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You searched for subject:(leadership persistence). Showing records 1 – 30 of 64 total matches.

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University of Houston

1. Griffin, Kade Allen 1982-. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 With the increased level of accountability now dominating education in America, administrators are constantly on the lookout for ways to improve their schools. One area… (more)

Subjects/Keywords: Freshman; Transition; Graduation; Persistence; Professional leadership

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APA (6th Edition):

Griffin, K. A. 1. (2013). Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/943

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):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Thesis, University of Houston. Accessed June 26, 2019. http://hdl.handle.net/10657/943.

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

MLA Handbook (7th Edition):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Web. 26 Jun 2019.

Vancouver:

Griffin KA1. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/10657/943.

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

Council of Science Editors:

Griffin KA1. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/943

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


UCLA

2. Cevallos, Lynn. Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students.

Degree: Education, 2013, UCLA

 The purpose of this study was to analyze P-20 partnerships in order to learn the best practices they employ to increase college access and persistence(more)

Subjects/Keywords: Educational leadership; Access; College; Minority; P20; Persistence; Under-Represented

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APA (6th Edition):

Cevallos, L. (2013). Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1nw7d24m

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):

Cevallos, Lynn. “Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students.” 2013. Thesis, UCLA. Accessed June 26, 2019. http://www.escholarship.org/uc/item/1nw7d24m.

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

MLA Handbook (7th Edition):

Cevallos, Lynn. “Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students.” 2013. Web. 26 Jun 2019.

Vancouver:

Cevallos L. Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jun 26]. Available from: http://www.escholarship.org/uc/item/1nw7d24m.

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

Council of Science Editors:

Cevallos L. Best Practices of P-20 Partnerships for Increasing College Access and Persistence for Under-Represented Students. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1nw7d24m

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


Montana Tech

3. French, Brian Patrick. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.

Degree: Doctor of Education (EdD), 2018, Montana Tech

  This study was designed to examine the effect of academic advisor type on retention of first-year, full-time, four-year degree-seeking students at a mid-size research… (more)

Subjects/Keywords: academic advising; student persistence; student retention; student success; Educational Leadership

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APA (6th Edition):

French, B. P. (2018). THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11168

Chicago Manual of Style (16th Edition):

French, Brian Patrick. “THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.” 2018. Doctoral Dissertation, Montana Tech. Accessed June 26, 2019. https://scholarworks.umt.edu/etd/11168.

MLA Handbook (7th Edition):

French, Brian Patrick. “THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION.” 2018. Web. 26 Jun 2019.

Vancouver:

French BP. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. [Internet] [Doctoral dissertation]. Montana Tech; 2018. [cited 2019 Jun 26]. Available from: https://scholarworks.umt.edu/etd/11168.

Council of Science Editors:

French BP. THE EFFECT OF ACADEMIC ADVISOR TYPE ON UNDERGRADUATE STUDENT RETENTION. [Doctoral Dissertation]. Montana Tech; 2018. Available from: https://scholarworks.umt.edu/etd/11168


Western Kentucky University

4. Hunton, Ladonna. Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution.

Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University

  Research on factors related to persistence suggest that re-enrollment decisions are based upon an evaluation of the returns on investment in education. If students… (more)

Subjects/Keywords: Higher Education Affordability; Persistence; Independent Students; Kentucky; Educational Leadership; Higher Education

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APA (6th Edition):

Hunton, L. (2015). Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/76

Chicago Manual of Style (16th Edition):

Hunton, Ladonna. “Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed June 26, 2019. https://digitalcommons.wku.edu/diss/76.

MLA Handbook (7th Edition):

Hunton, Ladonna. “Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution.” 2015. Web. 26 Jun 2019.

Vancouver:

Hunton L. Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2019 Jun 26]. Available from: https://digitalcommons.wku.edu/diss/76.

Council of Science Editors:

Hunton L. Money Changes Everything: The Relationship Between Financial Factors and Persistence for Financially Independent Undergraduate Students at a Kentucky Four-Year Public Institution. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/76


Western Kentucky University

5. Gordon, Scott S. Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.

Degree: EdD, Educational Leadership Doctoral Program, 2016, Western Kentucky University

  This study focuses on persistence efforts at the master’s level at regional comprehensive public institutions, with student interviews and document research used as data… (more)

Subjects/Keywords: Graduate Student Retention Persistence; Longitudinal Model; Educational Leadership; Higher Education

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APA (6th Edition):

Gordon, S. S. (2016). Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/111

Chicago Manual of Style (16th Edition):

Gordon, Scott S. “Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.” 2016. Doctoral Dissertation, Western Kentucky University. Accessed June 26, 2019. https://digitalcommons.wku.edu/diss/111.

MLA Handbook (7th Edition):

Gordon, Scott S. “Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions.” 2016. Web. 26 Jun 2019.

Vancouver:

Gordon SS. Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. [Internet] [Doctoral dissertation]. Western Kentucky University; 2016. [cited 2019 Jun 26]. Available from: https://digitalcommons.wku.edu/diss/111.

Council of Science Editors:

Gordon SS. Graduate Student Retention: An Examination of Factors Affecting Persistence Among Master's Program Students at Comprehensive Public Institutions. [Doctoral Dissertation]. Western Kentucky University; 2016. Available from: https://digitalcommons.wku.edu/diss/111


Indiana University of Pennsylvania

6. Anderson, Bobby L. Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  The purpose of this study was to explore the relationship between aspects of spirituality and their relationship to factors of persistence, specifically academic and… (more)

Subjects/Keywords: athletics; college students; higher education; integration; persistence; spirituality; Educational Leadership

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APA (6th Edition):

Anderson, B. L. (2018). Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1582

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):

Anderson, Bobby L. “Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast.” 2018. Thesis, Indiana University of Pennsylvania. Accessed June 26, 2019. https://knowledge.library.iup.edu/etd/1582.

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

MLA Handbook (7th Edition):

Anderson, Bobby L. “Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast.” 2018. Web. 26 Jun 2019.

Vancouver:

Anderson BL. Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Jun 26]. Available from: https://knowledge.library.iup.edu/etd/1582.

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

Council of Science Editors:

Anderson BL. Correlating Spirituality and Integration Theory Among NCAA Division I Athletes in the Northeast. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1582

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

7. Smith, Delana. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

  Recruitment of American Indian students into college and universities has been a long-standing challenge, but retaining these students, especially those from reservations, highlights an… (more)

Subjects/Keywords: American Indian; Tribal College; Student Persistence; Educational Leadership

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APA (6th Edition):

Smith, D. (2019). Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/53

Chicago Manual of Style (16th Edition):

Smith, Delana. “Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed June 26, 2019. https://repository.stcloudstate.edu/edad_etds/53.

MLA Handbook (7th Edition):

Smith, Delana. “Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.” 2019. Web. 26 Jun 2019.

Vancouver:

Smith D. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2019 Jun 26]. Available from: https://repository.stcloudstate.edu/edad_etds/53.

Council of Science Editors:

Smith D. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/53

8. Ashcraft, William E. An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this study was to explore the effects of faculty and staff mentoring on high-risk community college student self-efficacy, support systems and… (more)

Subjects/Keywords: Faculty; Mentoring; Persistence; Relations; Students; Community College Leadership; Educational Leadership; Higher Education

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APA (6th Edition):

Ashcraft, W. E. (2018). An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780438867147 ; https://digitalcommons.odu.edu/efl_etds/70

Chicago Manual of Style (16th Edition):

Ashcraft, William E. “An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence.” 2018. Doctoral Dissertation, Old Dominion University. Accessed June 26, 2019. 9780438867147 ; https://digitalcommons.odu.edu/efl_etds/70.

MLA Handbook (7th Edition):

Ashcraft, William E. “An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence.” 2018. Web. 26 Jun 2019.

Vancouver:

Ashcraft WE. An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Jun 26]. Available from: 9780438867147 ; https://digitalcommons.odu.edu/efl_etds/70.

Council of Science Editors:

Ashcraft WE. An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780438867147 ; https://digitalcommons.odu.edu/efl_etds/70

9. Ingram, Bridget C. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.

Degree: EdD, College of Education, 2016, Ashland University

 This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also… (more)

Subjects/Keywords: African Americans; African American Studies; Education; Educational Leadership; Multicultural Education; African American female principals; leadership persistence; school leadership

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APA (6th Edition):

Ingram, B. C. (2016). After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797

Chicago Manual of Style (16th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Doctoral Dissertation, Ashland University. Accessed June 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

MLA Handbook (7th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Web. 26 Jun 2019.

Vancouver:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Jun 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

Council of Science Editors:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797


Texas A&M University

10. Brown, Lesley-Ann. Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions.

Degree: 2012, Texas A&M University

 Minority status stress, which is the stress Black college students experience at predominantly White institutions (PWIs) as a result of their racial minority status, has… (more)

Subjects/Keywords: Black students; Minority status strss; the Social Change Model of Leadership Development; persistence

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APA (6th Edition):

Brown, L. (2012). Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-10805

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):

Brown, Lesley-Ann. “Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions.” 2012. Thesis, Texas A&M University. Accessed June 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-10805.

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

MLA Handbook (7th Edition):

Brown, Lesley-Ann. “Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions.” 2012. Web. 26 Jun 2019.

Vancouver:

Brown L. Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-10805.

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

Council of Science Editors:

Brown L. Examining the Relationship Between Minority Status Stress, the Social Change Model of Leadership Development, and Persistence of Black Students at Predominantly White Institutions. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-10805

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

11. Smith, Rudolph D. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.

Degree: Doctor of Education (EdD), Community College Leadership, 2011, National-Louis University

  The intent of this study was to shed light on the reasons and factors that influence the decision for community college graduates to complete… (more)

Subjects/Keywords: community college; degree completion; learning communities; motivation; persistence; transfer students; Community College Leadership

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APA (6th Edition):

Smith, R. D. (2011). EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/41

Chicago Manual of Style (16th Edition):

Smith, Rudolph D. “EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.” 2011. Doctoral Dissertation, National-Louis University. Accessed June 26, 2019. http://digitalcommons.nl.edu/diss/41.

MLA Handbook (7th Edition):

Smith, Rudolph D. “EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.” 2011. Web. 26 Jun 2019.

Vancouver:

Smith RD. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. [Internet] [Doctoral dissertation]. National-Louis University; 2011. [cited 2019 Jun 26]. Available from: http://digitalcommons.nl.edu/diss/41.

Council of Science Editors:

Smith RD. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. [Doctoral Dissertation]. National-Louis University; 2011. Available from: http://digitalcommons.nl.edu/diss/41


California State University – San Bernardino

12. Franklin, Stephen. EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2017, California State University – San Bernardino

  This study sought to examine how schools influenced and promoted student resilience through the lens of persistence, leading to high school completion. The focus… (more)

Subjects/Keywords: academic resilience; academic persistence; school belonging; culture of success; protective factors; Education; Educational Leadership

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APA (6th Edition):

Franklin, S. (2017). EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/596

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):

Franklin, Stephen. “EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR.” 2017. Thesis, California State University – San Bernardino. Accessed June 26, 2019. http://scholarworks.lib.csusb.edu/etd/596.

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

MLA Handbook (7th Edition):

Franklin, Stephen. “EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR.” 2017. Web. 26 Jun 2019.

Vancouver:

Franklin S. EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Jun 26]. Available from: http://scholarworks.lib.csusb.edu/etd/596.

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

Council of Science Editors:

Franklin S. EXPLORING ORGANIZATIONAL FACTORS THAT INFLUENCE RESILIENCE AND PERSISTENCE AMONG HIGH SCHOOL STUDENTS OF COLOR. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/596

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


Arizona State University

13. Coronella, Tamara. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.

Degree: Educational Leadership and Policy Studies, 2018, Arizona State University

 To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as… (more)

Subjects/Keywords: Higher education; Educational leadership; Academic Advising; First-generation; Higher Education; Latina; Persistence; STEM

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APA (6th Edition):

Coronella, T. (2018). Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49312

Chicago Manual of Style (16th Edition):

Coronella, Tamara. “Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.” 2018. Doctoral Dissertation, Arizona State University. Accessed June 26, 2019. http://repository.asu.edu/items/49312.

MLA Handbook (7th Edition):

Coronella, Tamara. “Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students.” 2018. Web. 26 Jun 2019.

Vancouver:

Coronella T. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Jun 26]. Available from: http://repository.asu.edu/items/49312.

Council of Science Editors:

Coronella T. Validation Theory Into Practice: Asset-Based Academic Advising With First-Generation Latina Engineering College Students. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49312


University of Southern California

14. Little, Sharoni Denise. The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The decline of U.S. students who are pursuing and completing higher education, especially those who have been historically underrepresented, has lessened America’s global and economic… (more)

Subjects/Keywords: academic success; critical race theory; student persistence and retention; institutional racism; higher education leadership

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APA (6th Edition):

Little, S. D. (2014). The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/412481/rec/7070

Chicago Manual of Style (16th Edition):

Little, Sharoni Denise. “The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 26, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/412481/rec/7070.

MLA Handbook (7th Edition):

Little, Sharoni Denise. “The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students.” 2014. Web. 26 Jun 2019.

Vancouver:

Little SD. The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/412481/rec/7070.

Council of Science Editors:

Little SD. The Ph.D. as a contested intellectual site: a critical race analysis of the personal and institutional factors that influence the persistence and retention of academically successful Black doctoral students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/412481/rec/7070

15. Giovannini, Marina Ashmar. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  Dual enrollment continues to experience rapid growth throughout the United States and is viewed as one of the best ways to prepare students for… (more)

Subjects/Keywords: Dual Enrollment; Persistence; Academic and Social Integration; Transcendental Phenomenology; Community College; Educational Leadership

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APA (6th Edition):

Giovannini, M. A. (2018). Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/154

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):

Giovannini, Marina Ashmar. “Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.” 2018. Thesis, University of New England. Accessed June 26, 2019. https://dune.une.edu/theses/154.

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

MLA Handbook (7th Edition):

Giovannini, Marina Ashmar. “Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.” 2018. Web. 26 Jun 2019.

Vancouver:

Giovannini MA. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Jun 26]. Available from: https://dune.une.edu/theses/154.

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

Council of Science Editors:

Giovannini MA. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/154

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


University of Arkansas

16. Loftin, Todd Arron. Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2012, University of Arkansas

  One of the most significance Social challenges facing the United States is increasing the number of students entering postsecondary education and having them persist… (more)

Subjects/Keywords: Education; Concurrent credit; Dual credit; First-generation; Persistence; Postsecondary; Educational Leadership; Educational Methods; Higher Education

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

APA (6th Edition):

Loftin, T. A. (2012). Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/516

Chicago Manual of Style (16th Edition):

Loftin, Todd Arron. “Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students.” 2012. Doctoral Dissertation, University of Arkansas. Accessed June 26, 2019. https://scholarworks.uark.edu/etd/516.

MLA Handbook (7th Edition):

Loftin, Todd Arron. “Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students.” 2012. Web. 26 Jun 2019.

Vancouver:

Loftin TA. Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Jun 26]. Available from: https://scholarworks.uark.edu/etd/516.

Council of Science Editors:

Loftin TA. Concurrent and Dual Credit: The Bridge to Postsecondary Education for First-Generation College Students. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/516


Eastern Michigan University

17. Uranis, Julie. Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways.

Degree: PhD, Leadership and Counseling, 2015, Eastern Michigan University

  This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist… (more)

Subjects/Keywords: career-technical; persistence; satisfaction; technical education; transfer students; Educational Leadership; Vocational Education

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

APA (6th Edition):

Uranis, J. (2015). Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/720

Chicago Manual of Style (16th Edition):

Uranis, Julie. “Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways.” 2015. Doctoral Dissertation, Eastern Michigan University. Accessed June 26, 2019. http://commons.emich.edu/theses/720.

MLA Handbook (7th Edition):

Uranis, Julie. “Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways.” 2015. Web. 26 Jun 2019.

Vancouver:

Uranis J. Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2015. [cited 2019 Jun 26]. Available from: http://commons.emich.edu/theses/720.

Council of Science Editors:

Uranis J. Career-technical students in baccalaureate programs: Predictors of the intent to persist and satisfaction with educational pathways. [Doctoral Dissertation]. Eastern Michigan University; 2015. Available from: http://commons.emich.edu/theses/720


Liberty University

18. Howard, Katherine Hamilton. Persistence and Superintendents: A Phenomenological Study.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological research study was to describe the lived experiences of public school superintendents with the phenomenon of persistence. Self-Determination Theory… (more)

Subjects/Keywords: Persistence; Superintendents; Self-determination Theory; Education; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Howard, K. H. (2018). Persistence and Superintendents: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1925

Chicago Manual of Style (16th Edition):

Howard, Katherine Hamilton. “Persistence and Superintendents: A Phenomenological Study.” 2018. Doctoral Dissertation, Liberty University. Accessed June 26, 2019. https://digitalcommons.liberty.edu/doctoral/1925.

MLA Handbook (7th Edition):

Howard, Katherine Hamilton. “Persistence and Superintendents: A Phenomenological Study.” 2018. Web. 26 Jun 2019.

Vancouver:

Howard KH. Persistence and Superintendents: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 26]. Available from: https://digitalcommons.liberty.edu/doctoral/1925.

Council of Science Editors:

Howard KH. Persistence and Superintendents: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1925


Iowa State University

19. Cooper, Sandra Elaine. Examining student achievement and curriculum in a nursing program at a Midwestern community college.

Degree: 2012, Iowa State University

 ABSTRACT The purpose of this study was to examine the pathway model of a nursing curriculum and evaluate the relationship and predictive ability of demographic… (more)

Subjects/Keywords: NCLEX-RN; persistence; transfer; Community College Education Administration; Community College Leadership; Education; Nursing

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

APA (6th Edition):

Cooper, S. E. (2012). Examining student achievement and curriculum in a nursing program at a Midwestern community college. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12853

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):

Cooper, Sandra Elaine. “Examining student achievement and curriculum in a nursing program at a Midwestern community college.” 2012. Thesis, Iowa State University. Accessed June 26, 2019. https://lib.dr.iastate.edu/etd/12853.

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

MLA Handbook (7th Edition):

Cooper, Sandra Elaine. “Examining student achievement and curriculum in a nursing program at a Midwestern community college.” 2012. Web. 26 Jun 2019.

Vancouver:

Cooper SE. Examining student achievement and curriculum in a nursing program at a Midwestern community college. [Internet] [Thesis]. Iowa State University; 2012. [cited 2019 Jun 26]. Available from: https://lib.dr.iastate.edu/etd/12853.

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

Council of Science Editors:

Cooper SE. Examining student achievement and curriculum in a nursing program at a Midwestern community college. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12853

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


University of Minnesota

20. Gray, Monita Mohammadian. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 Representing a larger percentage of the undergraduate population on campus across the U.S, coupled with a predicted decline in the "typical" college-going population of 18-year-olds,… (more)

Subjects/Keywords: College student persistence; Completion agenda; Student success; Transfer students; Transition; Organizational leadership, policy, and development

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

APA (6th Edition):

Gray, M. M. (2014). Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168203

Chicago Manual of Style (16th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Doctoral Dissertation, University of Minnesota. Accessed June 26, 2019. http://hdl.handle.net/11299/168203.

MLA Handbook (7th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Web. 26 Jun 2019.

Vancouver:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/11299/168203.

Council of Science Editors:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168203


Antioch University

21. Diaz, Holly D. Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders.

Degree: PhD, Leadership and Change, 2019, Antioch University

 The country of Mongolia has an ancient culture with a 28-year-old democracy that emerged out of communism. Over the course of several centuries, the Mongolian… (more)

Subjects/Keywords: Social Research; Womens Studies; Asian Studies; Cultural Anthropology; Gender; Mongolia; Women; Leadership; Resilience; Thriving; Persistence

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APA (6th Edition):

Diaz, H. D. (2019). Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560851028296078

Chicago Manual of Style (16th Edition):

Diaz, Holly D. “Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders.” 2019. Doctoral Dissertation, Antioch University. Accessed June 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560851028296078.

MLA Handbook (7th Edition):

Diaz, Holly D. “Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders.” 2019. Web. 26 Jun 2019.

Vancouver:

Diaz HD. Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders. [Internet] [Doctoral dissertation]. Antioch University; 2019. [cited 2019 Jun 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560851028296078.

Council of Science Editors:

Diaz HD. Centuries of Navigating Resistance and Change: Exploring the Persistence of Mongolian Women Leaders. [Doctoral Dissertation]. Antioch University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560851028296078


Washington State University

22. [No author]. UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE .

Degree: 2017, Washington State University

 Riverside University (a pseudonym), like many universities, has not significantly increased the number of women who graduate with bachelor’s degrees in engineering. The purpose of… (more)

Subjects/Keywords: Educational leadership; engineering; self-confidence; self-efficacy; student persistence; student retention; women

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

APA (6th Edition):

author], [. (2017). UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/13028

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):

author], [No. “UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE .” 2017. Thesis, Washington State University. Accessed June 26, 2019. http://hdl.handle.net/2376/13028.

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

MLA Handbook (7th Edition):

author], [No. “UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE .” 2017. Web. 26 Jun 2019.

Vancouver:

author] [. UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE . [Internet] [Thesis]. Washington State University; 2017. [cited 2019 Jun 26]. Available from: http://hdl.handle.net/2376/13028.

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

Council of Science Editors:

author] [. UNIVERSITY EXPERIENCES AND WOMEN ENGINEERING STUDENT PERSISTENCE . [Thesis]. Washington State University; 2017. Available from: http://hdl.handle.net/2376/13028

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

23. Waters-Bailey, Stacy Lynn. Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  The transformational teacher leadership style has been identified as having a positive impact on student motivation, academic performance, and persistence. This study served to… (more)

Subjects/Keywords: Academic performance; Community college; Motivation; STEM persistence; Transformational leadership; Community College Leadership; Higher Education; Higher Education and Teaching

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APA (6th Edition):

Waters-Bailey, S. L. (2016). Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369536942 ; https://digitalcommons.odu.edu/efl_etds/30

Chicago Manual of Style (16th Edition):

Waters-Bailey, Stacy Lynn. “Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College.” 2016. Doctoral Dissertation, Old Dominion University. Accessed June 26, 2019. 9781369536942 ; https://digitalcommons.odu.edu/efl_etds/30.

MLA Handbook (7th Edition):

Waters-Bailey, Stacy Lynn. “Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College.” 2016. Web. 26 Jun 2019.

Vancouver:

Waters-Bailey SL. Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Jun 26]. Available from: 9781369536942 ; https://digitalcommons.odu.edu/efl_etds/30.

Council of Science Editors:

Waters-Bailey SL. Perceived Transformational Teacher Leadership and Students’ Motivation, Academic Performance, and Intent to Persist in Stem Education at a Community College. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369536942 ; https://digitalcommons.odu.edu/efl_etds/30


Bucknell University

24. Papson, Brent Aaron. Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program.

Degree: 2016, Bucknell University

 Greater involvement has been linked to higher satisfaction rates in students' experiences (Astin, 1993b), and the greater the level of a student's social and academic… (more)

Subjects/Keywords: leadership; student development; transition theory; involvement theory; social change model of leadership development; predictors of persistence; student involvement

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

APA (6th Edition):

Papson, B. A. (2016). Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/163

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):

Papson, Brent Aaron. “Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program.” 2016. Thesis, Bucknell University. Accessed June 26, 2019. https://digitalcommons.bucknell.edu/masters_theses/163.

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

MLA Handbook (7th Edition):

Papson, Brent Aaron. “Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program.” 2016. Web. 26 Jun 2019.

Vancouver:

Papson BA. Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program. [Internet] [Thesis]. Bucknell University; 2016. [cited 2019 Jun 26]. Available from: https://digitalcommons.bucknell.edu/masters_theses/163.

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

Council of Science Editors:

Papson BA. Predictors of Participation and the Effects of Undergraduates' Involvement in a First-Year Emerging Leadership Program. [Thesis]. Bucknell University; 2016. Available from: https://digitalcommons.bucknell.edu/masters_theses/163

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


UCLA

25. Merrill, Kate Mansi. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.

Degree: Education, 2013, UCLA

 The primary purpose of this study was to understand how high-quality teachers who began their career through Teach For America (TFA) became resilient while teaching… (more)

Subjects/Keywords: Teacher education; Educational leadership; Educational administration; teacher persistence; teacher quality; teacher resilience; teacher retention; Teach For America

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APA (6th Edition):

Merrill, K. M. (2013). Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4pd8t10j

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):

Merrill, Kate Mansi. “Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.” 2013. Thesis, UCLA. Accessed June 26, 2019. http://www.escholarship.org/uc/item/4pd8t10j.

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

MLA Handbook (7th Edition):

Merrill, Kate Mansi. “Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?.” 2013. Web. 26 Jun 2019.

Vancouver:

Merrill KM. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Jun 26]. Available from: http://www.escholarship.org/uc/item/4pd8t10j.

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

Council of Science Editors:

Merrill KM. Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/4pd8t10j

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


East Tennessee State University

26. Nester, Lynn. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at… (more)

Subjects/Keywords: freshmen college transition; first-year student integration; outdoor orientation; student retention; student persistence; student involvement; Educational Leadership

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APA (6th Edition):

Nester, L. (2016). Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3153

Chicago Manual of Style (16th Edition):

Nester, Lynn. “Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed June 26, 2019. https://dc.etsu.edu/etd/3153.

MLA Handbook (7th Edition):

Nester, Lynn. “Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs.” 2016. Web. 26 Jun 2019.

Vancouver:

Nester L. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Jun 26]. Available from: https://dc.etsu.edu/etd/3153.

Council of Science Editors:

Nester L. Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3153


East Tennessee State University

27. Perkins-Holtsclaw, Kala. Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions.

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

  As the United States struggles to be globally competitive with the number of students completing a college degree higher education leaders continue seeking answers… (more)

Subjects/Keywords: student retention; graduation rates; institutional characteristics; persistence; student success; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Perkins-Holtsclaw, K. (2018). Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3357

Chicago Manual of Style (16th Edition):

Perkins-Holtsclaw, Kala. “Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed June 26, 2019. https://dc.etsu.edu/etd/3357.

MLA Handbook (7th Edition):

Perkins-Holtsclaw, Kala. “Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions.” 2018. Web. 26 Jun 2019.

Vancouver:

Perkins-Holtsclaw K. Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Jun 26]. Available from: https://dc.etsu.edu/etd/3357.

Council of Science Editors:

Perkins-Holtsclaw K. Relationships Between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3357


Eastern Michigan University

28. Bell, Carlton Bernard. Access granted: A study of the factors affecting the development of technology literacy in black males.

Degree: PhD, Leadership and Counseling, 2018, Eastern Michigan University

  One of the most urgent challenges of the digital divide is the need to expand technology literacy. Access to technology was believed to be… (more)

Subjects/Keywords: digital divide; technological literacy; Black males; self-efficacy; persistence; computer science; African American Studies; Computer Sciences; Educational Leadership

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

APA (6th Edition):

Bell, C. B. (2018). Access granted: A study of the factors affecting the development of technology literacy in black males. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/942

Chicago Manual of Style (16th Edition):

Bell, Carlton Bernard. “Access granted: A study of the factors affecting the development of technology literacy in black males.” 2018. Doctoral Dissertation, Eastern Michigan University. Accessed June 26, 2019. https://commons.emich.edu/theses/942.

MLA Handbook (7th Edition):

Bell, Carlton Bernard. “Access granted: A study of the factors affecting the development of technology literacy in black males.” 2018. Web. 26 Jun 2019.

Vancouver:

Bell CB. Access granted: A study of the factors affecting the development of technology literacy in black males. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2018. [cited 2019 Jun 26]. Available from: https://commons.emich.edu/theses/942.

Council of Science Editors:

Bell CB. Access granted: A study of the factors affecting the development of technology literacy in black males. [Doctoral Dissertation]. Eastern Michigan University; 2018. Available from: https://commons.emich.edu/theses/942


Portland State University

29. Sullivan-Vance, Karen A. A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2018, Portland State University

  A college education offers people social and economic benefits, yet youth from foster care backgrounds are less likely than their peers to attain a… (more)

Subjects/Keywords: Ex-foster children  – Education (Higher)  – United States; Ex-foster children; Community colleges; Persistence; Educational Leadership; Higher Education

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

APA (6th Edition):

Sullivan-Vance, K. A. (2018). A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4413

Chicago Manual of Style (16th Edition):

Sullivan-Vance, Karen A. “A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College.” 2018. Doctoral Dissertation, Portland State University. Accessed June 26, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4413.

MLA Handbook (7th Edition):

Sullivan-Vance, Karen A. “A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College.” 2018. Web. 26 Jun 2019.

Vancouver:

Sullivan-Vance KA. A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2019 Jun 26]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4413.

Council of Science Editors:

Sullivan-Vance KA. A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4413

30. Gray, Shashuna Jenean. An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College.

Degree: PhD, Educ Foundations & Leadership, 2017, Old Dominion University

  The focus of this research is the perceptions of academic success held by African American male students attending a community college. Community colleges often… (more)

Subjects/Keywords: Academic success; African American male students; Community college; Persistence; Probationary students; Self-efficacy; African American Studies; Community College Leadership; Higher Education

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

APA (6th Edition):

Gray, S. J. (2017). An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355383157 ; https://digitalcommons.odu.edu/efl_etds/41

Chicago Manual of Style (16th Edition):

Gray, Shashuna Jenean. “An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College.” 2017. Doctoral Dissertation, Old Dominion University. Accessed June 26, 2019. 9780355383157 ; https://digitalcommons.odu.edu/efl_etds/41.

MLA Handbook (7th Edition):

Gray, Shashuna Jenean. “An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College.” 2017. Web. 26 Jun 2019.

Vancouver:

Gray SJ. An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Jun 26]. Available from: 9780355383157 ; https://digitalcommons.odu.edu/efl_etds/41.

Council of Science Editors:

Gray SJ. An Examination of African American Male Students’ Perceptions of Academic Success and Their Experiences at the Community College. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355383157 ; https://digitalcommons.odu.edu/efl_etds/41

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