; Hispanics; Spanish language; Professional leadership

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APA (6th Edition):

Olivares, J. G. 1. (2013). A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/999

Chicago Manual of Style (16th Edition):

Olivares, Josefa G 1976-. “A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Doctoral Dissertation, University of Houston. Accessed August 13, 2020. http://hdl.handle.net/10657/999.

MLA Handbook (7th Edition):

Olivares, Josefa G 1976-. “A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 13 Aug 2020.

Vancouver:

Olivares JG1. A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10657/999.

Council of Science Editors:

Olivares JG1. A COMPARISON OF THE TWO WAY DUAL AND DEVELOPMENTAL BILINGUAL PROGRAMS ON TAKS READING ACHIEVEMENT: IMPLICATIONS FOR SCHOOL LEADERS. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/999

19. Ferreira, Marcos Aurélio de Araujo. Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach.

Degree: Mestrado, Administração, 2008, University of São Paulo

As alternativas de programas de desenvolvimento de executivos, como o mentoring, o counseling e o coaching, crescem em popularidade nas organizações com vistas ao desenvolvimento… (more)

Subjects/Keywords: Administração de carreiras; Career development; Desenvolvimento profissional; Developmental relationship programs; Executive coaching; Formação e capacitação de recursos humanos; Human resources; Treinamento de pessoal

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APA (6th Edition):

Ferreira, M. A. d. A. (2008). Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/ ;

Chicago Manual of Style (16th Edition):

Ferreira, Marcos Aurélio de Araujo. “Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach.” 2008. Masters Thesis, University of São Paulo. Accessed August 13, 2020. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/ ;.

MLA Handbook (7th Edition):

Ferreira, Marcos Aurélio de Araujo. “Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach.” 2008. Web. 13 Aug 2020.

Vancouver:

Ferreira MAdA. Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2020 Aug 13]. Available from: http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/ ;.

Council of Science Editors:

Ferreira MAdA. Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/ ;

20. Vieselmeyer, Julie. A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls.

Degree: 2018, Seattle Pacific University

 This study investigated the impact of ZGiRLS, a sport-based youth development program (YDP) that seeks to empower adolescent girls by teaching psychological skills. Sport-based YDPs… (more)

Subjects/Keywords: sport-based youth development programs; psychological skills training; adolescence; cognitive emotion regulation; mental health outcomes; protective factors; Clinical Psychology; Developmental Psychology; Other Psychology

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APA (6th Edition):

Vieselmeyer, J. (2018). A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/cpy_etd/30

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):

Vieselmeyer, Julie. “A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls.” 2018. Thesis, Seattle Pacific University. Accessed August 13, 2020. https://digitalcommons.spu.edu/cpy_etd/30.

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

MLA Handbook (7th Edition):

Vieselmeyer, Julie. “A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls.” 2018. Web. 13 Aug 2020.

Vancouver:

Vieselmeyer J. A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2020 Aug 13]. Available from: https://digitalcommons.spu.edu/cpy_etd/30.

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

Council of Science Editors:

Vieselmeyer J. A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/cpy_etd/30

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


Texas State University – San Marcos

21. Diaz, Cristella Rivera. Effects on Students' Self-Efficacy in a Mathematics Bridge Program.

Degree: EdD, Developmental Education, 2019, Texas State University – San Marcos

 Many beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students’ self-efficacy for accomplishing mathematics tasks was increased… (more)

Subjects/Keywords: Developmental mathematics; Self-efficacy; First-generation college students; Summer bridge programs; Mathematics refresher courses; Mathematics – Study and teaching; Academic achievement; First-generation college students; Self-efficacy

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APA (6th Edition):

Diaz, C. R. (2019). Effects on Students' Self-Efficacy in a Mathematics Bridge Program. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8177

Chicago Manual of Style (16th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 13, 2020. https://digital.library.txstate.edu/handle/10877/8177.

MLA Handbook (7th Edition):

Diaz, Cristella Rivera. “Effects on Students' Self-Efficacy in a Mathematics Bridge Program.” 2019. Web. 13 Aug 2020.

Vancouver:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2020 Aug 13]. Available from: https://digital.library.txstate.edu/handle/10877/8177.

Council of Science Editors:

Diaz CR. Effects on Students' Self-Efficacy in a Mathematics Bridge Program. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8177


Florida Atlantic University

22. Pain, Karen D. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.

Degree: 2015, Florida Atlantic University

Summary: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and… (more)

Subjects/Keywords: Academic achievement  – United States  – Florida; Developmental studies programs  – United States  – Florida; Educational attainment  – United States  – Florida; Remedial teaching; School failure  – Prevention; Universities and colleges  – Florida  – Administration

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APA (6th Edition):

Pain, K. D. (2015). The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531

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):

Pain, Karen D. “The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.” 2015. Thesis, Florida Atlantic University. Accessed August 13, 2020. http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531.

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

MLA Handbook (7th Edition):

Pain, Karen D. “The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.” 2015. Web. 13 Aug 2020.

Vancouver:

Pain KD. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2020 Aug 13]. Available from: http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531.

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

Council of Science Editors:

Pain KD. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531

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


East Carolina University

23. Powell, Aisha L. Sexual Attitudes and Reality Television Viewing Among Emerging Adults.

Degree: MS, Child Development and Family Relations, 2013, East Carolina University

 Emerging Adulthood is a transitional stage that entails different developmental tasks. One specific task is developing sexual identity. Mass media (e.g., television, Internet, and movies)… (more)

Subjects/Keywords: Social research; Developmental psychology; Emerging adults; Media; Sexuality; Socialization; Uses and gratification; Young adults – Sexual behavior; Young adults – Attitudes; Maturation (Psychology); Gender identity; Reality television programs

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APA (6th Edition):

Powell, A. L. (2013). Sexual Attitudes and Reality Television Viewing Among Emerging Adults. (Masters Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/1781

Chicago Manual of Style (16th Edition):

Powell, Aisha L. “Sexual Attitudes and Reality Television Viewing Among Emerging Adults.” 2013. Masters Thesis, East Carolina University. Accessed August 13, 2020. http://hdl.handle.net/10342/1781.

MLA Handbook (7th Edition):

Powell, Aisha L. “Sexual Attitudes and Reality Television Viewing Among Emerging Adults.” 2013. Web. 13 Aug 2020.

Vancouver:

Powell AL. Sexual Attitudes and Reality Television Viewing Among Emerging Adults. [Internet] [Masters thesis]. East Carolina University; 2013. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10342/1781.

Council of Science Editors:

Powell AL. Sexual Attitudes and Reality Television Viewing Among Emerging Adults. [Masters Thesis]. East Carolina University; 2013. Available from: http://hdl.handle.net/10342/1781


Liberty University

24. Ibrahim, Indrani. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to describe 11 ESL instructors’ experiences and perceptions of why some adult learners in their college level ESL… (more)

Subjects/Keywords: Academic Reading Comprehension; Academic Vocabulary Instruction; Adult English Language Learner; Developmental ESL Programs; GCC University ESL Programs; Instructional Efficacy; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education

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APA (6th Edition):

Ibrahim, I. (2016). Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1258

Chicago Manual of Style (16th Edition):

Ibrahim, Indrani. “Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.” 2016. Doctoral Dissertation, Liberty University. Accessed August 13, 2020. http://digitalcommons.liberty.edu/doctoral/1258.

MLA Handbook (7th Edition):

Ibrahim, Indrani. “Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.” 2016. Web. 13 Aug 2020.

Vancouver:

Ibrahim I. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Aug 13]. Available from: http://digitalcommons.liberty.edu/doctoral/1258.

Council of Science Editors:

Ibrahim I. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1258


Marshall University

25. Pierce, Calisa A. Best Instructional Practices in Developmental Education: Faculty Perspectives.

Degree: 2012, Marshall University

 This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been… (more)

Subjects/Keywords: college faculty; community colleges; developmental studies programs; learning strategies; remedial programs; teaching methods; <; p>; Remedial teaching.<; /p>; <; p>; Teaching - Standards.<; /p>;

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APA (6th Edition):

Pierce, C. A. (2012). Best Instructional Practices in Developmental Education: Faculty Perspectives. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/411

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):

Pierce, Calisa A. “Best Instructional Practices in Developmental Education: Faculty Perspectives.” 2012. Thesis, Marshall University. Accessed August 13, 2020. http://mds.marshall.edu/etd/411.

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

MLA Handbook (7th Edition):

Pierce, Calisa A. “Best Instructional Practices in Developmental Education: Faculty Perspectives.” 2012. Web. 13 Aug 2020.

Vancouver:

Pierce CA. Best Instructional Practices in Developmental Education: Faculty Perspectives. [Internet] [Thesis]. Marshall University; 2012. [cited 2020 Aug 13]. Available from: http://mds.marshall.edu/etd/411.

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

Council of Science Editors:

Pierce CA. Best Instructional Practices in Developmental Education: Faculty Perspectives. [Thesis]. Marshall University; 2012. Available from: http://mds.marshall.edu/etd/411

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

26. Glasberg, Sara. Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review.

Degree: CHILD, 2016, Jönköping University

  Due to poverty and a lack of stimulation, many children living in Low- and Middle income countries suffer from developmental delay and do not… (more)

Subjects/Keywords: Developmental delay; LAMI countries; Intervention; parenting programs; stimulation programs; systematic literature review; children

developmental potential. According to the findings in the articles, the intervention programs can be… …divergence between children´s current developmental levels and what they could have achieved in a… …developmental delay, which is defined as follows: “Developmental delay is defined as the wide range of… …developmental tasks typical of his or her chronological age” (Jacobs and Jacobs, 2004)… …be affected in countries with a large proportion of children with developmental delay… 

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APA (6th Edition):

Glasberg, S. (2016). Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30644

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):

Glasberg, Sara. “Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review.” 2016. Thesis, Jönköping University. Accessed August 13, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30644.

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

MLA Handbook (7th Edition):

Glasberg, Sara. “Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review.” 2016. Web. 13 Aug 2020.

Vancouver:

Glasberg S. Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review. [Internet] [Thesis]. Jönköping University; 2016. [cited 2020 Aug 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30644.

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

Council of Science Editors:

Glasberg S. Interventions for children at risk of developmental delay in Low- and Middle income countries : A systematic litterature review. [Thesis]. Jönköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30644

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

27. Thomas-Muskovac, Jimi. A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University.

Degree: PhD, 1986, Old Dominion University

  This study sought to (1) identify the number and demographic characteristics of students served by the remedial programs, (2) determine academic achievement and persistence… (more)

Subjects/Keywords: Remedial programs; Developmental reading; Developmental writing; Colleges and universities; Old Dominion University; Higher Education

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APA (6th Edition):

Thomas-Muskovac, J. (1986). A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University. (Doctoral Dissertation). Old Dominion University. Retrieved from https://digitalcommons.odu.edu/urbanservices_education_etds/146

Chicago Manual of Style (16th Edition):

Thomas-Muskovac, Jimi. “A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University.” 1986. Doctoral Dissertation, Old Dominion University. Accessed August 13, 2020. https://digitalcommons.odu.edu/urbanservices_education_etds/146.

MLA Handbook (7th Edition):

Thomas-Muskovac, Jimi. “A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University.” 1986. Web. 13 Aug 2020.

Vancouver:

Thomas-Muskovac J. A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University. [Internet] [Doctoral dissertation]. Old Dominion University; 1986. [cited 2020 Aug 13]. Available from: https://digitalcommons.odu.edu/urbanservices_education_etds/146.

Council of Science Editors:

Thomas-Muskovac J. A Study of the Effectiveness of Developmental Reading and Writing Courses at Old Dominion University. [Doctoral Dissertation]. Old Dominion University; 1986. Available from: https://digitalcommons.odu.edu/urbanservices_education_etds/146


University of North Texas

28. Stephens, Jan (Jan Ellen). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.

Degree: 1995, University of North Texas

 This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in… (more)

Subjects/Keywords: supplemental instruction; developmental mathematics; higher education; Mathematics  – Study and teaching (Higher); Developmental studies programs.; Study skills.

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

APA (6th Edition):

Stephens, J. (. E. (1995). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279019/

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):

Stephens, Jan (Jan Ellen). “A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.” 1995. Thesis, University of North Texas. Accessed August 13, 2020. https://digital.library.unt.edu/ark:/67531/metadc279019/.

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

MLA Handbook (7th Edition):

Stephens, Jan (Jan Ellen). “A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education.” 1995. Web. 13 Aug 2020.

Vancouver:

Stephens J(E. A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. [Internet] [Thesis]. University of North Texas; 1995. [cited 2020 Aug 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279019/.

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

Council of Science Editors:

Stephens J(E. A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc279019/

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


East Carolina University

29. Black, John Paul. The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges.

Degree: EdD, Educational Leadership, 2008, East Carolina University

 The purpose of this study was to examine the interpretive processes of administrators and staff at individual community colleges in the North Carolina system. The… (more)

Subjects/Keywords: Education policy; Developmental education policy; Education; Community colleges; Developmental studies programs – North Carolina; Community colleges – North Carolina; Community college administrators – North Carolina

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

APA (6th Edition):

Black, J. P. (2008). The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/1080

Chicago Manual of Style (16th Edition):

Black, John Paul. “The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges.” 2008. Doctoral Dissertation, East Carolina University. Accessed August 13, 2020. http://hdl.handle.net/10342/1080.

MLA Handbook (7th Edition):

Black, John Paul. “The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges.” 2008. Web. 13 Aug 2020.

Vancouver:

Black JP. The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges. [Internet] [Doctoral dissertation]. East Carolina University; 2008. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10342/1080.

Council of Science Editors:

Black JP. The Interpretive Process of North Carolina Community College System Developmental Education Policy at Select Community Colleges. [Doctoral Dissertation]. East Carolina University; 2008. Available from: http://hdl.handle.net/10342/1080

30. Grenwelge, Cheryl Hamilton. The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities.

Degree: PhD, Educational Psychology, 2011, Texas A&M University

 Self-advocates and professionals in the field agree on the critical importance of providing self-advocacy and leadership training to youth with disabilities. Youth Leadership Forum (YLF)… (more)

Subjects/Keywords: Self-Advocacy; Leadership; Youth; YLF; Youth Leadership Forum; Disability; Self-Determination; Youth Programs; Developmental Disability

…development programs and conceded that adolescents need positive developmental experiences that… …assets for the nation’s future. PYD programs address the broader developmental needs of youth… …Overview of National YLF Programs ................................... Synthesis of Empirical… …Elements of Self-Determination.... 41 Components of Effective Youth Programs with Additional… …that integrate the major developmental milestones for the individual, such as moving out of… 

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

APA (6th Edition):

Grenwelge, C. H. (2011). The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7784

Chicago Manual of Style (16th Edition):

Grenwelge, Cheryl Hamilton. “The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities.” 2011. Doctoral Dissertation, Texas A&M University. Accessed August 13, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7784.

MLA Handbook (7th Edition):

Grenwelge, Cheryl Hamilton. “The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities.” 2011. Web. 13 Aug 2020.

Vancouver:

Grenwelge CH. The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7784.

Council of Science Editors:

Grenwelge CH. The Effects of the Texas Statewide Youth Leadership Forum Summer Training Event on the Self-Advocacy Abilities of High School Students with Disabilities. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7784

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