Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Level: doctoral

You searched for subject:(first year). Showing records 1 – 30 of 332 total matches.

[1] [2] [3] [4] [5] … [12]

Search Limiters

Last 2 Years | English Only

Degrees

▼ Search Limiters


University of Aberdeen

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 August 24, 2019. 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. 24 Aug 2019.

Vancouver:

Shanks R. How do induction year teachers in Scotland learn in the workplace?. [Internet] [Doctoral dissertation]. University of Aberdeen; 2012. [cited 2019 Aug 24]. 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


University of Hong Kong

2. Li, Bing. From prospective teachers to first-year teachers : antecedents and malleability of teacher identity.

Degree: PhD, 2016, University of Hong Kong

 Teacher identity is at the heart of the teaching profession. However, the literature is replete with studies reporting “tensions”, “personal struggle”, or “traumatic experience” relating… (more)

Subjects/Keywords: First year teachers - Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Li, B. (2016). From prospective teachers to first-year teachers : antecedents and malleability of teacher identity. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/235928

Chicago Manual of Style (16th Edition):

Li, Bing. “From prospective teachers to first-year teachers : antecedents and malleability of teacher identity.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed August 24, 2019. http://hdl.handle.net/10722/235928.

MLA Handbook (7th Edition):

Li, Bing. “From prospective teachers to first-year teachers : antecedents and malleability of teacher identity.” 2016. Web. 24 Aug 2019.

Vancouver:

Li B. From prospective teachers to first-year teachers : antecedents and malleability of teacher identity. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10722/235928.

Council of Science Editors:

Li B. From prospective teachers to first-year teachers : antecedents and malleability of teacher identity. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/235928


Southern Illinois University

3. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 http://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 August 24, 2019. http://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. 24 Aug 2019.

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 2019 Aug 24]. Available from: http://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: http://opensiuc.lib.siu.edu/dissertations/970


Louisiana State University

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 August 24, 2019. 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. 24 Aug 2019.

Vancouver:

Richard LH. The impact of a freshmen-year seminar on students' second-year retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Aug 24]. 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


University of Cincinnati

5. Stevens, Margaret Carnes. The Impact of Service Learning on Students in a First-Year Seminar.

Degree: EdD, Education : Curriculum and Instruction, 2007, University of Cincinnati

 Both service learning programs and first-year experience programs have had positive effects on a number of factors including: student retention, course satisfaction, academic performance, and… (more)

Subjects/Keywords: first year; first-year; service learning; service-learning; freshman; freshman seminar; first-year seminar; community based learning; student success

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stevens, M. C. (2007). The Impact of Service Learning on Students in a First-Year Seminar. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179318210

Chicago Manual of Style (16th Edition):

Stevens, Margaret Carnes. “The Impact of Service Learning on Students in a First-Year Seminar.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179318210.

MLA Handbook (7th Edition):

Stevens, Margaret Carnes. “The Impact of Service Learning on Students in a First-Year Seminar.” 2007. Web. 24 Aug 2019.

Vancouver:

Stevens MC. The Impact of Service Learning on Students in a First-Year Seminar. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179318210.

Council of Science Editors:

Stevens MC. The Impact of Service Learning on Students in a First-Year Seminar. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179318210


Louisiana State University

6. Korduner, Melissa Megan. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.

Degree: PhD, Human Resources Management, 2013, Louisiana State University

 This study investigated the impact participating in S.T.R.I.P.E.S., an extended orientation program, had on student satisfaction and retention. Student satisfaction was determined through a calculated… (more)

Subjects/Keywords: first year students; students; retention; satisfaction; orientation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Korduner, M. M. (2013). Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219

Chicago Manual of Style (16th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Doctoral Dissertation, Louisiana State University. Accessed August 24, 2019. etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

MLA Handbook (7th Edition):

Korduner, Melissa Megan. “Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention.” 2013. Web. 24 Aug 2019.

Vancouver:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Aug 24]. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219.

Council of Science Editors:

Korduner MM. Impact of the S.T.R.I.P.E.S. extended orientation program on student satisfaction and retention. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-04122013-144144 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2219

7. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 August 24, 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. 24 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 24]. 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 Aberdeen

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

Degree: School of Education., 2012, University of Aberdeen

Subjects/Keywords: First year teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=185850 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=185850&custom_att_2=simple_viewer

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 August 24, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=185850 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=185850&custom_att_2=simple_viewer.

MLA Handbook (7th Edition):

Shanks, Rachel. “How do induction year teachers in Scotland learn in the workplace?.” 2012. Web. 24 Aug 2019.

Vancouver:

Shanks R. How do induction year teachers in Scotland learn in the workplace?. [Internet] [Doctoral dissertation]. University of Aberdeen; 2012. [cited 2019 Aug 24]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=185850 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=185850&custom_att_2=simple_viewer.

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?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=185850 ; http://digitool2.abdn.ac.uk:1801/webclient/DeliveryManager?pid=185850&custom_att_2=simple_viewer


University of Arizona

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 24, 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. 24 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 24]. 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

10. -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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 August 24, 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. 24 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 24]. 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 Rochester

11. Demirian, Steven (1971 - ). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.

Degree: PhD, 2010, University of Rochester

 The first-year seminar is designed to help new students maximize their potential to achieve academic success and to adjust responsibly to the individual and interpersonal… (more)

Subjects/Keywords: First-year seminar; College students; College experience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Demirian, S. (. -. ). (2010). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/11165

Chicago Manual of Style (16th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Doctoral Dissertation, University of Rochester. Accessed August 24, 2019. http://hdl.handle.net/1802/11165.

MLA Handbook (7th Edition):

Demirian, Steven (1971 - ). “Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar.” 2010. Web. 24 Aug 2019.

Vancouver:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1802/11165.

Council of Science Editors:

Demirian S(-). Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/11165


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 August 24, 2019. 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. 24 Aug 2019.

Vancouver:

Tinelli L. Re-conceptualizing the rhetorical triangle: informal contexts in first-year composition. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2019 Aug 24]. 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


Utah State University

13. Roos, R. David. Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising.

Degree: Doctor of Education (EdD), Family, Consumer, and Human Development, 2012, Utah State University

  It is well established that such student precollege cognitive measures as high school GPA and test scores (ACT, SAT) have a certain predictive value… (more)

Subjects/Keywords: first-year; retention; risk factors; advising; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roos, R. D. (2012). Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1167

Chicago Manual of Style (16th Edition):

Roos, R David. “Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising.” 2012. Doctoral Dissertation, Utah State University. Accessed August 24, 2019. https://digitalcommons.usu.edu/etd/1167.

MLA Handbook (7th Edition):

Roos, R David. “Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising.” 2012. Web. 24 Aug 2019.

Vancouver:

Roos RD. Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Aug 24]. Available from: https://digitalcommons.usu.edu/etd/1167.

Council of Science Editors:

Roos RD. Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1167


Bowling Green State University

14. Clark, Renita Renee. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.

Degree: PhD, Higher Education Administration, 2009, Bowling Green State University

  The purpose of this study was to examine college students’ lived experiences in an interactive skill-building course for first-year students. The research addressed four… (more)

Subjects/Keywords: Higher Education; First-Year College Students; First-Year Courses; Springboard; Conditionally Admitted Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, R. R. (2009). A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404

Chicago Manual of Style (16th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

MLA Handbook (7th Edition):

Clark, Renita Renee. “A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students.” 2009. Web. 24 Aug 2019.

Vancouver:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404.

Council of Science Editors:

Clark RR. A Qualitative Exploration of the Experiences of College Students in a Skill-Building Course for First-Year Students. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688404


University of Southern California

15. Roth-Francis, Chrissy. A semester late: a phenomenological study examining the experiences of spring admits in higher education.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 More than 25% of new college students begin their higher education careers outside of the traditional fall start date (National Student Clearinghouse, 2012). This study… (more)

Subjects/Keywords: spring admits; admission; first-year experience; first-year students; freshmen; transfer students; academic success; transition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roth-Francis, C. (2013). A semester late: a phenomenological study examining the experiences of spring admits in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356

Chicago Manual of Style (16th Edition):

Roth-Francis, Chrissy. “A semester late: a phenomenological study examining the experiences of spring admits in higher education.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356.

MLA Handbook (7th Edition):

Roth-Francis, Chrissy. “A semester late: a phenomenological study examining the experiences of spring admits in higher education.” 2013. Web. 24 Aug 2019.

Vancouver:

Roth-Francis C. A semester late: a phenomenological study examining the experiences of spring admits in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356.

Council of Science Editors:

Roth-Francis C. A semester late: a phenomenological study examining the experiences of spring admits in higher education. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/338802/rec/356


East Tennessee State University

16. Howard, Jeff S. Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this study was to examine the association between the retention rate and 9 firstyear student programs at Liberal Arts Colleges in… (more)

Subjects/Keywords: Retention; Liberal Arts Colleges; First-Year Programs; First-Year Student; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howard, J. S. (2013). Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2270

Chicago Manual of Style (16th Edition):

Howard, Jeff S. “Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed August 24, 2019. https://dc.etsu.edu/etd/2270.

MLA Handbook (7th Edition):

Howard, Jeff S. “Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South.” 2013. Web. 24 Aug 2019.

Vancouver:

Howard JS. Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Aug 24]. Available from: https://dc.etsu.edu/etd/2270.

Council of Science Editors:

Howard JS. Student Retention and First-Year Programs: A Comparison of Students in Liberal Arts Colleges in the Mountain South. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2270


University of Arizona

17. Kurtyka, Faith. Rhetorics and Literacies of Everyday Life of First-Year College Students .

Degree: 2012, University of Arizona

 This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to… (more)

Subjects/Keywords: First-Year Writing; Higher Education; New Literacy Studies; English; Curriculum Development; First-Year Experience

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kurtyka, F. (2012). Rhetorics and Literacies of Everyday Life of First-Year College Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/217110

Chicago Manual of Style (16th Edition):

Kurtyka, Faith. “Rhetorics and Literacies of Everyday Life of First-Year College Students .” 2012. Doctoral Dissertation, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/217110.

MLA Handbook (7th Edition):

Kurtyka, Faith. “Rhetorics and Literacies of Everyday Life of First-Year College Students .” 2012. Web. 24 Aug 2019.

Vancouver:

Kurtyka F. Rhetorics and Literacies of Everyday Life of First-Year College Students . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/217110.

Council of Science Editors:

Kurtyka F. Rhetorics and Literacies of Everyday Life of First-Year College Students . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/217110


University of Louisville

18. Schlinsog, Jimmie A. Engagement in the first year as a predictor of academic achievement and persistence of first-year students.

Degree: PhD, Department of Educational and Counseling Psychology, 2010, University of Louisville

 This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study… (more)

Subjects/Keywords: First-year students; Engagement; First-generation students; NSSE

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schlinsog, J. A. (2010). Engagement in the first year as a predictor of academic achievement and persistence of first-year students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271

Chicago Manual of Style (16th Edition):

Schlinsog, Jimmie A. “Engagement in the first year as a predictor of academic achievement and persistence of first-year students.” 2010. Doctoral Dissertation, University of Louisville. Accessed August 24, 2019. 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271.

MLA Handbook (7th Edition):

Schlinsog, Jimmie A. “Engagement in the first year as a predictor of academic achievement and persistence of first-year students.” 2010. Web. 24 Aug 2019.

Vancouver:

Schlinsog JA. Engagement in the first year as a predictor of academic achievement and persistence of first-year students. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Aug 24]. Available from: 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271.

Council of Science Editors:

Schlinsog JA. Engagement in the first year as a predictor of academic achievement and persistence of first-year students. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1271 ; https://ir.library.louisville.edu/etd/1271


Boston College

19. Tenser, Lori Ilene. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.

Degree: PhD, Educational Leadership and Higher Education, 2015, Boston College

 Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to… (more)

Subjects/Keywords: adjustment to college; college students; first year students; gap year; self-authorship; sovereign engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tenser, L. I. (2015). Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104364

Chicago Manual of Style (16th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Doctoral Dissertation, Boston College. Accessed August 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104364.

MLA Handbook (7th Edition):

Tenser, Lori Ilene. “Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience.” 2015. Web. 24 Aug 2019.

Vancouver:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Aug 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364.

Council of Science Editors:

Tenser LI. Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104364


The Ohio State University

20. Mercerhill, Jessica Leigh. Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930.

Degree: PhD, EDU Policy and Leadership, 2017, The Ohio State University

 Although the word “freshman” has been around for centuries, the idea of the freshman as someone who is in need of special care and services… (more)

Subjects/Keywords: Education; Education History; Higher Education; History; freshman, freshmen; first-year orientation; first-year seminar; freshman seminar

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mercerhill, J. L. (2017). Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1510595840759034

Chicago Manual of Style (16th Edition):

Mercerhill, Jessica Leigh. “Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930.” 2017. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1510595840759034.

MLA Handbook (7th Edition):

Mercerhill, Jessica Leigh. “Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930.” 2017. Web. 24 Aug 2019.

Vancouver:

Mercerhill JL. Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1510595840759034.

Council of Science Editors:

Mercerhill JL. Half-Baby, Half-Man: The Creation of Official Freshman Programming in U.S. Higher Education, 1905-1930. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1510595840759034


University of Arizona

21. Corella, Arezu Kazemi. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .

Degree: 2010, University of Arizona

 Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution… (more)

Subjects/Keywords: College Student Success; First Year Experience; First-Year Success Courses; Peer Mentoring; Student Persistence; Student Retention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Corella, A. K. (2010). Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195550

Chicago Manual of Style (16th Edition):

Corella, Arezu Kazemi. “Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .” 2010. Doctoral Dissertation, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/195550.

MLA Handbook (7th Edition):

Corella, Arezu Kazemi. “Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring .” 2010. Web. 24 Aug 2019.

Vancouver:

Corella AK. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/195550.

Council of Science Editors:

Corella AK. Identifying College Student Success: The Role of First Year Success Courses and Peer Mentoring . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195550


Northeastern University

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 24, 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. 24 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 24]. 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

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 24, 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. 24 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 24]. 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


Northeastern University

24. Swafford, Clark Elliott. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative case study sought understanding of unique mentoring relationships of six faculty ambassadors and nine Hispanic first-generation students (HFGS) as part of a first-year(more)

Subjects/Keywords: first-year experience; Hispanic first-generation students; mentoring; persistence; retention; student integration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Swafford, C. E. (2017). A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20241747

Chicago Manual of Style (16th Edition):

Swafford, Clark Elliott. “A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 24, 2019. http://hdl.handle.net/2047/D20241747.

MLA Handbook (7th Edition):

Swafford, Clark Elliott. “A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program.” 2017. Web. 24 Aug 2019.

Vancouver:

Swafford CE. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/2047/D20241747.

Council of Science Editors:

Swafford CE. A case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20241747


The Ohio State University

25. Johnston, John Malcolm. Conceptions of the first year of teaching : an analysis of periodical professional literature.

Degree: PhD, Graduate School, 1978, The Ohio State University

Subjects/Keywords: Education; First year teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnston, J. M. (1978). Conceptions of the first year of teaching : an analysis of periodical professional literature. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487080007255557

Chicago Manual of Style (16th Edition):

Johnston, John Malcolm. “Conceptions of the first year of teaching : an analysis of periodical professional literature.” 1978. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487080007255557.

MLA Handbook (7th Edition):

Johnston, John Malcolm. “Conceptions of the first year of teaching : an analysis of periodical professional literature.” 1978. Web. 24 Aug 2019.

Vancouver:

Johnston JM. Conceptions of the first year of teaching : an analysis of periodical professional literature. [Internet] [Doctoral dissertation]. The Ohio State University; 1978. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487080007255557.

Council of Science Editors:

Johnston JM. Conceptions of the first year of teaching : an analysis of periodical professional literature. [Doctoral Dissertation]. The Ohio State University; 1978. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487080007255557


The Ohio State University

26. De Angelis, Mary I. An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors.

Degree: PhD, Graduate School, 1979, The Ohio State University

Subjects/Keywords: Education; First year teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

De Angelis, M. I. (1979). An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182543064

Chicago Manual of Style (16th Edition):

De Angelis, Mary I. “An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors.” 1979. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182543064.

MLA Handbook (7th Edition):

De Angelis, Mary I. “An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors.” 1979. Web. 24 Aug 2019.

Vancouver:

De Angelis MI. An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors. [Internet] [Doctoral dissertation]. The Ohio State University; 1979. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182543064.

Council of Science Editors:

De Angelis MI. An investigation into the reported needs of neophyte teachers and the perceived helpfulness of supervisors. [Doctoral Dissertation]. The Ohio State University; 1979. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182543064


University of Cincinnati

27. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 24, 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. 24 Aug 2019.

Vancouver:

Blewett K. The Role of Feedback in Teacher/Student Relationships. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Aug 24]. 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


Robert Gordon University

28. McClean, David. Embedding learner independence in architecture education : reconsidering design studio pedagogy.

Degree: PhD, 2009, Robert Gordon University

 The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita… (more)

Subjects/Keywords: 720.71; Independent learning; Architecture education; Design studio; Pedagogy; Inclusion; First year

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McClean, D. (2009). Embedding learner independence in architecture education : reconsidering design studio pedagogy. (Doctoral Dissertation). Robert Gordon University. Retrieved from http://hdl.handle.net/10059/1253

Chicago Manual of Style (16th Edition):

McClean, David. “Embedding learner independence in architecture education : reconsidering design studio pedagogy.” 2009. Doctoral Dissertation, Robert Gordon University. Accessed August 24, 2019. http://hdl.handle.net/10059/1253.

MLA Handbook (7th Edition):

McClean, David. “Embedding learner independence in architecture education : reconsidering design studio pedagogy.” 2009. Web. 24 Aug 2019.

Vancouver:

McClean D. Embedding learner independence in architecture education : reconsidering design studio pedagogy. [Internet] [Doctoral dissertation]. Robert Gordon University; 2009. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10059/1253.

Council of Science Editors:

McClean D. Embedding learner independence in architecture education : reconsidering design studio pedagogy. [Doctoral Dissertation]. Robert Gordon University; 2009. Available from: http://hdl.handle.net/10059/1253


Bowling Green State University

29. Athon, Amanda Gail. Fostering Language Diversity through Classroom-Based Writing Assessment Practices.

Degree: PhD, English (Rhetoric and Writing) PhD, 2014, Bowling Green State University

 Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing… (more)

Subjects/Keywords: Composition; Rhetoric; Language Diversity; Writing assessment; Basic Writing; First-year Writing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Athon, A. G. (2014). Fostering Language Diversity through Classroom-Based Writing Assessment Practices. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484

Chicago Manual of Style (16th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Doctoral Dissertation, Bowling Green State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

MLA Handbook (7th Edition):

Athon, Amanda Gail. “Fostering Language Diversity through Classroom-Based Writing Assessment Practices.” 2014. Web. 24 Aug 2019.

Vancouver:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Internet] [Doctoral dissertation]. Bowling Green State University; 2014. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484.

Council of Science Editors:

Athon AG. Fostering Language Diversity through Classroom-Based Writing Assessment Practices. [Doctoral Dissertation]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1384269484


University of Louisville

30. Taylor, Angela Brown. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of… (more)

Subjects/Keywords: Second year; College students; First generation; Private college; Experiences; Attrition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, A. B. (2012). Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

Chicago Manual of Style (16th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Doctoral Dissertation, University of Louisville. Accessed August 24, 2019. 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

MLA Handbook (7th Edition):

Taylor, Angela Brown. “Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions.” 2012. Web. 24 Aug 2019.

Vancouver:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Aug 24]. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420.

Council of Science Editors:

Taylor AB. Second year college experiences that affect persistence and attrition for first generation and continuing generation students at small, private institutions. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1420 ; https://ir.library.louisville.edu/etd/1420

[1] [2] [3] [4] [5] … [12]

.