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You searched for subject:(first year). Showing records 1 – 30 of 856 total matches.

[1] [2] [3] [4] [5] … [29]

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University of KwaZulu-Natal

1. Cele, Siyabonga Alpheos. Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University.

Degree: 2019, University of KwaZulu-Natal

 This qualitative case study explored first-year student’s experiences of using Moodle in learning an Accounting undergraduate module at a South African university. Studies have revealed… (more)

Subjects/Keywords: First year students; Moodle; Accounting

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APA (6th Edition):

Cele, S. A. (2019). Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17032

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):

Cele, Siyabonga Alpheos. “Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University.” 2019. Thesis, University of KwaZulu-Natal. Accessed October 31, 2020. https://researchspace.ukzn.ac.za/handle/10413/17032.

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

MLA Handbook (7th Edition):

Cele, Siyabonga Alpheos. “Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University.” 2019. Web. 31 Oct 2020.

Vancouver:

Cele SA. Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Oct 31]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17032.

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

Council of Science Editors:

Cele SA. Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17032

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


University of Aberdeen

2. Shanks, Rachel. How do induction year teachers in Scotland learn in the workplace?.

Degree: PhD, 2012, University of Aberdeen

 This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers'… (more)

Subjects/Keywords: 370.711; First year teachers

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APA (6th Edition):

Shanks, R. (2012). How do induction year teachers in Scotland learn in the workplace?. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=185850 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558637

Chicago Manual of Style (16th Edition):

Shanks, Rachel. “How do induction year teachers in Scotland learn in the workplace?.” 2012. Doctoral Dissertation, University of Aberdeen. Accessed October 31, 2020. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=185850 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558637.

MLA Handbook (7th Edition):

Shanks, Rachel. “How do induction year teachers in Scotland learn in the workplace?.” 2012. Web. 31 Oct 2020.

Vancouver:

Shanks R. How do induction year teachers in Scotland learn in the workplace?. [Internet] [Doctoral dissertation]. University of Aberdeen; 2012. [cited 2020 Oct 31]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=185850 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558637.

Council of Science Editors:

Shanks R. How do induction year teachers in Scotland learn in the workplace?. [Doctoral Dissertation]. University of Aberdeen; 2012. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=185850 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558637

3. Wong, Lam. The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students.

Degree: 2016, Ferris State University

 Student retention has been studied widely as an intermediate process to address the student completion issue in community colleges. Retaining an existing student is much… (more)

Subjects/Keywords: Student retention.; First year seminars.

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APA (6th Edition):

Wong, L. (2016). The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5902

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):

Wong, Lam. “The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students.” 2016. Thesis, Ferris State University. Accessed October 31, 2020. http://hdl.handle.net/2323/5902.

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

MLA Handbook (7th Edition):

Wong, Lam. “The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students.” 2016. Web. 31 Oct 2020.

Vancouver:

Wong L. The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students. [Internet] [Thesis]. Ferris State University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2323/5902.

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

Council of Science Editors:

Wong L. The Impact of an Inaugural First Year Experience Program on the Retention of Full-Time and Part-Time Community College Students. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5902

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

4. Seel, Cindy L. A Case Study: Assessing the Successes of a First Year Experience Course.

Degree: 2015, Ferris State University

First-Year Experience programs have existed within higher education for decades. Specifically, the University of South Carolina’s University 101 (c.1972) serves as the gold standard for… (more)

Subjects/Keywords: Student retention.; First year seminars.

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APA (6th Edition):

Seel, C. L. (2015). A Case Study: Assessing the Successes of a First Year Experience Course. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5949

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):

Seel, Cindy L. “A Case Study: Assessing the Successes of a First Year Experience Course.” 2015. Thesis, Ferris State University. Accessed October 31, 2020. http://hdl.handle.net/2323/5949.

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

MLA Handbook (7th Edition):

Seel, Cindy L. “A Case Study: Assessing the Successes of a First Year Experience Course.” 2015. Web. 31 Oct 2020.

Vancouver:

Seel CL. A Case Study: Assessing the Successes of a First Year Experience Course. [Internet] [Thesis]. Ferris State University; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2323/5949.

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

Council of Science Editors:

Seel CL. A Case Study: Assessing the Successes of a First Year Experience Course. [Thesis]. Ferris State University; 2015. Available from: http://hdl.handle.net/2323/5949

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


Southern Illinois University

5. Shank, Dianna. "I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing.

Degree: PhD, English, 2014, Southern Illinois University

First Year Composition (FYC) is one of the most important courses for any incoming college student. This course (often designated as English 101) provides… (more)

Subjects/Keywords: First Year Composition; Race

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

APA (6th Edition):

Shank, D. (2014). "I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/970

Chicago Manual of Style (16th Edition):

Shank, Dianna. “"I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing.” 2014. Doctoral Dissertation, Southern Illinois University. Accessed October 31, 2020. https://opensiuc.lib.siu.edu/dissertations/970.

MLA Handbook (7th Edition):

Shank, Dianna. “"I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing.” 2014. Web. 31 Oct 2020.

Vancouver:

Shank D. "I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing. [Internet] [Doctoral dissertation]. Southern Illinois University; 2014. [cited 2020 Oct 31]. Available from: https://opensiuc.lib.siu.edu/dissertations/970.

Council of Science Editors:

Shank D. "I Don't Want to Hurt Anyone's Feelings": Using Race as a Writing Prompt in First Year Writing. [Doctoral Dissertation]. Southern Illinois University; 2014. Available from: https://opensiuc.lib.siu.edu/dissertations/970

6. Strona, Jacob. Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom .

Degree: 2013, California State University – San Marcos

 The question of the practicality of a blended pedagogy in composition is relevant to not only FYC instructors, but just as importantly to FYC students.… (more)

Subjects/Keywords: Rhetoric; Composition; First-year

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APA (6th Edition):

Strona, J. (2013). Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/391

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):

Strona, Jacob. “Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom .” 2013. Thesis, California State University – San Marcos. Accessed October 31, 2020. http://hdl.handle.net/10211.8/391.

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

MLA Handbook (7th Edition):

Strona, Jacob. “Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom .” 2013. Web. 31 Oct 2020.

Vancouver:

Strona J. Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10211.8/391.

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

Council of Science Editors:

Strona J. Negotiating the Divide: Social-Epistemic Rhetoric Meets Expressivism in the First-Year Composition Classroom . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/391

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


California State University – Sacramento

7. Bailey, Leslie Celeste. Using blogs to facilitate collaborative writing projects without silencing the individual student voice.

Degree: MA, English (Composition, 2011, California State University – Sacramento

 Collaborative writing projects in first-year composition courses teach students to write in groups while attending to the academic needs of the university and the post-graduate… (more)

Subjects/Keywords: Composition; First-year English

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APA (6th Edition):

Bailey, L. C. (2011). Using blogs to facilitate collaborative writing projects without silencing the individual student voice. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1189

Chicago Manual of Style (16th Edition):

Bailey, Leslie Celeste. “Using blogs to facilitate collaborative writing projects without silencing the individual student voice.” 2011. Masters Thesis, California State University – Sacramento. Accessed October 31, 2020. http://hdl.handle.net/10211.9/1189.

MLA Handbook (7th Edition):

Bailey, Leslie Celeste. “Using blogs to facilitate collaborative writing projects without silencing the individual student voice.” 2011. Web. 31 Oct 2020.

Vancouver:

Bailey LC. Using blogs to facilitate collaborative writing projects without silencing the individual student voice. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10211.9/1189.

Council of Science Editors:

Bailey LC. Using blogs to facilitate collaborative writing projects without silencing the individual student voice. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1189


Virginia Tech

8. Virguez Barroso, Lilianny Josefina. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.

Degree: PhD, Engineering Education, 2018, Virginia Tech

 As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most… (more)

Subjects/Keywords: first-year; engineering; courses; motivation

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APA (6th Edition):

Virguez Barroso, L. J. (2018). A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93206

Chicago Manual of Style (16th Edition):

Virguez Barroso, Lilianny Josefina. “A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.” 2018. Doctoral Dissertation, Virginia Tech. Accessed October 31, 2020. http://hdl.handle.net/10919/93206.

MLA Handbook (7th Edition):

Virguez Barroso, Lilianny Josefina. “A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses.” 2018. Web. 31 Oct 2020.

Vancouver:

Virguez Barroso LJ. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10919/93206.

Council of Science Editors:

Virguez Barroso LJ. A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93206


University of Johannesburg

9. Potgieter, André Carel. Die aanvangsonderwyser as volwasse leerder.

Degree: 2014, University of Johannesburg

M.Ed. (Didactics)

The beginning teacher doesn't start his teaching career as an educational expert. Although he is professionally qualified, his professional training doesn't fully equip… (more)

Subjects/Keywords: First year teachers; First year teachers - In-service training

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APA (6th Edition):

Potgieter, A. C. (2014). Die aanvangsonderwyser as volwasse leerder. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12657

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):

Potgieter, André Carel. “Die aanvangsonderwyser as volwasse leerder.” 2014. Thesis, University of Johannesburg. Accessed October 31, 2020. http://hdl.handle.net/10210/12657.

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

MLA Handbook (7th Edition):

Potgieter, André Carel. “Die aanvangsonderwyser as volwasse leerder.” 2014. Web. 31 Oct 2020.

Vancouver:

Potgieter AC. Die aanvangsonderwyser as volwasse leerder. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10210/12657.

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

Council of Science Editors:

Potgieter AC. Die aanvangsonderwyser as volwasse leerder. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12657

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


Louisiana State University

10. Richard, Lori Henry. The impact of a freshmen-year seminar on students' second-year retention.

Degree: PhD, Human Resources Management, 2014, Louisiana State University

 This study investigated the impact a freshman-year seminar course, UNIV 101, had on students’ second-year retention. Retention was determined based on a student’s subsequent enrollment… (more)

Subjects/Keywords: Retention; First-Year Experience; Freshmen-Year Seminar; First-Year Seminar; Academic Advising

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

APA (6th Edition):

Richard, L. H. (2014). The impact of a freshmen-year seminar on students' second-year retention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04102014-161432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1691

Chicago Manual of Style (16th Edition):

Richard, Lori Henry. “The impact of a freshmen-year seminar on students' second-year retention.” 2014. Doctoral Dissertation, Louisiana State University. Accessed October 31, 2020. etd-04102014-161432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1691.

MLA Handbook (7th Edition):

Richard, Lori Henry. “The impact of a freshmen-year seminar on students' second-year retention.” 2014. Web. 31 Oct 2020.

Vancouver:

Richard LH. The impact of a freshmen-year seminar on students' second-year retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Oct 31]. Available from: etd-04102014-161432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1691.

Council of Science Editors:

Richard LH. The impact of a freshmen-year seminar on students' second-year retention. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04102014-161432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1691


Michigan State University

11. Zimmerman, Aaron Samuel. Beginning teachers and the experience of doubt : a phenomenological and existential inquiry.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2016

Teaching is a complex and challenging craft. Because of this, the endeavor of… (more)

Subjects/Keywords: First year teachers – Attitudes; First year teachers – Attitudes – Case studies; First year teachers – Psychology; Self-doubt; Teacher education

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APA (6th Edition):

Zimmerman, A. S. (2016). Beginning teachers and the experience of doubt : a phenomenological and existential inquiry. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4245

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):

Zimmerman, Aaron Samuel. “Beginning teachers and the experience of doubt : a phenomenological and existential inquiry.” 2016. Thesis, Michigan State University. Accessed October 31, 2020. http://etd.lib.msu.edu/islandora/object/etd:4245.

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

MLA Handbook (7th Edition):

Zimmerman, Aaron Samuel. “Beginning teachers and the experience of doubt : a phenomenological and existential inquiry.” 2016. Web. 31 Oct 2020.

Vancouver:

Zimmerman AS. Beginning teachers and the experience of doubt : a phenomenological and existential inquiry. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Oct 31]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4245.

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

Council of Science Editors:

Zimmerman AS. Beginning teachers and the experience of doubt : a phenomenological and existential inquiry. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4245

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


University of Rochester

12. Tinelli, Lisabeth. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.

Degree: PhD, 2016, University of Rochester

 This dissertation examines the literacy practices of forty-six students enrolled in a first-year composition course in a private university in Northeast America. A theoretical framework… (more)

Subjects/Keywords: First-year composition; Writing; New literacies

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

APA (6th Edition):

Tinelli, L. (2016). Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30849

Chicago Manual of Style (16th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Doctoral Dissertation, University of Rochester. Accessed October 31, 2020. http://hdl.handle.net/1802/30849.

MLA Handbook (7th Edition):

Tinelli, Lisabeth. “Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition.” 2016. Web. 31 Oct 2020.

Vancouver:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1802/30849.

Council of Science Editors:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30849


Temple University

13. D'Angelo, Kathryn Peach. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.

Degree: 2012, Temple University

Educational Administration

Ed.D.

Through an examination of first year college students at a large, urban, public university, this study explored one university's use of alcohol… (more)

Subjects/Keywords: Educational administration; alcohol; first year college; retention

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APA (6th Edition):

D'Angelo, K. P. (2012). ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,164912

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):

D'Angelo, Kathryn Peach. “ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.” 2012. Thesis, Temple University. Accessed October 31, 2020. http://digital.library.temple.edu/u?/p245801coll10,164912.

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

MLA Handbook (7th Edition):

D'Angelo, Kathryn Peach. “ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES.” 2012. Web. 31 Oct 2020.

Vancouver:

D'Angelo KP. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. [Internet] [Thesis]. Temple University; 2012. [cited 2020 Oct 31]. Available from: http://digital.library.temple.edu/u?/p245801coll10,164912.

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

Council of Science Editors:

D'Angelo KP. ALCOHOL AND FIRST YEAR COLLEGE RETENTION: THE VALUE OF ALCOHOL DATA TO PREDICTIVE MODELS, POLICY, AND OTHER PREVENTION STRATEGIES. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,164912

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


University of Zambia

14. Munkombwe, Conrad K. An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District .

Degree: 2016, University of Zambia

 Adapting to a new society or environment is a valuable process for new teachers, as for all human beings, since it is both a kind… (more)

Subjects/Keywords: First year Teachers; Teacher Orientation-Choma, Zambia

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APA (6th Edition):

Munkombwe, C. K. (2016). An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4916

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):

Munkombwe, Conrad K. “An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District .” 2016. Thesis, University of Zambia. Accessed October 31, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/4916.

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

MLA Handbook (7th Edition):

Munkombwe, Conrad K. “An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District .” 2016. Web. 31 Oct 2020.

Vancouver:

Munkombwe CK. An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District . [Internet] [Thesis]. University of Zambia; 2016. [cited 2020 Oct 31]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4916.

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

Council of Science Editors:

Munkombwe CK. An investigation into the orientation process of new teachers: It's constraints and possible benefits in selected primary schools in Choma District . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4916

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


Michigan Technological University

15. Stenzelbarton, Amanda D. Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics.

Degree: MS, Department of Mathematical Sciences, 2016, Michigan Technological University

  Michigan Technological University had a collective 28% drop, fail, or withdraw rate in four predominantly first-year mathematics classes for the fall semesters from 2011… (more)

Subjects/Keywords: first year; mathematics; student struggles; transition; Mathematics

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APA (6th Edition):

Stenzelbarton, A. D. (2016). Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics. (Masters Thesis). Michigan Technological University. Retrieved from http://digitalcommons.mtu.edu/etdr/297

Chicago Manual of Style (16th Edition):

Stenzelbarton, Amanda D. “Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics.” 2016. Masters Thesis, Michigan Technological University. Accessed October 31, 2020. http://digitalcommons.mtu.edu/etdr/297.

MLA Handbook (7th Edition):

Stenzelbarton, Amanda D. “Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics.” 2016. Web. 31 Oct 2020.

Vancouver:

Stenzelbarton AD. Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics. [Internet] [Masters thesis]. Michigan Technological University; 2016. [cited 2020 Oct 31]. Available from: http://digitalcommons.mtu.edu/etdr/297.

Council of Science Editors:

Stenzelbarton AD. Understanding the Transition from Secondary Education Mathematics to Undergraduate Mathematics. [Masters Thesis]. Michigan Technological University; 2016. Available from: http://digitalcommons.mtu.edu/etdr/297


IUPUI

16. Meranda, Stephanie Kay. Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study.

Degree: 2020, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The presented study contributes to growing and necessary research compilations that include the field of Deaf Education and First Year(more)

Subjects/Keywords: Deaf; First Year Composition; language acquisition

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

APA (6th Edition):

Meranda, S. K. (2020). Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/23692

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):

Meranda, Stephanie Kay. “Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study.” 2020. Thesis, IUPUI. Accessed October 31, 2020. http://hdl.handle.net/1805/23692.

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

MLA Handbook (7th Edition):

Meranda, Stephanie Kay. “Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study.” 2020. Web. 31 Oct 2020.

Vancouver:

Meranda SK. Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study. [Internet] [Thesis]. IUPUI; 2020. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1805/23692.

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

Council of Science Editors:

Meranda SK. Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study. [Thesis]. IUPUI; 2020. Available from: http://hdl.handle.net/1805/23692

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


Texas A&M University

17. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of… (more)

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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

APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

Chicago Manual of Style (16th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/152588.

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 31 Oct 2020.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/152588.

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588


Texas Tech University

18. -4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.

Degree: EdD, Higher Education, 2018, Texas Tech University

 The purpose of this qualitative secondary analysis is to examine the perceptions and experiences of a cohort of African American male students as relevant to… (more)

Subjects/Keywords: African American; College Success; First Year

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

APA (6th Edition):

-4663-2444. (2018). Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82130

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

Chicago Manual of Style (16th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Doctoral Dissertation, Texas Tech University. Accessed October 31, 2020. http://hdl.handle.net/2346/82130.

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

MLA Handbook (7th Edition):

-4663-2444. “Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges.” 2018. Web. 31 Oct 2020.

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

Vancouver:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2346/82130.

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

Council of Science Editors:

-4663-2444. Exploring African-American Male College Students' First-Year Experiences With Success: Understanding Supports and Challenges. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82130

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


University of Johannesburg

19. Shandler, Maxine. How students perceive the contribution that alternate access programmes make to their academic success.

Degree: 2011, University of Johannesburg

M. Ed.

Many higher education institutions face the loss of subsidy due to the high attrition rate of students. Despite the many advantages of alternate… (more)

Subjects/Keywords: First year students; Academic achievement; Comprehensive examinations

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

APA (6th Edition):

Shandler, M. (2011). How students perceive the contribution that alternate access programmes make to their academic success. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3690

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):

Shandler, Maxine. “How students perceive the contribution that alternate access programmes make to their academic success.” 2011. Thesis, University of Johannesburg. Accessed October 31, 2020. http://hdl.handle.net/10210/3690.

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

MLA Handbook (7th Edition):

Shandler, Maxine. “How students perceive the contribution that alternate access programmes make to their academic success.” 2011. Web. 31 Oct 2020.

Vancouver:

Shandler M. How students perceive the contribution that alternate access programmes make to their academic success. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10210/3690.

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

Council of Science Editors:

Shandler M. How students perceive the contribution that alternate access programmes make to their academic success. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3690

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


University of Johannesburg

20. Barlow-Jones, Glenda. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.

Degree: 2010, University of Johannesburg

M.Ed.

The aim of this study is to determine the role of pre-existing levels of digital literacy on the academic performance of students who are… (more)

Subjects/Keywords: Computer literacy; First year students; Academic performance

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APA (6th Edition):

Barlow-Jones, G. (2010). The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3253

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):

Barlow-Jones, Glenda. “The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.” 2010. Thesis, University of Johannesburg. Accessed October 31, 2020. http://hdl.handle.net/10210/3253.

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

MLA Handbook (7th Edition):

Barlow-Jones, Glenda. “The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg.” 2010. Web. 31 Oct 2020.

Vancouver:

Barlow-Jones G. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10210/3253.

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

Council of Science Editors:

Barlow-Jones G. The role of digital literacy in the academic performance of first year students in the National Diploma: Information Technology at the University of Johannesburg. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3253

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


Addis Ababa University

21. TILAHUN, ASEFFA. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .

Degree: 2012, Addis Ababa University

 This study investigated the relationship between the introversion-extroversion tendencies of first year students at Addis Ababa University and their proficiency in English as a Foreign… (more)

Subjects/Keywords: INTROVERSION-EXTROVERSION; PROFICIENCY AMONG FIRST YEAR STUDENTS

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APA (6th Edition):

TILAHUN, A. (2012). INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2187

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):

TILAHUN, ASEFFA. “INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .” 2012. Thesis, Addis Ababa University. Accessed October 31, 2020. http://etd.aau.edu.et/dspace/handle/123456789/2187.

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

MLA Handbook (7th Edition):

TILAHUN, ASEFFA. “INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY .” 2012. Web. 31 Oct 2020.

Vancouver:

TILAHUN A. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Oct 31]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2187.

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

Council of Science Editors:

TILAHUN A. INTROVERSION-EXTROVERSION ANDEFL PROFICIENCY AMONG FIRST YEAR STUDENTS AT ADDIS ABABAUNIVERSITY . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2187

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

22. Fordice, Debrah Jean. Thriving, coping, surviving, hoping: Negotiating the first year of teaching.

Degree: 2008, University of Northern Iowa

1 PDF file (xv, 428 pages) Advisors/Committee Members: Lynn E. Nielsen, Committee Chair.

Subjects/Keywords: First year teachers

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

APA (6th Edition):

Fordice, D. J. (2008). Thriving, coping, surviving, hoping: Negotiating the first year of teaching. (Thesis). University of Northern Iowa. Retrieved from https://scholarworks.uni.edu/etd/735

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):

Fordice, Debrah Jean. “Thriving, coping, surviving, hoping: Negotiating the first year of teaching.” 2008. Thesis, University of Northern Iowa. Accessed October 31, 2020. https://scholarworks.uni.edu/etd/735.

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

MLA Handbook (7th Edition):

Fordice, Debrah Jean. “Thriving, coping, surviving, hoping: Negotiating the first year of teaching.” 2008. Web. 31 Oct 2020.

Vancouver:

Fordice DJ. Thriving, coping, surviving, hoping: Negotiating the first year of teaching. [Internet] [Thesis]. University of Northern Iowa; 2008. [cited 2020 Oct 31]. Available from: https://scholarworks.uni.edu/etd/735.

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

Council of Science Editors:

Fordice DJ. Thriving, coping, surviving, hoping: Negotiating the first year of teaching. [Thesis]. University of Northern Iowa; 2008. Available from: https://scholarworks.uni.edu/etd/735

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


University of Guelph

23. Clement, Gordon. TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT.

Degree: MS, Department of Mathematics and Statistics, 2011, University of Guelph

 The use of technology has become increasingly popular in mathematics education. Instructors have implemented technology into classroom lessons, as well as various applications outside of… (more)

Subjects/Keywords: Mathematics Education; Technology; First-year calculus education

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

APA (6th Edition):

Clement, G. (2011). TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/2833

Chicago Manual of Style (16th Edition):

Clement, Gordon. “TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT.” 2011. Masters Thesis, University of Guelph. Accessed October 31, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/2833.

MLA Handbook (7th Edition):

Clement, Gordon. “TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT.” 2011. Web. 31 Oct 2020.

Vancouver:

Clement G. TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT. [Internet] [Masters thesis]. University of Guelph; 2011. [cited 2020 Oct 31]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/2833.

Council of Science Editors:

Clement G. TECHNOLOGY IN MATHEMATICS EDUCATION: IMPLEMENTATION AND ASSESSMENT. [Masters Thesis]. University of Guelph; 2011. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/2833


Kennesaw State University

24. Williams, Lindsay A. Early History of the First-Year Seminar at KSU.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  This study reviews the early history of the first-year seminar at Kennesaw State University, focusing specifically on the administrative home of the seminar and… (more)

Subjects/Keywords: first-year student; history; KSU; Higher Education

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

APA (6th Edition):

Williams, L. A. (2018). Early History of the First-Year Seminar at KSU. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/8

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):

Williams, Lindsay A. “Early History of the First-Year Seminar at KSU.” 2018. Thesis, Kennesaw State University. Accessed October 31, 2020. https://digitalcommons.kennesaw.edu/msfys_etd/8.

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

MLA Handbook (7th Edition):

Williams, Lindsay A. “Early History of the First-Year Seminar at KSU.” 2018. Web. 31 Oct 2020.

Vancouver:

Williams LA. Early History of the First-Year Seminar at KSU. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Oct 31]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/8.

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

Council of Science Editors:

Williams LA. Early History of the First-Year Seminar at KSU. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/8

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


Colorado State University

25. Shin, Joo Yeon. Improving first-year intervention strategies at universities by focusing on meaning and purpose in life.

Degree: PhD, Psychology, 2013, Colorado State University

 Research has increasingly appreciated the potential benefits of having a higher sense of meaning in life for positive college student development. Drawing on Steger's (2009)… (more)

Subjects/Keywords: college; purpose; meaning; first-year intervention

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

APA (6th Edition):

Shin, J. Y. (2013). Improving first-year intervention strategies at universities by focusing on meaning and purpose in life. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80180

Chicago Manual of Style (16th Edition):

Shin, Joo Yeon. “Improving first-year intervention strategies at universities by focusing on meaning and purpose in life.” 2013. Doctoral Dissertation, Colorado State University. Accessed October 31, 2020. http://hdl.handle.net/10217/80180.

MLA Handbook (7th Edition):

Shin, Joo Yeon. “Improving first-year intervention strategies at universities by focusing on meaning and purpose in life.” 2013. Web. 31 Oct 2020.

Vancouver:

Shin JY. Improving first-year intervention strategies at universities by focusing on meaning and purpose in life. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10217/80180.

Council of Science Editors:

Shin JY. Improving first-year intervention strategies at universities by focusing on meaning and purpose in life. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80180


University of Tasmania

26. Porteus, Julie Ann. Identity spaces : narratives of being and becoming a teacher.

Degree: 2010, University of Tasmania

 In this research the process of becoming and being a teacher has been explored by seeking to understand the ways in which practical experiences in… (more)

Subjects/Keywords: Teacher orientation; Teachers; First year teachers; Teachers

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APA (6th Edition):

Porteus, J. A. (2010). Identity spaces : narratives of being and becoming a teacher. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf

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):

Porteus, Julie Ann. “Identity spaces : narratives of being and becoming a teacher.” 2010. Thesis, University of Tasmania. Accessed October 31, 2020. https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf.

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

MLA Handbook (7th Edition):

Porteus, Julie Ann. “Identity spaces : narratives of being and becoming a teacher.” 2010. Web. 31 Oct 2020.

Vancouver:

Porteus JA. Identity spaces : narratives of being and becoming a teacher. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Oct 31]. Available from: https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf.

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

Council of Science Editors:

Porteus JA. Identity spaces : narratives of being and becoming a teacher. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21252/1/whole_PorteusJulieAnn2010_thesis.pdf

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

27. Sperry, Rita A. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .

Degree: 2014, Texas A&M University – Corpus Christi

 The first year of college is a critical period of transition for incoming college students. Learning communities have been identified as an approach to link… (more)

Subjects/Keywords: First Year Students; Learning Communities; Retention

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

APA (6th Edition):

Sperry, R. A. (2014). Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/567

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):

Sperry, Rita A. “Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed October 31, 2020. http://hdl.handle.net/1969.6/567.

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

MLA Handbook (7th Edition):

Sperry, Rita A. “Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode .” 2014. Web. 31 Oct 2020.

Vancouver:

Sperry RA. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.6/567.

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

Council of Science Editors:

Sperry RA. Prediction of Retention and Probation Status of First-Year College Students in Learning Communities Using Binary Logistic Regression Mode . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/567

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

28. Dimick Eastman, Rebekah. Gender equality in the rural secondary classroom : the experience of beginning teachers.

Degree: PhD, 2018, Ball State University

 The secondary classroom is a place where girls and boys have very different experiences (Sadker, 2002; Pinar, Reynolds, Slattery, & Taubman, 2008). This feminist, phenomenological… (more)

Subjects/Keywords: Gender mainstreaming.; Rural schools.; First year teachers.

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

APA (6th Edition):

Dimick Eastman, R. (2018). Gender equality in the rural secondary classroom : the experience of beginning teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201243

Chicago Manual of Style (16th Edition):

Dimick Eastman, Rebekah. “Gender equality in the rural secondary classroom : the experience of beginning teachers.” 2018. Doctoral Dissertation, Ball State University. Accessed October 31, 2020. http://cardinalscholar.bsu.edu/handle/123456789/201243.

MLA Handbook (7th Edition):

Dimick Eastman, Rebekah. “Gender equality in the rural secondary classroom : the experience of beginning teachers.” 2018. Web. 31 Oct 2020.

Vancouver:

Dimick Eastman R. Gender equality in the rural secondary classroom : the experience of beginning teachers. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2020 Oct 31]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201243.

Council of Science Editors:

Dimick Eastman R. Gender equality in the rural secondary classroom : the experience of beginning teachers. [Doctoral Dissertation]. Ball State University; 2018. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201243


University of Illinois – Chicago

29. Touchie, Claire. Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study.

Degree: 2014, University of Illinois – Chicago

 BACKGROUND: Postgraduate year-1 residents (PGY-1s) begin clinical practice in a setting where attending staff and senior residents are available to supervise their work. There is… (more)

Subjects/Keywords: Supervision; entrustable professional activities; first-year residents

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

APA (6th Edition):

Touchie, C. (2014). Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/11208

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):

Touchie, Claire. “Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study.” 2014. Thesis, University of Illinois – Chicago. Accessed October 31, 2020. http://hdl.handle.net/10027/11208.

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

MLA Handbook (7th Edition):

Touchie, Claire. “Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study.” 2014. Web. 31 Oct 2020.

Vancouver:

Touchie C. Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10027/11208.

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

Council of Science Editors:

Touchie C. Supervising New PGY-1 Residents: Faculty Expectations vs. Residents’ Perceptions - A Case Study. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/11208

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

30. McFadden, Tanya. Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success.

Degree: 2013, Ferris State University

 This study was conducted to investigate the growing concern that students graduating from United States’ high schools are not prepared to enter college with the… (more)

Subjects/Keywords: Student retention.; Community colleges.; First year seminars.

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

APA (6th Edition):

McFadden, T. (2013). Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5737

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):

McFadden, Tanya. “Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success.” 2013. Thesis, Ferris State University. Accessed October 31, 2020. http://hdl.handle.net/2323/5737.

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

MLA Handbook (7th Edition):

McFadden, Tanya. “Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success.” 2013. Web. 31 Oct 2020.

Vancouver:

McFadden T. Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success. [Internet] [Thesis]. Ferris State University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2323/5737.

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

Council of Science Editors:

McFadden T. Defining Excellence and Innovation in America's Community Colleges: A Study of Best Practices in First Year Seminars that lead to Student Success. [Thesis]. Ferris State University; 2013. Available from: http://hdl.handle.net/2323/5737

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

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