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Dates: Last 2 Years

You searched for subject:(first year). Showing records 1 – 30 of 83 total matches.

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Central Connecticut State University

1. Donlon, Ryan Patrick, 1980-. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.

Degree: Department of Educational Leadership, 2018, Central Connecticut State University

The changing socioeconomic realities of schools, the well-documented achievement gap between socioeconomic classes, and the exodus of beginning teachers from high poverty urban schools demand… (more)

Subjects/Keywords: First year teachers.

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APA (6th Edition):

Donlon, Ryan Patrick, 1. (2018). Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2720

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):

Donlon, Ryan Patrick, 1980-. “Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.” 2018. Thesis, Central Connecticut State University. Accessed August 18, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2720.

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

MLA Handbook (7th Edition):

Donlon, Ryan Patrick, 1980-. “Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools.” 2018. Web. 18 Aug 2019.

Vancouver:

Donlon, Ryan Patrick 1. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Aug 18]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2720.

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

Council of Science Editors:

Donlon, Ryan Patrick 1. Ready to Teach : Beginning Teacher Perceptions of Readiness for High Poverty Schools. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2720

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

2. 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 (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 August 18, 2019. 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. 18 Aug 2019.

Vancouver:

Dimick Eastman R. Gender equality in the rural secondary classroom : the experience of beginning teachers. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2019 Aug 18]. 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


Kennesaw State University

3. 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 (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 August 18, 2019. 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. 18 Aug 2019.

Vancouver:

Williams LA. Early History of the First-Year Seminar at KSU. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. 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


University of Arizona

4. Buck, Rachel Hall. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .

Degree: 2018, University of Arizona

 Reading is often thought of a decontextualized skill rather than as a complex practice that involves many different factors. In order to further understand how… (more)

Subjects/Keywords: college; first-year composition; genre; literacy; reading

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APA (6th Edition):

Buck, R. H. (2018). Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627730

Chicago Manual of Style (16th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Doctoral Dissertation, University of Arizona. Accessed August 18, 2019. http://hdl.handle.net/10150/627730.

MLA Handbook (7th Edition):

Buck, Rachel Hall. “Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum .” 2018. Web. 18 Aug 2019.

Vancouver:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10150/627730.

Council of Science Editors:

Buck RH. Reading Matters: Three Studies of Situated Literacy and a Call for Reading across the Curriculum . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627730


Texas Tech University

5. -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 (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 August 18, 2019. 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. 18 Aug 2019.

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 2019 Aug 18]. 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 Iowa

6. Dirks, Jazmine Paige. Phases of a 1st year teacher.

Degree: MA, Education, 2018, University of Iowa

  I am inspired by the serendipitous connections to people, places, and things in the world around me. I approach art, much like my life,… (more)

Subjects/Keywords: book; education; first; teach; teacher; year

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APA (6th Edition):

Dirks, J. P. (2018). Phases of a 1st year teacher. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6095

Chicago Manual of Style (16th Edition):

Dirks, Jazmine Paige. “Phases of a 1st year teacher.” 2018. Masters Thesis, University of Iowa. Accessed August 18, 2019. https://ir.uiowa.edu/etd/6095.

MLA Handbook (7th Edition):

Dirks, Jazmine Paige. “Phases of a 1st year teacher.” 2018. Web. 18 Aug 2019.

Vancouver:

Dirks JP. Phases of a 1st year teacher. [Internet] [Masters thesis]. University of Iowa; 2018. [cited 2019 Aug 18]. Available from: https://ir.uiowa.edu/etd/6095.

Council of Science Editors:

Dirks JP. Phases of a 1st year teacher. [Masters Thesis]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6095


Kennesaw State University

7. Strickland, David L, Jr. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.

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

  Massification, the trend toward college classes with hundreds and even thousands of students enrolled for a single course section has been well documented (Mangan,… (more)

Subjects/Keywords: class size; college; first-year st.udents; first-year seminar; FYS; first-year experience; FYE; high impact practice; massification; Higher Education; Scholarship of Teaching and Learning

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

APA (6th Edition):

Strickland, David L, J. (2018). Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/9

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):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

MLA Handbook (7th Edition):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Web. 18 Aug 2019.

Vancouver:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

Council of Science Editors:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9

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


Northeastern University

8. Deagle, Sarah. Social Media And The First-year Student At A Private Liberal Arts College.

Degree: EdD, School of Education, 2018, Northeastern University

 As Generation Z (Gen Z) begins to replace the millennial student in higher education institutions will need to understand and plan for a generation unlike… (more)

Subjects/Keywords: first year experience; first-year student; Generation Z; liberal arts college; social media; student development; Higher education administration

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

APA (6th Edition):

Deagle, S. (2018). Social Media And The First-year Student At A Private Liberal Arts College. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315065

Chicago Manual of Style (16th Edition):

Deagle, Sarah. “Social Media And The First-year Student At A Private Liberal Arts College.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 18, 2019. http://hdl.handle.net/2047/D20315065.

MLA Handbook (7th Edition):

Deagle, Sarah. “Social Media And The First-year Student At A Private Liberal Arts College.” 2018. Web. 18 Aug 2019.

Vancouver:

Deagle S. Social Media And The First-year Student At A Private Liberal Arts College. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2047/D20315065.

Council of Science Editors:

Deagle S. Social Media And The First-year Student At A Private Liberal Arts College. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315065


Liberty University

9. White, Joanna. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.

Degree: 2019, Liberty University

 The purpose of this phenomenological qualitative study was to understand the experiences of underrepresented student populations (first generation students, students receiving federal financial aid and… (more)

Subjects/Keywords: First Year Experience; Retention; Persistence; First Generation; Low Income; Students of Color; Education; Higher Education

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

APA (6th Edition):

White, J. (2019). A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2087

Chicago Manual of Style (16th Edition):

White, Joanna. “A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.” 2019. Doctoral Dissertation, Liberty University. Accessed August 18, 2019. https://digitalcommons.liberty.edu/doctoral/2087.

MLA Handbook (7th Edition):

White, Joanna. “A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention.” 2019. Web. 18 Aug 2019.

Vancouver:

White J. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Aug 18]. Available from: https://digitalcommons.liberty.edu/doctoral/2087.

Council of Science Editors:

White J. A Phenomenological Study Examining the Experiences of First Generation, Low Income, and Students of Color in a First Year Experience College Course, Related to Student Persistence and Retention. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2087


University of Cincinnati

10. Blewett, Kelly. The Role of Feedback in Teacher/Student Relationships.

Degree: PhD, Arts and Sciences: English and Comparative Literature, 2018, University of Cincinnati

 The Role of Feedback in Student/Teacher Relationships is a qualitative study of student intake of teacher feedback in first-year writing. While research on feedback has… (more)

Subjects/Keywords: Rhetoric; first-year composition; pedagogy; feedback; affect; relational

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APA (6th Edition):

Blewett, K. (2018). The Role of Feedback in Teacher/Student Relationships. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018

Chicago Manual of Style (16th Edition):

Blewett, Kelly. “The Role of Feedback in Teacher/Student Relationships.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

MLA Handbook (7th Edition):

Blewett, Kelly. “The Role of Feedback in Teacher/Student Relationships.” 2018. Web. 18 Aug 2019.

Vancouver:

Blewett K. The Role of Feedback in Teacher/Student Relationships. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

Council of Science Editors:

Blewett K. The Role of Feedback in Teacher/Student Relationships. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018


Kennesaw State University

11. Antonia, Michelle. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.

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

  The purpose of this study was to research the meaning behind first-year students’ self-authorship development and how that development correlates to their ability to… (more)

Subjects/Keywords: self-authorship; first-year; merit-based scholarship; HOPE Scholarship; Higher Education

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APA (6th Edition):

Antonia, M. (2018). AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/6

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):

Antonia, Michelle. “AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.” 2018. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/6.

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

MLA Handbook (7th Edition):

Antonia, Michelle. “AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP.” 2018. Web. 18 Aug 2019.

Vancouver:

Antonia M. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/6.

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

Council of Science Editors:

Antonia M. AN EXPLORATORY STUDY OF FIRST-YEAR STUDENT SELF-AUTHORSHIP AND MAINTENANCE OF A MERIT-BASED SCHOLARSHIP. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/6

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


Kennesaw State University

12. grider, christel. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.

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

  Non-traditional learners are the fastest growing educational demographic in colleges throughout the country (Carney-Crompton and Tan, 2002). As they transition into college, some of… (more)

Subjects/Keywords: non-traditional learner; first-year seminar; retention; Higher Education

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APA (6th Edition):

grider, c. (2018). THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/7

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):

grider, christel. “THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.” 2018. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/7.

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

MLA Handbook (7th Edition):

grider, christel. “THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION.” 2018. Web. 18 Aug 2019.

Vancouver:

grider c. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/7.

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

Council of Science Editors:

grider c. THE INFLUENCE OF THE NON-TRADITIONAL LEARNER/ FIRST-YEAR SEMINAR INSTRUCTOR RELATIONSHIP ON FIRST-YEAR COLLEGE RETENTION. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/7

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


California State University – Sacramento

13. Campos, Jazmin Nicol. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.

Degree: MA, Education (Higher Education Leadership, 2017, California State University – Sacramento

First-year students experience many challenges as it relates to transitioning from high school to college and establishing a strong sense of belonging. Sense of belonging,… (more)

Subjects/Keywords: Higher education; Sense of belonging; First-year students; Commuter students

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APA (6th Edition):

Campos, J. N. (2017). The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/198549

Chicago Manual of Style (16th Edition):

Campos, Jazmin Nicol. “The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.” 2017. Masters Thesis, California State University – Sacramento. Accessed August 18, 2019. http://hdl.handle.net/10211.3/198549.

MLA Handbook (7th Edition):

Campos, Jazmin Nicol. “The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders.” 2017. Web. 18 Aug 2019.

Vancouver:

Campos JN. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10211.3/198549.

Council of Science Editors:

Campos JN. The academic third place: examining physical space and first-year student sense of belonging at a commuter campus: implications for educational leaders. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/198549


East Tennessee State University

14. Weaver, Patricia. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  The purpose of this comparative study was to determine the relationship of a First-Year Seminar course as well as student entry demographics to retention… (more)

Subjects/Keywords: Retention; Graduation Rates; Community College; First-Year Programs; Education

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APA (6th Edition):

Weaver, P. (2018). A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3358

Chicago Manual of Style (16th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed August 18, 2019. https://dc.etsu.edu/etd/3358.

MLA Handbook (7th Edition):

Weaver, Patricia. “A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College.” 2018. Web. 18 Aug 2019.

Vancouver:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Aug 18]. Available from: https://dc.etsu.edu/etd/3358.

Council of Science Editors:

Weaver P. A First-Year Seminar Course and its Relationship to Student Retention and Graduation Rates at a Community College. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3358


Liberty University

15. Pedigo, Rachel Morgan. A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools.

Degree: 2019, Liberty University

 The purpose of this phenomenological study is to describe the experiences of teachers in Christian international schools during the process of developing curriculum for their… (more)

Subjects/Keywords: International Schools; First-year Teachers; Curriculum Development; Curriculum and Instruction; Education

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APA (6th Edition):

Pedigo, R. M. (2019). A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2064

Chicago Manual of Style (16th Edition):

Pedigo, Rachel Morgan. “A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools.” 2019. Doctoral Dissertation, Liberty University. Accessed August 18, 2019. https://digitalcommons.liberty.edu/doctoral/2064.

MLA Handbook (7th Edition):

Pedigo, Rachel Morgan. “A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools.” 2019. Web. 18 Aug 2019.

Vancouver:

Pedigo RM. A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Aug 18]. Available from: https://digitalcommons.liberty.edu/doctoral/2064.

Council of Science Editors:

Pedigo RM. A Phenomenological Study of Novice Teachers' First-Year Experiences in Curriculum Development in International Schools. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2064


University of South Florida

16. Edwards, Cynthia. First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success.

Degree: 2018, University of South Florida

 Performance-based funding is becoming the norm in higher education. High-impact practices like first-year seminars hold promise for improving some of the key metrics in the… (more)

Subjects/Keywords: Academic Success; Expectations; First-year Seminar; Retention; Higher Education and Teaching

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APA (6th Edition):

Edwards, C. (2018). First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7281

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):

Edwards, Cynthia. “First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success.” 2018. Thesis, University of South Florida. Accessed August 18, 2019. https://scholarcommons.usf.edu/etd/7281.

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

MLA Handbook (7th Edition):

Edwards, Cynthia. “First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success.” 2018. Web. 18 Aug 2019.

Vancouver:

Edwards C. First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Aug 18]. Available from: https://scholarcommons.usf.edu/etd/7281.

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

Council of Science Editors:

Edwards C. First-Year Seminars and Student Expectations: A Correlational Study of Retention and Success. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7281

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


Michigan Technological University

17. Kemppainen, Amber J. Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs.

Degree: MS, Department of Cognitive and Learning Sciences, 2018, Michigan Technological University

  This work explores the effects of the implementation of a KWL reflective learning exercise on first-year engineering students’ self-efficacy, intelligence beliefs (mindset), and epistemological… (more)

Subjects/Keywords: first-year engineering; mindset; epistemological beliefs; Cognitive Psychology; Engineering Education

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APA (6th Edition):

Kemppainen, A. J. (2018). Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs. (Masters Thesis). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etdr/664

Chicago Manual of Style (16th Edition):

Kemppainen, Amber J. “Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs.” 2018. Masters Thesis, Michigan Technological University. Accessed August 18, 2019. https://digitalcommons.mtu.edu/etdr/664.

MLA Handbook (7th Edition):

Kemppainen, Amber J. “Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs.” 2018. Web. 18 Aug 2019.

Vancouver:

Kemppainen AJ. Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs. [Internet] [Masters thesis]. Michigan Technological University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.mtu.edu/etdr/664.

Council of Science Editors:

Kemppainen AJ. Exploring how Reflective Exercises affect First-Year Engineering Epistemological and Intelligence Beliefs. [Masters Thesis]. Michigan Technological University; 2018. Available from: https://digitalcommons.mtu.edu/etdr/664


Indiana University of Pennsylvania

18. Powell, Roger. The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition.

Degree: PhD, English, 2018, Indiana University of Pennsylvania

  This dissertation has five interrelated purposes: 1. To understand individual teacher and student mindsets in three first-year composition courses at one university, 2. to… (more)

Subjects/Keywords: comments; first-year composition; mindsets; processing/application; response; revisions

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APA (6th Edition):

Powell, R. (2018). The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1652

Chicago Manual of Style (16th Edition):

Powell, Roger. “The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition.” 2018. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed August 18, 2019. https://knowledge.library.iup.edu/etd/1652.

MLA Handbook (7th Edition):

Powell, Roger. “The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition.” 2018. Web. 18 Aug 2019.

Vancouver:

Powell R. The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2018. [cited 2019 Aug 18]. Available from: https://knowledge.library.iup.edu/etd/1652.

Council of Science Editors:

Powell R. The Impact of Teacher and Student Mindsets on Responding to Student Writing in First-Year Composition. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1652


Cape Peninsula University of Technology

19. Van Heerden, Sene. Newly qualified teachers ‘classroom practices as supported by initial teacher education .

Degree: 2019, Cape Peninsula University of Technology

 The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the… (more)

Subjects/Keywords: First year teachers; Teachers  – Training of; Effective teaching; Classroom management

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APA (6th Edition):

Van Heerden, S. (2019). Newly qualified teachers ‘classroom practices as supported by initial teacher education . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2870

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):

Van Heerden, Sene. “Newly qualified teachers ‘classroom practices as supported by initial teacher education .” 2019. Thesis, Cape Peninsula University of Technology. Accessed August 18, 2019. http://etd.cput.ac.za/handle/20.500.11838/2870.

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

MLA Handbook (7th Edition):

Van Heerden, Sene. “Newly qualified teachers ‘classroom practices as supported by initial teacher education .” 2019. Web. 18 Aug 2019.

Vancouver:

Van Heerden S. Newly qualified teachers ‘classroom practices as supported by initial teacher education . [Internet] [Thesis]. Cape Peninsula University of Technology; 2019. [cited 2019 Aug 18]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2870.

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

Council of Science Editors:

Van Heerden S. Newly qualified teachers ‘classroom practices as supported by initial teacher education . [Thesis]. Cape Peninsula University of Technology; 2019. Available from: http://etd.cput.ac.za/handle/20.500.11838/2870

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


Columbia University

20. Semaya, Beth Allison. Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers.

Degree: 2019, Columbia University

 This qualitative dissertation explored the professional learning experiences and perceived needs of four beginning high school English teachers in two NYC schools and the ways… (more)

Subjects/Keywords: Education; Career development; First year teachers; English teachers – Attitudes

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APA (6th Edition):

Semaya, B. A. (2019). Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-zezd-2c51

Chicago Manual of Style (16th Edition):

Semaya, Beth Allison. “Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers.” 2019. Doctoral Dissertation, Columbia University. Accessed August 18, 2019. https://doi.org/10.7916/d8-zezd-2c51.

MLA Handbook (7th Edition):

Semaya, Beth Allison. “Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers.” 2019. Web. 18 Aug 2019.

Vancouver:

Semaya BA. Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Aug 18]. Available from: https://doi.org/10.7916/d8-zezd-2c51.

Council of Science Editors:

Semaya BA. Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-zezd-2c51


University of Kansas

21. Wood, Shane Alden. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.

Degree: PhD, English, 2018, University of Kansas

 Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies seeks to discover and examine the intersections between rhetorical genre studies and writing assessment. Rhetorical genre… (more)

Subjects/Keywords: Rhetoric; composition studies; first-year writing classrooms; genre theory; writing assessment

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APA (6th Edition):

Wood, S. A. (2018). Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29312

Chicago Manual of Style (16th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Doctoral Dissertation, University of Kansas. Accessed August 18, 2019. http://hdl.handle.net/1808/29312.

MLA Handbook (7th Edition):

Wood, Shane Alden. “Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies.” 2018. Web. 18 Aug 2019.

Vancouver:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1808/29312.

Council of Science Editors:

Wood SA. Intersections of Genre and Assessment: Systems, Uptakes, and Ideologies. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/29312


Monash University

22. Irvine, Susan. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.

Degree: phd, Nursing and Midwifery, 2018, Monash University

 Teaching is accepted as a role of nurses in Australia. Some nursing faculties provide opportunities for students to gain teaching experiences, such as through near-peer… (more)

Subjects/Keywords: 1110 Nursing; 1303 Specialist Studies in Education; First Year College

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APA (6th Edition):

Irvine, S. (2018). Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. (Doctoral Dissertation). Monash University. Retrieved from http://vuir.vu.edu.au/38196/

Chicago Manual of Style (16th Edition):

Irvine, Susan. “Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.” 2018. Doctoral Dissertation, Monash University. Accessed August 18, 2019. http://vuir.vu.edu.au/38196/.

MLA Handbook (7th Edition):

Irvine, Susan. “Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective.” 2018. Web. 18 Aug 2019.

Vancouver:

Irvine S. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. [Internet] [Doctoral dissertation]. Monash University; 2018. [cited 2019 Aug 18]. Available from: http://vuir.vu.edu.au/38196/.

Council of Science Editors:

Irvine S. Exploration of Self-Regulatory Behaviours of Near-Peer Teachers: A Social Cognitive Perspective. [Doctoral Dissertation]. Monash University; 2018. Available from: http://vuir.vu.edu.au/38196/


Bowling Green State University

23. Saenz, Marshall. Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play.

Degree: PhD, English (Rhetoric and Writing) PhD, 2019, Bowling Green State University

 Honnicutt’s (1990) “Leisure and play in Plato, teaching and philosophy of learning” and D’Angour’s (2013) “Plato and play: Taking education seriously in Ancient Greece” reveal… (more)

Subjects/Keywords: Rhetoric; English; First-Year Composition; video games; writing; rhetoric

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APA (6th Edition):

Saenz, M. (2019). Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555108005074448

Chicago Manual of Style (16th Edition):

Saenz, Marshall. “Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play.” 2019. Doctoral Dissertation, Bowling Green State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555108005074448.

MLA Handbook (7th Edition):

Saenz, Marshall. “Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play.” 2019. Web. 18 Aug 2019.

Vancouver:

Saenz M. Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play. [Internet] [Doctoral dissertation]. Bowling Green State University; 2019. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555108005074448.

Council of Science Editors:

Saenz M. Networks of Interaction: Writing Course Design through Fourth Generation Activity Theory and Principles of Play. [Doctoral Dissertation]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555108005074448


Kennesaw State University

24. Mangrum, Janelle. Metacognitive Learning and the First-Year Student.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2019, Kennesaw State University

  Students who are making the transition from high school to college do so with many hopes, fears, and expectations. Some of these students come… (more)

Subjects/Keywords: Metacognition; first-year students; college; learning strategies; Educational Methods; Higher Education

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APA (6th Edition):

Mangrum, J. (2019). Metacognitive Learning and the First-Year Student. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/11

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):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

MLA Handbook (7th Edition):

Mangrum, Janelle. “Metacognitive Learning and the First-Year Student.” 2019. Web. 18 Aug 2019.

Vancouver:

Mangrum J. Metacognitive Learning and the First-Year Student. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11.

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

Council of Science Editors:

Mangrum J. Metacognitive Learning and the First-Year Student. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/11

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


Utah State University

25. Colver, Mitchell C. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.

Degree: PhD, Education, 2018, Utah State University

  Students enter the realm of higher education with a wide variety of beliefs about the purposes of attending university, which often relate to or… (more)

Subjects/Keywords: academic motivation; liberal arts; student development; orientation; first-year-experience; Education

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APA (6th Edition):

Colver, M. C. (2018). Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7198

Chicago Manual of Style (16th Edition):

Colver, Mitchell C. “Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.” 2018. Doctoral Dissertation, Utah State University. Accessed August 18, 2019. https://digitalcommons.usu.edu/etd/7198.

MLA Handbook (7th Edition):

Colver, Mitchell C. “Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education.” 2018. Web. 18 Aug 2019.

Vancouver:

Colver MC. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.usu.edu/etd/7198.

Council of Science Editors:

Colver MC. Why Do You Go to University? Outcomes Associated With Student Beliefs About the Purposes of a University Education. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7198


Virginia Tech

26. Maczka, Darren Kurtis. Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year.

Degree: PhD, Engineering Education, 2019, Virginia Tech

 Many universities across the United States have been experiencing an increased demand for computer science majors. Adjusting curriculum to meet increased demand runs the risk… (more)

Subjects/Keywords: engineering education; computer science education; first-year engineering; MATLAB; broadening participation

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APA (6th Edition):

Maczka, D. K. (2019). Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/92198

Chicago Manual of Style (16th Edition):

Maczka, Darren Kurtis. “Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year.” 2019. Doctoral Dissertation, Virginia Tech. Accessed August 18, 2019. http://hdl.handle.net/10919/92198.

MLA Handbook (7th Edition):

Maczka, Darren Kurtis. “Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year.” 2019. Web. 18 Aug 2019.

Vancouver:

Maczka DK. Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10919/92198.

Council of Science Editors:

Maczka DK. Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/92198


University of Dayton

27. Goode, Rebekah Lee. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.

Degree: MA, English, 2018, University of Dayton

First- and second-year required writing courses, typically housed within English departments and taught by English faculty, are valued by various stakeholders as a means of… (more)

Subjects/Keywords: Composition; Education; Higher Education; Pedagogy; Teaching; transfer; first-year writing; FYW; second-year writing; writing in the disciplines; WID

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APA (6th Edition):

Goode, R. L. (2018). A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127

Chicago Manual of Style (16th Edition):

Goode, Rebekah Lee. “A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.” 2018. Masters Thesis, University of Dayton. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127.

MLA Handbook (7th Edition):

Goode, Rebekah Lee. “A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines.” 2018. Web. 18 Aug 2019.

Vancouver:

Goode RL. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. [Internet] [Masters thesis]. University of Dayton; 2018. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127.

Council of Science Editors:

Goode RL. A Case Study of Student Perceptions of Transfer from First- and Second-Year Writing to the Disciplines. [Masters Thesis]. University of Dayton; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525442372578127


University of South Africa

28. Setshedi, Refilwe Wilhemina. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.

Degree: 2018, University of South Africa

 This study was designed to determine whether a relationship exists between self-reported mindfulness, self-consciousness, adjustment and academic performance in first-year university students. Additionally, the study… (more)

Subjects/Keywords: Mindfulness; Self-consciousness; Depression; Anxiety; Adjustment disorder symptoms; Academic performance; First-year university students; Transition; Emotional adjustment; First year experience; University transition

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APA (6th Edition):

Setshedi, R. W. (2018). The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24740

Chicago Manual of Style (16th Edition):

Setshedi, Refilwe Wilhemina. “The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.” 2018. Doctoral Dissertation, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/24740.

MLA Handbook (7th Edition):

Setshedi, Refilwe Wilhemina. “The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students.” 2018. Web. 18 Aug 2019.

Vancouver:

Setshedi RW. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/24740.

Council of Science Editors:

Setshedi RW. The impact of mindfulness and self-consciousness on adjustment and academic performance : a study of South African first-year students. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24740


Kennesaw State University

29. Ohochukwu, Judith. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.

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

First-year students are encouraged to get involved in co-curricular activities, as research has indicated there are many benefits (Astin, 1984; Pascarella & Terenzini, 2005).… (more)

Subjects/Keywords: co-curricular involvement; first-year student; sense of belonging; retention; involvement; Higher Education

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APA (6th Edition):

Ohochukwu, J. (2018). An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/3

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):

Ohochukwu, Judith. “An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.” 2018. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/3.

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

MLA Handbook (7th Edition):

Ohochukwu, Judith. “An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students.” 2018. Web. 18 Aug 2019.

Vancouver:

Ohochukwu J. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/3.

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

Council of Science Editors:

Ohochukwu J. An Exploration of Co-Curricular Involvement In Traditional-Age First-Year Students. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/3

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


Kennesaw State University

30. Bosscher, Emily. Identifying First-Year Seminar Curriculum Needs for Generation Z Students.

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

  Colleges and universities are constantly facing a changing student population. Just as soon as the faculty and staff at these institutions had figured out… (more)

Subjects/Keywords: higher education; first-year seminar; curriculum; generation z; college students; Curriculum and Instruction; Higher Education

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

APA (6th Edition):

Bosscher, E. (2018). Identifying First-Year Seminar Curriculum Needs for Generation Z Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/4

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):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

MLA Handbook (7th Edition):

Bosscher, Emily. “Identifying First-Year Seminar Curriculum Needs for Generation Z Students.” 2018. Web. 18 Aug 2019.

Vancouver:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4.

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

Council of Science Editors:

Bosscher E. Identifying First-Year Seminar Curriculum Needs for Generation Z Students. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/4

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

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