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You searched for subject:(low SES). Showing records 1 – 30 of 44 total matches.

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The Ohio State University

1. Boland, Amy M. Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers.

Degree: PhD, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 The main goal of this study was to determine the degree and pattern of relationship between home and school factors and school readiness outcomes for… (more)

Subjects/Keywords: Psychology; preschool; home learning environment; attachment; low income; SES

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APA (6th Edition):

Boland, A. M. (2011). Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1300410777

Chicago Manual of Style (16th Edition):

Boland, Amy M. “Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers.” 2011. Doctoral Dissertation, The Ohio State University. Accessed November 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300410777.

MLA Handbook (7th Edition):

Boland, Amy M. “Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers.” 2011. Web. 21 Nov 2019.

Vancouver:

Boland AM. Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Nov 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1300410777.

Council of Science Editors:

Boland AM. Exploring the Relationship between Home and School Experiences and Kindergarten Readiness for Higher and Lower Income Preschoolers. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1300410777


University of Cincinnati

2. MEREDITH, DAVE MILTON. Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education.

Degree: PhD, Education : Educational Foundations, 2008, University of Cincinnati

  This study explores the educational backgrounds of low-SES, minority and first generation college students benefitting from the Carolina Covenant program at the University of… (more)

Subjects/Keywords: Educational Sociology; Carolina Covenant; Low SES; First Generation College

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APA (6th Edition):

MEREDITH, D. M. (2008). Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212091670

Chicago Manual of Style (16th Edition):

MEREDITH, DAVE MILTON. “Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed November 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212091670.

MLA Handbook (7th Edition):

MEREDITH, DAVE MILTON. “Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education.” 2008. Web. 21 Nov 2019.

Vancouver:

MEREDITH DM. Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Nov 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212091670.

Council of Science Editors:

MEREDITH DM. Carolina Covenant: Low-SES, First Generation College Students Navigation of Higher Education. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212091670

3. Griffith, Shayl. Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills.

Degree: MS(M.S.), Psychology, 2014, U of Massachusetts : Masters

  Children who are socially skilled are better able to make use of the learning environment in schools and are more likely to form positive… (more)

Subjects/Keywords: Social Skills; Preschool; Transition to Kindergarten; Low SES

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APA (6th Edition):

Griffith, S. (2014). Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/1181

Chicago Manual of Style (16th Edition):

Griffith, Shayl. “Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills.” 2014. Masters Thesis, U of Massachusetts : Masters. Accessed November 21, 2019. http://scholarworks.umass.edu/theses/1181.

MLA Handbook (7th Edition):

Griffith, Shayl. “Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills.” 2014. Web. 21 Nov 2019.

Vancouver:

Griffith S. Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2014. [cited 2019 Nov 21]. Available from: http://scholarworks.umass.edu/theses/1181.

Council of Science Editors:

Griffith S. Preschool Classroom-, Family-, and Child-Level Predictors of Low-SES Kindergarteners’ Social Skills. [Masters Thesis]. U of Massachusetts : Masters; 2014. Available from: http://scholarworks.umass.edu/theses/1181


University of Adelaide

4. Palmer, Robert. Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation.

Degree: 2018, University of Adelaide

 In this thesis, mediatization theory is used to investigate whether political institutional approaches to communications are helping people from low socio-economic (SES) backgrounds in Adelaide,… (more)

Subjects/Keywords: climate change; adaptation; low SES; vulnerable; mediatization; media

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APA (6th Edition):

Palmer, R. (2018). Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/115181

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):

Palmer, Robert. “Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation.” 2018. Thesis, University of Adelaide. Accessed November 21, 2019. http://hdl.handle.net/2440/115181.

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

MLA Handbook (7th Edition):

Palmer, Robert. “Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation.” 2018. Web. 21 Nov 2019.

Vancouver:

Palmer R. Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2440/115181.

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

Council of Science Editors:

Palmer R. Adapting communication conventions: helping vulnerable people in Adelaide learn about climate change and adaptation. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/115181

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


Virginia Commonwealth University

5. Le, Anh-Thuy H. The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents.

Degree: MS, Psychology, 2014, Virginia Commonwealth University

  Peer victimization has been shown to negatively impact youth functioning and may be especially damaging during adolescence, given the increased importance of peers. However,… (more)

Subjects/Keywords: Peer victimization; trauma; adolescents; urban; low SES; Child Psychology

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APA (6th Edition):

Le, A. H. (2014). The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3606

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):

Le, Anh-Thuy H. “The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents.” 2014. Thesis, Virginia Commonwealth University. Accessed November 21, 2019. https://scholarscompass.vcu.edu/etd/3606.

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

MLA Handbook (7th Edition):

Le, Anh-Thuy H. “The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents.” 2014. Web. 21 Nov 2019.

Vancouver:

Le AH. The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents. [Internet] [Thesis]. Virginia Commonwealth University; 2014. [cited 2019 Nov 21]. Available from: https://scholarscompass.vcu.edu/etd/3606.

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

Council of Science Editors:

Le AH. The Relation Between Peer Victimization and Changes in Trauma Symptoms in Adolescents. [Thesis]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3606

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


University of Minnesota

6. Snyder, Seth. Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families.

Degree: PhD, Educational Policy and Administration, 2017, University of Minnesota

 College persistence and completion rates for students from families earning low incomes are consistently lower than for students from wealthy families. Some of these inequitable… (more)

Subjects/Keywords: belonging; college choice; fit; low-income; persistence; SES

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APA (6th Edition):

Snyder, S. (2017). Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190493

Chicago Manual of Style (16th Edition):

Snyder, Seth. “Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 21, 2019. http://hdl.handle.net/11299/190493.

MLA Handbook (7th Edition):

Snyder, Seth. “Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families.” 2017. Web. 21 Nov 2019.

Vancouver:

Snyder S. Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/11299/190493.

Council of Science Editors:

Snyder S. Should I Stay or Should I Go? : Fit, Belonging, and College Persistence Decisions for Students from Low-Income Families. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190493


Duquesne University

7. Switalski, Sarah O'Neill. An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children.

Degree: PhD, School Psychology, 2012, Duquesne University

 This study examined the additive benefit of parent dialogic reading techniques in older, high-risk preschool children using multiple baseline design across participants, a single subject(more)

Subjects/Keywords: Dialogic reading; Low-SES; Parent; Preschool; Single-subject; Vocabulary

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APA (6th Edition):

Switalski, S. O. (2012). An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1259

Chicago Manual of Style (16th Edition):

Switalski, Sarah O'Neill. “An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children.” 2012. Doctoral Dissertation, Duquesne University. Accessed November 21, 2019. https://dsc.duq.edu/etd/1259.

MLA Handbook (7th Edition):

Switalski, Sarah O'Neill. “An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children.” 2012. Web. 21 Nov 2019.

Vancouver:

Switalski SO. An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2019 Nov 21]. Available from: https://dsc.duq.edu/etd/1259.

Council of Science Editors:

Switalski SO. An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1259


University of Southern California

8. García, Victor. Play-testing a video game prototype with low-SES college-bound urban high school students.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This study identified five prevailing themes that emerged from observations of play-testing the paper prototype of a pending video game. The objective of the game… (more)

Subjects/Keywords: college access; low-SES; high school students; urban students

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APA (6th Edition):

García, V. (2010). Play-testing a video game prototype with low-SES college-bound urban high school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081

Chicago Manual of Style (16th Edition):

García, Victor. “Play-testing a video game prototype with low-SES college-bound urban high school students.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081.

MLA Handbook (7th Edition):

García, Victor. “Play-testing a video game prototype with low-SES college-bound urban high school students.” 2010. Web. 21 Nov 2019.

Vancouver:

García V. Play-testing a video game prototype with low-SES college-bound urban high school students. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081.

Council of Science Editors:

García V. Play-testing a video game prototype with low-SES college-bound urban high school students. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/410060/rec/5081


Northeastern University

9. Schaffling, Steven. The effect of learning communities on retention of Pell Grant eligible students in private higher education.

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

 This study sought to define the current state of higher education for low socioeconomic status (SES) students, the effects of learning communities in higher education,… (more)

Subjects/Keywords: integration; learning communities; low socioeconomic; persistence; retention; SES

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APA (6th Edition):

Schaffling, S. (2018). The effect of learning communities on retention of Pell Grant eligible students in private higher education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289762

Chicago Manual of Style (16th Edition):

Schaffling, Steven. “The effect of learning communities on retention of Pell Grant eligible students in private higher education.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 21, 2019. http://hdl.handle.net/2047/D20289762.

MLA Handbook (7th Edition):

Schaffling, Steven. “The effect of learning communities on retention of Pell Grant eligible students in private higher education.” 2018. Web. 21 Nov 2019.

Vancouver:

Schaffling S. The effect of learning communities on retention of Pell Grant eligible students in private higher education. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2047/D20289762.

Council of Science Editors:

Schaffling S. The effect of learning communities on retention of Pell Grant eligible students in private higher education. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289762


University of Texas – Austin

10. -2096-3643. The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin.

Degree: MA, Educational Psychology, 2017, University of Texas – Austin

 Previous studies have found that students’ college experiences differ vastly depending on their socioeconomic status (SES), not only in their academic achievement (Chen & Carroll,… (more)

Subjects/Keywords: Program evaluation; Low-SES students; College adjustment; Mentoring system

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APA (6th Edition):

-2096-3643. (2017). The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62452

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

Chicago Manual of Style (16th Edition):

-2096-3643. “The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin.” 2017. Masters Thesis, University of Texas – Austin. Accessed November 21, 2019. http://hdl.handle.net/2152/62452.

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

MLA Handbook (7th Edition):

-2096-3643. “The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin.” 2017. Web. 21 Nov 2019.

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

Vancouver:

-2096-3643. The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2152/62452.

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

Council of Science Editors:

-2096-3643. The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62452

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


University of California – San Diego

11. Gonzalez, Marybel Robledo. Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children.

Degree: Cognitive Science, 2017, University of California – San Diego

 The acquisition of a second language often occurs during early childhood, a period of dynamic change in cognitive, language, and brain development.  This thesis examined… (more)

Subjects/Keywords: Neurosciences; Cognitive psychology; Anterior Cingulum; Bilingualism; Executive Function; Low SES; White Matter

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APA (6th Edition):

Gonzalez, M. R. (2017). Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/8p1840nr

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):

Gonzalez, Marybel Robledo. “Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children.” 2017. Thesis, University of California – San Diego. Accessed November 21, 2019. http://www.escholarship.org/uc/item/8p1840nr.

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

MLA Handbook (7th Edition):

Gonzalez, Marybel Robledo. “Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children.” 2017. Web. 21 Nov 2019.

Vancouver:

Gonzalez MR. Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Nov 21]. Available from: http://www.escholarship.org/uc/item/8p1840nr.

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

Council of Science Editors:

Gonzalez MR. Language Experience and Socioeconomic Status (SES): Implications for Language, Cognitive, and Brain Development in Bilingual Children. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/8p1840nr

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


University of Southern California

12. Stender, Robert Holoua. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics… (more)

Subjects/Keywords: cultural identity; culturally relevant pedagogy; culture-based education; multicultural education; low SES

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APA (6th Edition):

Stender, R. H. (2010). Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714

Chicago Manual of Style (16th Edition):

Stender, Robert Holoua. “Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714.

MLA Handbook (7th Edition):

Stender, Robert Holoua. “Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School.” 2010. Web. 21 Nov 2019.

Vancouver:

Stender RH. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714.

Council of Science Editors:

Stender RH. Kū i ke ao: Hawaiian cultural identity and student progress at Kamehameha Elementary School. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313977/rec/3714

13. Blowes, Michael. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.

Degree: Doctor of Education (EdD), 2017, Australian Catholic University

  The purpose of the research was to explore how leaders and teachers of low socio-economic status (SES) Catholic secondary schools engaged with a system… (more)

Subjects/Keywords: building capacity; school improvement; leadership for learning; low SES schools; middle leaders; reform; Educational Leadership

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APA (6th Edition):

Blowes, M. (2017). Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/667

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):

Blowes, Michael. “Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.” 2017. Thesis, Australian Catholic University. Accessed November 21, 2019. https://researchbank.acu.edu.au/theses/667.

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

MLA Handbook (7th Edition):

Blowes, Michael. “Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools.” 2017. Web. 21 Nov 2019.

Vancouver:

Blowes M. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. [Internet] [Thesis]. Australian Catholic University; 2017. [cited 2019 Nov 21]. Available from: https://researchbank.acu.edu.au/theses/667.

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

Council of Science Editors:

Blowes M. Building Capacity for Leading Learning in Low Socio-Economic Status Catholic Secondary Schools. [Thesis]. Australian Catholic University; 2017. Available from: https://researchbank.acu.edu.au/theses/667

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


UCLA

14. Garcia-Delmuro, Ces'Ari Racine. Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools.

Degree: Education, 2019, UCLA

 Teachers are the foundation for effectively implementing personalized learning environments. This comparative case study investigated 16 teacher’s experiences with a personalized learning program by focusing… (more)

Subjects/Keywords: Education; Curriculum development; blended learning; low SES; online learning; personalized learning; teachers

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APA (6th Edition):

Garcia-Delmuro, C. R. (2019). Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/41p604kb

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):

Garcia-Delmuro, Ces'Ari Racine. “Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools.” 2019. Thesis, UCLA. Accessed November 21, 2019. http://www.escholarship.org/uc/item/41p604kb.

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

MLA Handbook (7th Edition):

Garcia-Delmuro, Ces'Ari Racine. “Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools.” 2019. Web. 21 Nov 2019.

Vancouver:

Garcia-Delmuro CR. Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Nov 21]. Available from: http://www.escholarship.org/uc/item/41p604kb.

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

Council of Science Editors:

Garcia-Delmuro CR. Teacher Experience with Personalized Learning: Training, Program Elements, and Teacher Role at Two Low SES Schools. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/41p604kb

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


University of Florida

15. Lake, Jenna ( author ). Strategies used to recruit and retain band students in urban schools.

Degree: M.M, Music Education, 2015, University of Florida

 The purpose of this multiple case study research was to examine recruitment and retention strategies used by successful urban school band directors. Participants were four… (more)

Subjects/Keywords: urban  – band  – recruitment  – retention  – multiple case study research  – low-SES  – instrument acquisition  – administrative support

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APA (6th Edition):

Lake, J. (. a. ). (2015). Strategies used to recruit and retain band students in urban schools. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00061610

Chicago Manual of Style (16th Edition):

Lake, Jenna ( author ). “Strategies used to recruit and retain band students in urban schools.” 2015. Masters Thesis, University of Florida. Accessed November 21, 2019. http://ufdc.ufl.edu/AA00061610.

MLA Handbook (7th Edition):

Lake, Jenna ( author ). “Strategies used to recruit and retain band students in urban schools.” 2015. Web. 21 Nov 2019.

Vancouver:

Lake J(a). Strategies used to recruit and retain band students in urban schools. [Internet] [Masters thesis]. University of Florida; 2015. [cited 2019 Nov 21]. Available from: http://ufdc.ufl.edu/AA00061610.

Council of Science Editors:

Lake J(a). Strategies used to recruit and retain band students in urban schools. [Masters Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/AA00061610


Utah State University

16. DeBruler, Amy L. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.

Degree: Educational Specialist (EdS), Psychology, 2019, Utah State University

  College students who are from low income families, have disabilities, or are the first in their family to attend college are more likely to… (more)

Subjects/Keywords: Self-Efficacy; Student Support Services; First Generation; Low SES; Disability; Education; Psychology

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APA (6th Edition):

DeBruler, A. L. (2019). The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7507

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):

DeBruler, Amy L. “The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.” 2019. Thesis, Utah State University. Accessed November 21, 2019. https://digitalcommons.usu.edu/etd/7507.

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

MLA Handbook (7th Edition):

DeBruler, Amy L. “The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.” 2019. Web. 21 Nov 2019.

Vancouver:

DeBruler AL. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. [Internet] [Thesis]. Utah State University; 2019. [cited 2019 Nov 21]. Available from: https://digitalcommons.usu.edu/etd/7507.

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

Council of Science Editors:

DeBruler AL. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. [Thesis]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7507

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


Humboldt State University

17. Stonebarger, Brittany Lynn. A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach.

Degree: 2015, Humboldt State University

 This project presents evidence as to my competency within the ten domains of professional knowledge and practice set forth by the School Psychology Program at… (more)

Subjects/Keywords: Developmental psychopathology; Ecological theory; School psychology; School psychology internship; Mental health; Working with students; Low SES students

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APA (6th Edition):

Stonebarger, B. L. (2015). A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/143681

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):

Stonebarger, Brittany Lynn. “A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach.” 2015. Thesis, Humboldt State University. Accessed November 21, 2019. http://hdl.handle.net/10211.3/143681.

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

MLA Handbook (7th Edition):

Stonebarger, Brittany Lynn. “A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach.” 2015. Web. 21 Nov 2019.

Vancouver:

Stonebarger BL. A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach. [Internet] [Thesis]. Humboldt State University; 2015. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10211.3/143681.

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

Council of Science Editors:

Stonebarger BL. A school psychologist interns??? journey: assisting low ses and culturally diverse students across the ten domains of practice through an ecological/developmental pathological, problem -solving, multi-disciplinary approach. [Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/143681

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

18. Phillips, Jennifer. Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV.

Degree: MPH, Public Health, 2015, Georgia State University

  Historically, the Black church has acted as the leader and social service provider in the black community. Despite the church’s successes in providing support… (more)

Subjects/Keywords: black church; HIV; low SES; homophobia

…especially low income, urban communities will be at an advantage due to their close ties and… …interventions to target (19). Another target group is AAs that live in low-income, urban… …SES), many moved to the wealthier suburbs and needed to travel back to their urban… …as low 27 Dissonance and Accord between Black Faith Leaders’ and Community Members… …Perceptions of Structural and Institutional Barriers in HIV SES, ethnicity, HIV risk and substance… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Phillips, J. (2015). Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/iph_theses/416

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):

Phillips, Jennifer. “Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV.” 2015. Thesis, Georgia State University. Accessed November 21, 2019. https://scholarworks.gsu.edu/iph_theses/416.

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

MLA Handbook (7th Edition):

Phillips, Jennifer. “Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV.” 2015. Web. 21 Nov 2019.

Vancouver:

Phillips J. Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Nov 21]. Available from: https://scholarworks.gsu.edu/iph_theses/416.

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

Council of Science Editors:

Phillips J. Dissonance and Accord Between Black Faith Leaders’ and Community Members’ Perceptions of Structural and Institutional Barriers in HIV. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/iph_theses/416

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


University of Louisville

19. Wisman, Richard Aaron. Diversity for diversity's sake? The relationship between diversity and school-level academic achievement.

Degree: EdD, 2017, University of Louisville

  There is contention among researchers about how to best operationalize socioeconomic status (SES). This study seeks to provide an explicit definition of one metric… (more)

Subjects/Keywords: academic achievement; low SES students; ordinary least squares regression; school integration; socioeconomic diversity; student assignment plan; Educational Leadership

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APA (6th Edition):

Wisman, R. A. (2017). Diversity for diversity's sake? The relationship between diversity and school-level academic achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2786 ; https://ir.library.louisville.edu/etd/2786

Chicago Manual of Style (16th Edition):

Wisman, Richard Aaron. “Diversity for diversity's sake? The relationship between diversity and school-level academic achievement.” 2017. Doctoral Dissertation, University of Louisville. Accessed November 21, 2019. 10.18297/etd/2786 ; https://ir.library.louisville.edu/etd/2786.

MLA Handbook (7th Edition):

Wisman, Richard Aaron. “Diversity for diversity's sake? The relationship between diversity and school-level academic achievement.” 2017. Web. 21 Nov 2019.

Vancouver:

Wisman RA. Diversity for diversity's sake? The relationship between diversity and school-level academic achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2019 Nov 21]. Available from: 10.18297/etd/2786 ; https://ir.library.louisville.edu/etd/2786.

Council of Science Editors:

Wisman RA. Diversity for diversity's sake? The relationship between diversity and school-level academic achievement. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2786 ; https://ir.library.louisville.edu/etd/2786


University of Tennessee – Knoxville

20. Shorter, Rebecca Lee. Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities.

Degree: MA, Psychology, 2016, University of Tennessee – Knoxville

  Objective: Poor family functioning and parenting practices are often linked to poor adjustment outcomes for children and adolescents. We examined the association between relational… (more)

Subjects/Keywords: Family Environment; Rural; Extracurricular Activity; Adolescent; Low SES; Family Functioning; Child Psychology; Developmental Psychology; Multicultural Psychology

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APA (6th Edition):

Shorter, R. L. (2016). Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/4307

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):

Shorter, Rebecca Lee. “Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities.” 2016. Thesis, University of Tennessee – Knoxville. Accessed November 21, 2019. https://trace.tennessee.edu/utk_gradthes/4307.

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

MLA Handbook (7th Edition):

Shorter, Rebecca Lee. “Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities.” 2016. Web. 21 Nov 2019.

Vancouver:

Shorter RL. Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities. [Internet] [Thesis]. University of Tennessee – Knoxville; 2016. [cited 2019 Nov 21]. Available from: https://trace.tennessee.edu/utk_gradthes/4307.

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

Council of Science Editors:

Shorter RL. Family Environment Variables and Adjustment Outcomes in Appalachian Youth: The Moderating Role of Participation in Extracurricular Activities. [Thesis]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_gradthes/4307

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


University of Houston

21. Burrow, Lauren 1981-. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This narrative inquiry attempts to explore the researcher’s passion and connection to theatre arts education, the review of literature that supports the need for the… (more)

Subjects/Keywords: theatre arts education; arts advocacy; arts for all; arts for low SES students; benefits of theatre arts; Teachers Training of

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APA (6th Edition):

Burrow, L. 1. (2012). A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/632

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):

Burrow, Lauren 1981-. “A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.” 2012. Thesis, University of Houston. Accessed November 21, 2019. http://hdl.handle.net/10657/632.

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

MLA Handbook (7th Edition):

Burrow, Lauren 1981-. “A Narrative Exploration of Offering Theatre Arts Education to Low SES Students.” 2012. Web. 21 Nov 2019.

Vancouver:

Burrow L1. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10657/632.

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

Council of Science Editors:

Burrow L1. A Narrative Exploration of Offering Theatre Arts Education to Low SES Students. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/632

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

22. [No author]. Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools .

Degree: 2014, Washington State University

 This qualitative study examined the cognition and practices of four teachers teaching in low -SES schools. The four case studies were comprised of three elementary… (more)

Subjects/Keywords: Education; instructional practice; low-SES; teacher cognition

…that certain practices are successful with low socioeconomic (SES) students… …easy for educators to adopt a perception that students from low-SES homes are less able to… …sought to reveal patterns in teacher cognition and teacher practices in two low-SES schools… …existed between cognition and practice in two low-SES schools. Literature in the field… …potential from a low-SES household impact student achievement. This study sought to understand… 

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APA (6th Edition):

author], [. (2014). Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5197

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. “Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools .” 2014. Thesis, Washington State University. Accessed November 21, 2019. http://hdl.handle.net/2376/5197.

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. “Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools .” 2014. Web. 21 Nov 2019.

Vancouver:

author] [. Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools . [Internet] [Thesis]. Washington State University; 2014. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2376/5197.

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

Council of Science Editors:

author] [. Teacher Cognition: Four Case Studies of Teachers in Low-SES Schools . [Thesis]. Washington State University; 2014. Available from: http://hdl.handle.net/2376/5197

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


Western Michigan University

23. Mabin, Timothy Brian, Jr. Student-Teacher Connection, Race, and Relationships to Academic Achievement.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  Urban, primarily minority and low-SES students continue to lag behind their suburban white non-low SES counterparts in terms of academic achievement. Some previous research… (more)

Subjects/Keywords: Student-teacher connection; race; academic achievement; urban students; low-SES students; high school students; Educational Leadership; Educational Methods; Urban Education

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APA (6th Edition):

Mabin, Timothy Brian, J. (2016). Student-Teacher Connection, Race, and Relationships to Academic Achievement. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1416

Chicago Manual of Style (16th Edition):

Mabin, Timothy Brian, Jr. “Student-Teacher Connection, Race, and Relationships to Academic Achievement.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 21, 2019. https://scholarworks.wmich.edu/dissertations/1416.

MLA Handbook (7th Edition):

Mabin, Timothy Brian, Jr. “Student-Teacher Connection, Race, and Relationships to Academic Achievement.” 2016. Web. 21 Nov 2019.

Vancouver:

Mabin, Timothy Brian J. Student-Teacher Connection, Race, and Relationships to Academic Achievement. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 21]. Available from: https://scholarworks.wmich.edu/dissertations/1416.

Council of Science Editors:

Mabin, Timothy Brian J. Student-Teacher Connection, Race, and Relationships to Academic Achievement. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1416


Rice University

24. Freeman Cenegy, Laura. Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES.

Degree: MA, Social Sciences, 2015, Rice University

 The current study applies Cumulative Inequality theory to investigate whether differences in black, white, and Hispanics mothers’ early life socioeconomic status (SES) account for disparities… (more)

Subjects/Keywords: birthweight; low birthweight; LBW; race; ethnicity; health disparities; cumulative inequality; life course; early life; childhood; socioeconomic status; SES

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APA (6th Edition):

Freeman Cenegy, L. (2015). Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/87875

Chicago Manual of Style (16th Edition):

Freeman Cenegy, Laura. “Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES.” 2015. Masters Thesis, Rice University. Accessed November 21, 2019. http://hdl.handle.net/1911/87875.

MLA Handbook (7th Edition):

Freeman Cenegy, Laura. “Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES.” 2015. Web. 21 Nov 2019.

Vancouver:

Freeman Cenegy L. Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES. [Internet] [Masters thesis]. Rice University; 2015. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/1911/87875.

Council of Science Editors:

Freeman Cenegy L. Cumulative Inequality and Race/Ethnic Disparities in Low Birthweight: Differences by Early Life SES. [Masters Thesis]. Rice University; 2015. Available from: http://hdl.handle.net/1911/87875


University of Central Florida

25. Copelin, Anthony. Meeting the Needs of Students Through a Targeted Professional Development.

Degree: 2014, University of Central Florida

 This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable… (more)

Subjects/Keywords: Professional development; low ses; reading; language; Education; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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APA (6th Edition):

Copelin, A. (2014). Meeting the Needs of Students Through a Targeted Professional Development. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4765

Chicago Manual of Style (16th Edition):

Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Doctoral Dissertation, University of Central Florida. Accessed November 21, 2019. https://stars.library.ucf.edu/etd/4765.

MLA Handbook (7th Edition):

Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Web. 21 Nov 2019.

Vancouver:

Copelin A. Meeting the Needs of Students Through a Targeted Professional Development. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Nov 21]. Available from: https://stars.library.ucf.edu/etd/4765.

Council of Science Editors:

Copelin A. Meeting the Needs of Students Through a Targeted Professional Development. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4765


Bowling Green State University

26. Rusnak, Emily S. Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program.

Degree: PhD, Communication Disorders/Speech-Language Pathology, 2011, Bowling Green State University

  The purpose of this study was to investigate the feasibility of a novel parent language stimulation program for parents of toddlers living in low-income… (more)

Subjects/Keywords: Early Childhood Education; Language; Speech Therapy; language development; toddlers; early intervention; poverty; Low-SES; low-income; speech-language pathology; language stimulation; parent education; intervention

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APA (6th Edition):

Rusnak, E. S. (2011). Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300740540

Chicago Manual of Style (16th Edition):

Rusnak, Emily S. “Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program.” 2011. Doctoral Dissertation, Bowling Green State University. Accessed November 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300740540.

MLA Handbook (7th Edition):

Rusnak, Emily S. “Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program.” 2011. Web. 21 Nov 2019.

Vancouver:

Rusnak ES. Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program. [Internet] [Doctoral dissertation]. Bowling Green State University; 2011. [cited 2019 Nov 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300740540.

Council of Science Editors:

Rusnak ES. Addressing the Effects of Poverty on Early Language Development: A Feasibility Study for a Novel Parent Language Stimulation Program. [Doctoral Dissertation]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300740540


University of Florida

27. Delucca, Teri. Development of Executive Functions in Low-Income Children A Preliminary Investigation.

Degree: MS, Psychology, 2009, University of Florida

 Children from lower-income families are at an increased risk for delays in academic achievement and cognitive development. This goal of this study was to examine… (more)

Subjects/Keywords: Business executives; Child development; Child psychology; High income; Income effect; Income level; Low income; Low income families; Mathematics; Working memory; cognition, development, ef, income, planning, ses, tol

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APA (6th Edition):

Delucca, T. (2009). Development of Executive Functions in Low-Income Children A Preliminary Investigation. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022751

Chicago Manual of Style (16th Edition):

Delucca, Teri. “Development of Executive Functions in Low-Income Children A Preliminary Investigation.” 2009. Masters Thesis, University of Florida. Accessed November 21, 2019. http://ufdc.ufl.edu/UFE0022751.

MLA Handbook (7th Edition):

Delucca, Teri. “Development of Executive Functions in Low-Income Children A Preliminary Investigation.” 2009. Web. 21 Nov 2019.

Vancouver:

Delucca T. Development of Executive Functions in Low-Income Children A Preliminary Investigation. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Nov 21]. Available from: http://ufdc.ufl.edu/UFE0022751.

Council of Science Editors:

Delucca T. Development of Executive Functions in Low-Income Children A Preliminary Investigation. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0022751


Seton Hall University

28. Panichi-Raimondi, Michelle. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2016, Seton Hall University

  Abstract Even though there is an abundant amount of leadership research exploring the nature of principal leadership behaviors and its impacts on student achievement,… (more)

Subjects/Keywords: High Schools; Low SES; McRel's 21 Leadership Behaviors; New Jersey; Teachers Perceptions; Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Panichi-Raimondi, M. (2016). Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2201

Chicago Manual of Style (16th Edition):

Panichi-Raimondi, Michelle. “Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.” 2016. Doctoral Dissertation, Seton Hall University. Accessed November 21, 2019. http://scholarship.shu.edu/dissertations/2201.

MLA Handbook (7th Edition):

Panichi-Raimondi, Michelle. “Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers.” 2016. Web. 21 Nov 2019.

Vancouver:

Panichi-Raimondi M. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Nov 21]. Available from: http://scholarship.shu.edu/dissertations/2201.

Council of Science Editors:

Panichi-Raimondi M. Which of McRel's 21 Leadership Behaviors Contribute to Successful High Schools in Low SES Areas in New Jersey from the Perception of New Jersey High School Teachers. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2201


University of Florida

29. Goodman, Rachael. Academic Achievement and Traumatic Stress among Primary School Students.

Degree: PhD, Mental Health Counseling - Counselor Education, 2009, University of Florida

 The purpose of this study was to examine the relationship between traumatic stress and the academic achievement of primary school students. National educational achievement statistics… (more)

Subjects/Keywords: Academic achievement; African American culture; African American studies; Asians; High socioeconomic status; Individualized education programs; Low socioeconomic status; Schools; Socioeconomic status; Symptomatology; academic, achievement, counseling, culture, gender, ses, trauma

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

APA (6th Edition):

Goodman, R. (2009). Academic Achievement and Traumatic Stress among Primary School Students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024332

Chicago Manual of Style (16th Edition):

Goodman, Rachael. “Academic Achievement and Traumatic Stress among Primary School Students.” 2009. Doctoral Dissertation, University of Florida. Accessed November 21, 2019. http://ufdc.ufl.edu/UFE0024332.

MLA Handbook (7th Edition):

Goodman, Rachael. “Academic Achievement and Traumatic Stress among Primary School Students.” 2009. Web. 21 Nov 2019.

Vancouver:

Goodman R. Academic Achievement and Traumatic Stress among Primary School Students. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 21]. Available from: http://ufdc.ufl.edu/UFE0024332.

Council of Science Editors:

Goodman R. Academic Achievement and Traumatic Stress among Primary School Students. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024332


Virginia Tech

30. Stimpson, Matthew. Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.

Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech

 This study examined whether measures of social capital were significant predictors of enrollment in postsecondary education for students from a low SES background. Results take… (more)

Subjects/Keywords: Social Capital; Hierarchical Linear Modeling; Low SES; Enrollment in Postsecondary Education

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

APA (6th Edition):

Stimpson, M. (2009). Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26525

Chicago Manual of Style (16th Edition):

Stimpson, Matthew. “Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.” 2009. Doctoral Dissertation, Virginia Tech. Accessed November 21, 2019. http://hdl.handle.net/10919/26525.

MLA Handbook (7th Edition):

Stimpson, Matthew. “Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.” 2009. Web. 21 Nov 2019.

Vancouver:

Stimpson M. Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10919/26525.

Council of Science Editors:

Stimpson M. Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26525

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