Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(educational expectations). Showing records 1 – 30 of 103 total matches.

[1] [2] [3] [4]

Search Limiters

Last 2 Years | English Only

Degrees

▼ Search Limiters


University of Oklahoma

1. Gonzalez, Nancy. What are the Barriers for Hispanics' Educational Attainment.

Degree: PhD, 2016, University of Oklahoma

 This study uses data from the Education Longitudinal Study (ELS) to better understand the factors that are associated with educational expectations and the eventual educational(more)

Subjects/Keywords: Hispanic; Educational Attainment; Educational Expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gonzalez, N. (2016). What are the Barriers for Hispanics' Educational Attainment. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34742

Chicago Manual of Style (16th Edition):

Gonzalez, Nancy. “What are the Barriers for Hispanics' Educational Attainment.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed October 15, 2019. http://hdl.handle.net/11244/34742.

MLA Handbook (7th Edition):

Gonzalez, Nancy. “What are the Barriers for Hispanics' Educational Attainment.” 2016. Web. 15 Oct 2019.

Vancouver:

Gonzalez N. What are the Barriers for Hispanics' Educational Attainment. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/11244/34742.

Council of Science Editors:

Gonzalez N. What are the Barriers for Hispanics' Educational Attainment. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34742


California State University – Sacramento

2. Medrano Rojas, William. Latinx parents' educational expectations and aspirations for their children.

Degree: MA, Sociology, 2019, California State University – Sacramento

 The purpose of this thesis is to determine what shapes Latinx parents??? educational expectations and aspirations. The Latinx population continues to grow and expand throughout… (more)

Subjects/Keywords: Expectations; Educational aspirations; Latinx parents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Medrano Rojas, W. (2019). Latinx parents' educational expectations and aspirations for their children. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/213033

Chicago Manual of Style (16th Edition):

Medrano Rojas, William. “Latinx parents' educational expectations and aspirations for their children.” 2019. Masters Thesis, California State University – Sacramento. Accessed October 15, 2019. http://hdl.handle.net/10211.3/213033.

MLA Handbook (7th Edition):

Medrano Rojas, William. “Latinx parents' educational expectations and aspirations for their children.” 2019. Web. 15 Oct 2019.

Vancouver:

Medrano Rojas W. Latinx parents' educational expectations and aspirations for their children. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10211.3/213033.

Council of Science Editors:

Medrano Rojas W. Latinx parents' educational expectations and aspirations for their children. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/213033


University of Edinburgh

3. Higgins, Abigail. Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment.

Degree: 2010, University of Edinburgh

 Aims: The influences of parental expectations, self-expectations and academic achievement on eventual educational attainment were investigated in a longitudinal study utilising twin pairs from the… (more)

Subjects/Keywords: academic achievement; educational attainment; parent talent; expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Higgins, A. (2010). Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4991

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):

Higgins, Abigail. “Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment.” 2010. Thesis, University of Edinburgh. Accessed October 15, 2019. http://hdl.handle.net/1842/4991.

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

MLA Handbook (7th Edition):

Higgins, Abigail. “Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment.” 2010. Web. 15 Oct 2019.

Vancouver:

Higgins A. Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1842/4991.

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

Council of Science Editors:

Higgins A. Expectations of Achievement and Perceptions of Talent: Child and Parent Influence on Academic Attainment. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4991

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


University of Hawaii – Manoa

4. Kohl, Noreen. The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females.

Degree: 2017, University of Hawaii – Manoa

M.A. University of Hawaii at Manoa 2016.

Research has established that parenthood at a young age is associated with higher levels of psychological distress later… (more)

Subjects/Keywords: pregnancy; mental health; educational expectations; life course

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kohl, N. (2017). The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51289

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):

Kohl, Noreen. “The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females.” 2017. Thesis, University of Hawaii – Manoa. Accessed October 15, 2019. http://hdl.handle.net/10125/51289.

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

MLA Handbook (7th Edition):

Kohl, Noreen. “The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females.” 2017. Web. 15 Oct 2019.

Vancouver:

Kohl N. The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10125/51289.

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

Council of Science Editors:

Kohl N. The Impact of Early Pregnancy and Unfulfilled Educational Expectations on Mental Health during the Transition to Adulthood among African American and White Females. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51289

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


Arizona State University

5. Craig, Tina. Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower… (more)

Subjects/Keywords: Educational leadership; professional development; stereotypes; teacher expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Craig, T. (2011). Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8992

Chicago Manual of Style (16th Edition):

Craig, Tina. “Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 15, 2019. http://repository.asu.edu/items/8992.

MLA Handbook (7th Edition):

Craig, Tina. “Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students.” 2011. Web. 15 Oct 2019.

Vancouver:

Craig T. Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Oct 15]. Available from: http://repository.asu.edu/items/8992.

Council of Science Editors:

Craig T. Factors that Influence Teacher Expectations of Africian American, Hispanic and Low-Income Students. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8992


University of Houston

6. Shellman, Alison. High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations.

Degree: Educational Psychology, Department of, 2016, University of Houston

 Education-related aspirations and expectations are strong predictors of postsecondary educational attainment, including college enrollment. A number of variables influence aspirations and expectations; chief among these… (more)

Subjects/Keywords: social class; classism; educational aspirations; educational expectations; postsecondary educational attainment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shellman, A. (2016). High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3552

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):

Shellman, Alison. “High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations.” 2016. Thesis, University of Houston. Accessed October 15, 2019. http://hdl.handle.net/10657/3552.

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

MLA Handbook (7th Edition):

Shellman, Alison. “High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations.” 2016. Web. 15 Oct 2019.

Vancouver:

Shellman A. High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10657/3552.

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

Council of Science Editors:

Shellman A. High School Students' Experiences of Classism and Postsecondary Educational Aspirations and Expectations. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3552

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


University of North Texas

7. Knudsen, Jennifer. Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations.

Degree: 2019, University of North Texas

 Prior research supports the relationship between education and status attainment, mobility, and occupational attainment. Today, within an increasingly bifurcated labor market, where education is important… (more)

Subjects/Keywords: Educational Attainment; Educational Degree; Career Satisfaction; Educational Expectations; Bachelor's Degree

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knudsen, J. (2019). Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538642/

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):

Knudsen, Jennifer. “Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations.” 2019. Thesis, University of North Texas. Accessed October 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538642/.

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

MLA Handbook (7th Edition):

Knudsen, Jennifer. “Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations.” 2019. Web. 15 Oct 2019.

Vancouver:

Knudsen J. Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Oct 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538642/.

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

Council of Science Editors:

Knudsen J. Educational Degree and Career Satisfaction: Moderating Effects of Educational Expectations. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538642/

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


Georgia State University

8. Thomas, Dominique. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.

Degree: MA, Psychology, 2015, Georgia State University

  Racial inequalities in the education system are an issue that has yet to be adequately addressed. Given how discriminatory experiences adversely impact African American… (more)

Subjects/Keywords: African Americans; Education; Educational value; Educational expectations; Racism; Racial socialization

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thomas, D. (2015). Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/134

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):

Thomas, Dominique. “Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.” 2015. Thesis, Georgia State University. Accessed October 15, 2019. https://scholarworks.gsu.edu/psych_theses/134.

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

MLA Handbook (7th Edition):

Thomas, Dominique. “Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students.” 2015. Web. 15 Oct 2019.

Vancouver:

Thomas D. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Oct 15]. Available from: https://scholarworks.gsu.edu/psych_theses/134.

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

Council of Science Editors:

Thomas D. Preparation for Bias as a Buffer Against the Effect of Racial Discrimination on Academic Attitudes of African American College Students. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_theses/134

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


Washington University in St. Louis

9. Kim, Youngmi. Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways.

Degree: PhD, Social Work, 2010, Washington University in St. Louis

 Scholars have begun to pay more attention to the role of parental wealth in children's educational attainment. There is still no consensus on how different… (more)

Subjects/Keywords: Social Work; Assets, Educational attainment, Educational expectations, Parental Involvement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kim, Y. (2010). Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/etd/182

Chicago Manual of Style (16th Edition):

Kim, Youngmi. “Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways.” 2010. Doctoral Dissertation, Washington University in St. Louis. Accessed October 15, 2019. https://openscholarship.wustl.edu/etd/182.

MLA Handbook (7th Edition):

Kim, Youngmi. “Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways.” 2010. Web. 15 Oct 2019.

Vancouver:

Kim Y. Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2010. [cited 2019 Oct 15]. Available from: https://openscholarship.wustl.edu/etd/182.

Council of Science Editors:

Kim Y. Impacts of Parental Resources on Child Educational Outcomes: Assets and Mediating Pathways. [Doctoral Dissertation]. Washington University in St. Louis; 2010. Available from: https://openscholarship.wustl.edu/etd/182


University of Cincinnati

10. Gibson, Shirley K. What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes.

Degree: EdD, Education : Urban Educational Leadership, 2010, University of Cincinnati

 Several studies have examined parent expectations of schools in general (Gewertz, 2008; Carney-Hall, 2008; Keller, 2008; Stelmach, 2005; Boal, 2004; Lawson 2003; Wherry, 2003; Cheney,… (more)

Subjects/Keywords: School Administration; alternative schools; parent expectations; parent involvement; educational change

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gibson, S. K. (2010). What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273841020

Chicago Manual of Style (16th Edition):

Gibson, Shirley K. “What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273841020.

MLA Handbook (7th Edition):

Gibson, Shirley K. “What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes.” 2010. Web. 15 Oct 2019.

Vancouver:

Gibson SK. What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273841020.

Council of Science Editors:

Gibson SK. What Parents Expect of Urban Alternative Schools and How These Schools Address Parents' Expectations to Make Needed Changes. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273841020


University of Kansas

11. Kase, Christopher Kase. Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School.

Degree: EdD, Educational Leadership and Policy Studies, 2017, University of Kansas

 This dissertation contributes to the discussion surrounding the military family by answering the question, “What are the experiences, needs, and expectations of active duty military… (more)

Subjects/Keywords: Educational leadership; Education; Expectations; Families; Military; Schools; Support

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kase, C. K. (2017). Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25963

Chicago Manual of Style (16th Edition):

Kase, Christopher Kase. “Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 15, 2019. http://hdl.handle.net/1808/25963.

MLA Handbook (7th Edition):

Kase, Christopher Kase. “Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School.” 2017. Web. 15 Oct 2019.

Vancouver:

Kase CK. Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1808/25963.

Council of Science Editors:

Kase CK. Meeting the Needs and Expectations of Active Duty Military Families Relative to Their Child's School. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25963


George Mason University

12. King, Audrey Louise. Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence .

Degree: 2014, George Mason University

 The purpose of this thesis is to supplement the empirical literature on student post-secondary educational attainment. The present research examines students with high educational expectations(more)

Subjects/Keywords: student expectations; post-secondary educational attainment; predictors; four-year degree

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

King, A. L. (2014). Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8721

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):

King, Audrey Louise. “Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence .” 2014. Thesis, George Mason University. Accessed October 15, 2019. http://hdl.handle.net/1920/8721.

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

MLA Handbook (7th Edition):

King, Audrey Louise. “Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence .” 2014. Web. 15 Oct 2019.

Vancouver:

King AL. Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence . [Internet] [Thesis]. George Mason University; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1920/8721.

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

Council of Science Editors:

King AL. Successful Post-Secondary Educational Attainment: The Similarities and Differences between Students with High and Low Educational Expectations in Adolescence . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8721

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


University of Illinois – Urbana-Champaign

13. Dorime-Williams, Marjorie. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.

Degree: PhD, 0220, 2013, University of Illinois – Urbana-Champaign

 Participation rates in postsecondary education vary greatly by race, ethnicity, gender, and socioeconomic status (SES). In addition to issues of access, there are also problems… (more)

Subjects/Keywords: Black college students; socioeconomic status; involvement; educational expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dorime-Williams, M. (2013). Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44769

Chicago Manual of Style (16th Edition):

Dorime-Williams, Marjorie. “Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 15, 2019. http://hdl.handle.net/2142/44769.

MLA Handbook (7th Edition):

Dorime-Williams, Marjorie. “Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes.” 2013. Web. 15 Oct 2019.

Vancouver:

Dorime-Williams M. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2142/44769.

Council of Science Editors:

Dorime-Williams M. Understanding socioeconomic differences in the relationship between black college students' involvement and educational outcomes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44769


University of South Africa

14. Jooste, Christina Elsie. The role of communication in strenthening parent-teacher relationships in primary schools .

Degree: 2011, University of South Africa

 Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the… (more)

Subjects/Keywords: Parent involvement; Effective communication; Educational management; Learning attitude; Expectations; School principal; Relationships; Benefits; Qualities; Primary schools; Expectations; Motivation; Attitude towards learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jooste, C. E. (2011). The role of communication in strenthening parent-teacher relationships in primary schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5896

Chicago Manual of Style (16th Edition):

Jooste, Christina Elsie. “The role of communication in strenthening parent-teacher relationships in primary schools .” 2011. Masters Thesis, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/5896.

MLA Handbook (7th Edition):

Jooste, Christina Elsie. “The role of communication in strenthening parent-teacher relationships in primary schools .” 2011. Web. 15 Oct 2019.

Vancouver:

Jooste CE. The role of communication in strenthening parent-teacher relationships in primary schools . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/5896.

Council of Science Editors:

Jooste CE. The role of communication in strenthening parent-teacher relationships in primary schools . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5896


Lehigh University

15. Mayger, Linda Kay. Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 In light of the disproportionately small numbers of low-income students who obtain postsecondary degrees, the current study investigated the relationships between various characteristics of disadvantaged… (more)

Subjects/Keywords: extracurricular; low-income; parent expectations; resilience; risk exposure; risk index; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mayger, L. K. (2016). Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2718

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):

Mayger, Linda Kay. “Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students.” 2016. Thesis, Lehigh University. Accessed October 15, 2019. https://preserve.lehigh.edu/etd/2718.

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

MLA Handbook (7th Edition):

Mayger, Linda Kay. “Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students.” 2016. Web. 15 Oct 2019.

Vancouver:

Mayger LK. Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Oct 15]. Available from: https://preserve.lehigh.edu/etd/2718.

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

Council of Science Editors:

Mayger LK. Individual, Family, and School Characteristics Associated with Academic Success Among Low-Income Students. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2718

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


Bowling Green State University

16. Zoffel, Nicholas Alexis. Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations.

Degree: PhD, Communication Studies, 2007, Bowling Green State University

 This study, through critical communication pedagogy and an ethnomethodological lens, explores the ways in which student identity is produced through ranges of power, voice, and… (more)

Subjects/Keywords: Critical Communication Pedagogy; Ethnomethodology; Student identity; Critical discourse; Educational perceptions and expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zoffel, N. A. (2007). Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181926992

Chicago Manual of Style (16th Edition):

Zoffel, Nicholas Alexis. “Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181926992.

MLA Handbook (7th Edition):

Zoffel, Nicholas Alexis. “Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations.” 2007. Web. 15 Oct 2019.

Vancouver:

Zoffel NA. Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181926992.

Council of Science Editors:

Zoffel NA. Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181926992


East Tennessee State University

17. Briggs, Michael Steven. On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  This study was designed to investigate Southern Appalachian, first-generation students' expectations of higher education. Research indicates that many first-generation students drop out of college… (more)

Subjects/Keywords: first generation; Appalachia; college students; expectations; Educational Sociology; Regional Sociology; Social and Behavioral Sciences; Sociology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Briggs, M. S. (2010). On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1758

Chicago Manual of Style (16th Edition):

Briggs, Michael Steven. “On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed October 15, 2019. https://dc.etsu.edu/etd/1758.

MLA Handbook (7th Edition):

Briggs, Michael Steven. “On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education.” 2010. Web. 15 Oct 2019.

Vancouver:

Briggs MS. On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Oct 15]. Available from: https://dc.etsu.edu/etd/1758.

Council of Science Editors:

Briggs MS. On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1758


University of Kansas

18. Trang, Kim Thien. The Antecedent Factors of Teacher-Child Relationship Quality.

Degree: EdD, Psychology & Research in Education, 2017, University of Kansas

 High-quality relationships with teachers positively impact child academic and social outcomes. Teachers provide emotional and behavioral supports essential for success in the classroom. Less is… (more)

Subjects/Keywords: Educational psychology; Teacher education; Early Childhood Education; Teacher-Child Relationship Quality; Teacher Expectations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Trang, K. T. (2017). The Antecedent Factors of Teacher-Child Relationship Quality. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25975

Chicago Manual of Style (16th Edition):

Trang, Kim Thien. “The Antecedent Factors of Teacher-Child Relationship Quality.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 15, 2019. http://hdl.handle.net/1808/25975.

MLA Handbook (7th Edition):

Trang, Kim Thien. “The Antecedent Factors of Teacher-Child Relationship Quality.” 2017. Web. 15 Oct 2019.

Vancouver:

Trang KT. The Antecedent Factors of Teacher-Child Relationship Quality. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1808/25975.

Council of Science Editors:

Trang KT. The Antecedent Factors of Teacher-Child Relationship Quality. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25975


Wayne State University

19. Temple, Aja C. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.

Degree: PhD, Educational Psychology, 2012, Wayne State University

  A MODEL OF STUDENT ENGAGEMENT AND ACADEMIC ACHIEVEMENT: THE ROLE OF TEACHER-STUDENT RELATIONSHIPS AND TEACHER EXPECTATIONS by AJA C. TEMPLE MAY 2012 Advisor: Dr.… (more)

Subjects/Keywords: achievement, engagement, gender differences, minority, teacher expectations, teacher-student relationships; Developmental Psychology; Education; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Temple, A. C. (2012). A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/478

Chicago Manual of Style (16th Edition):

Temple, Aja C. “A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.” 2012. Doctoral Dissertation, Wayne State University. Accessed October 15, 2019. https://digitalcommons.wayne.edu/oa_dissertations/478.

MLA Handbook (7th Edition):

Temple, Aja C. “A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.” 2012. Web. 15 Oct 2019.

Vancouver:

Temple AC. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2019 Oct 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/478.

Council of Science Editors:

Temple AC. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/478


University of Minnesota

20. Shipman, Melissa Louise. Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization.

Degree: EdD, Educational Policy and Administration, 2009, University of Minnesota

 This study investigates the extent to which the expectations of stakeholders are met by an international, faith-based nonprofit organization. The organization selected for this mixed… (more)

Subjects/Keywords: Faith-based; International Organization; Nonprofit; Stakeholder Expectations; Third Culture Kids; Educational Policy and Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shipman, M. L. (2009). Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/52396

Chicago Manual of Style (16th Edition):

Shipman, Melissa Louise. “Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization.” 2009. Doctoral Dissertation, University of Minnesota. Accessed October 15, 2019. http://purl.umn.edu/52396.

MLA Handbook (7th Edition):

Shipman, Melissa Louise. “Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization.” 2009. Web. 15 Oct 2019.

Vancouver:

Shipman ML. Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Oct 15]. Available from: http://purl.umn.edu/52396.

Council of Science Editors:

Shipman ML. Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/52396

21. Luo, Xia. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.

Degree: 2015, University of Saskatchewan

 Chinese immigrant families’ educational expectations are usually characterized as one of the most important reasons for Chinese students’ educational attainment and achievement. However, the understanding… (more)

Subjects/Keywords: Chinese immigrant families; Educational expectations

…10 Educational Expectations… …17 vii Theoretical Explanations of Educational Expectations… …26 Previous Research on Educational Expectations… …40 Parents’ educational expectations on children… …246 Question 1: What Are Chinese Parents’ and Children’s Educational Expectations? ... 247… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Luo, X. (2015). CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-09-2292

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):

Luo, Xia. “CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.” 2015. Thesis, University of Saskatchewan. Accessed October 15, 2019. http://hdl.handle.net/10388/ETD-2015-09-2292.

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

MLA Handbook (7th Edition):

Luo, Xia. “CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY.” 2015. Web. 15 Oct 2019.

Vancouver:

Luo X. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10388/ETD-2015-09-2292.

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

Council of Science Editors:

Luo X. CHINESE IMMIGRANT FAMILIES’ EDUCATIONAL EXPECTATIONS: A MULTIPLE CASE STUDY. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-09-2292

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


University of Iowa

22. Anthony, Stephanie Nichole. Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems.

Degree: PhD, Psychological and Quantitative Foundations, 2014, University of Iowa

  The primary purpose of this study was to examine differences in the attributions teachers make toward students in the child welfare and juvenile justice… (more)

Subjects/Keywords: publicabstract; Child Welfare System; Juvenile Justice System; Teacher attributions; Teacher Expectations; Vignette Research; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anthony, S. N. (2014). Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1426

Chicago Manual of Style (16th Edition):

Anthony, Stephanie Nichole. “Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems.” 2014. Doctoral Dissertation, University of Iowa. Accessed October 15, 2019. https://ir.uiowa.edu/etd/1426.

MLA Handbook (7th Edition):

Anthony, Stephanie Nichole. “Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems.” 2014. Web. 15 Oct 2019.

Vancouver:

Anthony SN. Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems. [Internet] [Doctoral dissertation]. University of Iowa; 2014. [cited 2019 Oct 15]. Available from: https://ir.uiowa.edu/etd/1426.

Council of Science Editors:

Anthony SN. Teacher attributions, expectations, and referrals for students involved in the child welfare and juvenile justice systems. [Doctoral Dissertation]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/1426


Bowling Green State University

23. Jones, Naketa Raquel. Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector.

Degree: Doctor of Education (EdD), Leadership Studies, 2019, Bowling Green State University

 The purpose of this qualitative hermeneutic phenomenological study was toexplore how the public service millennial leader’s lived experiences influence their workplaceexpectations as it relates to… (more)

Subjects/Keywords: Educational Leadership; Public Administration; Millennial Leader; Public Sector; Workplace Expectations; Workplace Longevity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, N. R. (2019). Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563544089492724

Chicago Manual of Style (16th Edition):

Jones, Naketa Raquel. “Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector.” 2019. Doctoral Dissertation, Bowling Green State University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563544089492724.

MLA Handbook (7th Edition):

Jones, Naketa Raquel. “Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector.” 2019. Web. 15 Oct 2019.

Vancouver:

Jones NR. Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector. [Internet] [Doctoral dissertation]. Bowling Green State University; 2019. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563544089492724.

Council of Science Editors:

Jones NR. Preserving the Public Sector: A Qualitative Examination of Millennial Leaders' Workplace Expectations and Workplace Longevity in the Public Sector. [Doctoral Dissertation]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563544089492724


Liberty University

24. Ozolnieks, Matthew Oswald. Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study.

Degree: 2019, Liberty University

 Over the last decade instructional technology has experienced tremendous growth in adoption and implementation throughout K-12 schools; pedagogy has shifted to keep pace. Within this… (more)

Subjects/Keywords: Twenty-first Century Learning; Parents; Parental Expectations; Transition Theory; Educational Technology; Pedagogy Change; Education; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ozolnieks, M. O. (2019). Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2156

Chicago Manual of Style (16th Edition):

Ozolnieks, Matthew Oswald. “Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study.” 2019. Doctoral Dissertation, Liberty University. Accessed October 15, 2019. https://digitalcommons.liberty.edu/doctoral/2156.

MLA Handbook (7th Edition):

Ozolnieks, Matthew Oswald. “Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study.” 2019. Web. 15 Oct 2019.

Vancouver:

Ozolnieks MO. Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 15]. Available from: https://digitalcommons.liberty.edu/doctoral/2156.

Council of Science Editors:

Ozolnieks MO. Parental Perspectives on Twenty-First Century Learning Environments in Private Middle Schools: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2156


Arizona State University

25. Sang, Samantha Anne. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.

Degree: Family and Human Development, 2017, Arizona State University

 Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have… (more)

Subjects/Keywords: Educational psychology; Developmental psychology; academic achievement; educational expectations; latent profile analysis; Mexican-origin youth; postsecondary enrollment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sang, S. A. (2017). Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/45944

Chicago Manual of Style (16th Edition):

Sang, Samantha Anne. “Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.” 2017. Doctoral Dissertation, Arizona State University. Accessed October 15, 2019. http://repository.asu.edu/items/45944.

MLA Handbook (7th Edition):

Sang, Samantha Anne. “Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.” 2017. Web. 15 Oct 2019.

Vancouver:

Sang SA. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Oct 15]. Available from: http://repository.asu.edu/items/45944.

Council of Science Editors:

Sang SA. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/45944


Liberty University

26. Yezbick, Erin. The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations.

Degree: 2016, Liberty University

 The researcher attempted to determine if a correlation exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations for freshman general education… (more)

Subjects/Keywords: Correlation; Expectations; Freshman; General Education; Perceptions; Rapport; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yezbick, E. (2016). The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1183

Chicago Manual of Style (16th Edition):

Yezbick, Erin. “The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations.” 2016. Doctoral Dissertation, Liberty University. Accessed October 15, 2019. http://digitalcommons.liberty.edu/doctoral/1183.

MLA Handbook (7th Edition):

Yezbick, Erin. “The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations.” 2016. Web. 15 Oct 2019.

Vancouver:

Yezbick E. The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Oct 15]. Available from: http://digitalcommons.liberty.edu/doctoral/1183.

Council of Science Editors:

Yezbick E. The Correlation between Student/Instructor Rapports, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1183

27. Pires, Andreia Filipa Duarte. As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a.

Degree: 2017, RCAAP

Relatório de Estágio apresentado para obtenção do grau de Mestre na Especialidade Profissional de Educação Pré-Escolar

No seguimento de um período de Prática Profissional Supervisionada,… (more)

Subjects/Keywords: educação pré-escolar; expectativas; ensino-aprendizagem; participação; ação educativa; preschool education; expectations; teaching-learning; educational activity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pires, A. F. D. (2017). As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1799

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):

Pires, Andreia Filipa Duarte. “As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a.” 2017. Thesis, RCAAP. Accessed October 15, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1799.

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

MLA Handbook (7th Edition):

Pires, Andreia Filipa Duarte. “As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a.” 2017. Web. 15 Oct 2019.

Vancouver:

Pires AFD. As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a. [Internet] [Thesis]. RCAAP; 2017. [cited 2019 Oct 15]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1799.

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

Council of Science Editors:

Pires AFD. As expectativas dos pais/encarregados de educação sobre o Pré-escolar e a sua influência na prática profissional do/a educador/a. [Thesis]. RCAAP; 2017. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipsantarem.pt:10400.15/1799

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


University of Edinburgh

28. Xing, Rong. Well-being in Adolescents: the Impact of Family and Academic Achievement.

Degree: 2012, University of Edinburgh

 Objective: Adolescence is a hallmark period filling with rapid changes and both positive and negative outcomes. Well-being is one of the most important outcomes should… (more)

Subjects/Keywords: well-being; academic achievement; family environment; parental expectations for educational attainment; path analysis model; mediation; adolescents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Xing, R. (2012). Well-being in Adolescents: the Impact of Family and Academic Achievement. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8466

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):

Xing, Rong. “Well-being in Adolescents: the Impact of Family and Academic Achievement.” 2012. Thesis, University of Edinburgh. Accessed October 15, 2019. http://hdl.handle.net/1842/8466.

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

MLA Handbook (7th Edition):

Xing, Rong. “Well-being in Adolescents: the Impact of Family and Academic Achievement.” 2012. Web. 15 Oct 2019.

Vancouver:

Xing R. Well-being in Adolescents: the Impact of Family and Academic Achievement. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1842/8466.

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

Council of Science Editors:

Xing R. Well-being in Adolescents: the Impact of Family and Academic Achievement. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8466

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


University of Nairobi

29. Mutiso, Mbinya. Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya .

Degree: 2004, University of Nairobi

 In recent years, educationists have shown keen interest in the education of the girl child. Immense resources have been poured into her education by the… (more)

Subjects/Keywords: Educational & Occupational Aspirations; Secondary School Expectations; Machakos District

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mutiso, M. (2004). Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17828

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):

Mutiso, Mbinya. “Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya .” 2004. Thesis, University of Nairobi. Accessed October 15, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17828.

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

MLA Handbook (7th Edition):

Mutiso, Mbinya. “Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya .” 2004. Web. 15 Oct 2019.

Vancouver:

Mutiso M. Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya . [Internet] [Thesis]. University of Nairobi; 2004. [cited 2019 Oct 15]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17828.

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

Council of Science Editors:

Mutiso M. Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya . [Thesis]. University of Nairobi; 2004. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17828

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


University of Cincinnati

30. Delahunty, Geniene P. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2011, University of Cincinnati

  The purpose of this study was to determine the perceptions of principals and Hispanic parents of English language learners about the school experience of… (more)

Subjects/Keywords: Educational Leadership; Narrative Inquiry; English Language Learners; Urban School Experiences; Home-School Expectations; Communication Barriers; Sense of Community

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Delahunty, G. P. (2011). Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283

Chicago Manual of Style (16th Edition):

Delahunty, Geniene P. “Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283.

MLA Handbook (7th Edition):

Delahunty, Geniene P. “Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners.” 2011. Web. 15 Oct 2019.

Vancouver:

Delahunty GP. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283.

Council of Science Editors:

Delahunty GP. Untold Stories: Perspectives of Principals and Hispanic Parents of English Language Learners. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323283

[1] [2] [3] [4]

.