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You searched for subject:(post secondary). Showing records 1 – 30 of 408 total matches.

[1] [2] [3] [4] [5] … [14]

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University of Manitoba

1. Koshyk, Jamie. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.

Degree: Family Social Sciences, 2012, University of Manitoba

 The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and… (more)

Subjects/Keywords: Aboriginal; education; culture; post-secondary

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APA (6th Edition):

Koshyk, J. (2012). Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/8621

Chicago Manual of Style (16th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Masters Thesis, University of Manitoba. Accessed July 14, 2020. http://hdl.handle.net/1993/8621.

MLA Handbook (7th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Web. 14 Jul 2020.

Vancouver:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1993/8621.

Council of Science Editors:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/8621


University of Illinois – Chicago

2. McClennen, Molly. Alignment of Literacy Tasks in College and University Transitional Classes.

Degree: 2016, University of Illinois – Chicago

 This qualitative case study provided insights into how the reading and writing done in transitional classes aligned with the reading and writing done in gateway… (more)

Subjects/Keywords: post-secondary; literacy; alignment

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APA (6th Edition):

McClennen, M. (2016). Alignment of Literacy Tasks in College and University Transitional Classes. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21559

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):

McClennen, Molly. “Alignment of Literacy Tasks in College and University Transitional Classes.” 2016. Thesis, University of Illinois – Chicago. Accessed July 14, 2020. http://hdl.handle.net/10027/21559.

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

MLA Handbook (7th Edition):

McClennen, Molly. “Alignment of Literacy Tasks in College and University Transitional Classes.” 2016. Web. 14 Jul 2020.

Vancouver:

McClennen M. Alignment of Literacy Tasks in College and University Transitional Classes. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10027/21559.

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

Council of Science Editors:

McClennen M. Alignment of Literacy Tasks in College and University Transitional Classes. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21559

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


Virginia Commonwealth University

3. Achola, Edwin. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.

Degree: PhD, Education, 2013, Virginia Commonwealth University

 The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account… (more)

Subjects/Keywords: Post-secondary education; Education

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APA (6th Edition):

Achola, E. (2013). COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/SWSJ-M623 ; https://scholarscompass.vcu.edu/etd/3199

Chicago Manual of Style (16th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 14, 2020. https://doi.org/10.25772/SWSJ-M623 ; https://scholarscompass.vcu.edu/etd/3199.

MLA Handbook (7th Edition):

Achola, Edwin. “COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES.” 2013. Web. 14 Jul 2020.

Vancouver:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2020 Jul 14]. Available from: https://doi.org/10.25772/SWSJ-M623 ; https://scholarscompass.vcu.edu/etd/3199.

Council of Science Editors:

Achola E. COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://doi.org/10.25772/SWSJ-M623 ; https://scholarscompass.vcu.edu/etd/3199


University of Toronto

4. Zietara, Sandra. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.

Degree: 2016, University of Toronto

This study examined the transition from secondary to post-secondary mathematics, through the investigation of first-year and second-year calculus courses. Voluntary participants from a second-year calculus… (more)

Subjects/Keywords: Calculus; Post-secondary; Secondary; Transition; 0280

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APA (6th Edition):

Zietara, S. (2016). Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72843

Chicago Manual of Style (16th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Masters Thesis, University of Toronto. Accessed July 14, 2020. http://hdl.handle.net/1807/72843.

MLA Handbook (7th Edition):

Zietara, Sandra. “Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success.” 2016. Web. 14 Jul 2020.

Vancouver:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1807/72843.

Council of Science Editors:

Zietara S. Secondary to Post-secondary Mathematics: Factors Perceived by Students as Inhibitors and Enablers to their Success. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72843


Royal Roads University

5. Joseph, Derik. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .

Degree: 2013, Royal Roads University

 These stories of successful First Nations students, from a First Nations student technical staff and graduate student, allow for a unique Indigenous perspective to contribute… (more)

Subjects/Keywords: Communication; Education; First Nations; Indigenous; Post-secondary institutions; Post-secondary students

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APA (6th Edition):

Joseph, D. (2013). How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/645

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):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Thesis, Royal Roads University. Accessed July 14, 2020. http://hdl.handle.net/10170/645.

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

MLA Handbook (7th Edition):

Joseph, Derik. “How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? .” 2013. Web. 14 Jul 2020.

Vancouver:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10170/645.

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

Council of Science Editors:

Joseph D. How are the aspirations of British Columbia Institute of Technology First Nations students defined by their indigenous perspective? . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/645

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


Royal Roads University

6. Done Choudhury, Anna. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .

Degree: 2015, Royal Roads University

 International students face challenges and barriers to successful educational experiences in Canada for various reasons. With pressure from the Canadian Federal government to increase international… (more)

Subjects/Keywords: adaptation; Canada; intercultural; international; post-secondary; students

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APA (6th Edition):

Done Choudhury, A. (2015). Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/797

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):

Done Choudhury, Anna. “Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .” 2015. Thesis, Royal Roads University. Accessed July 14, 2020. http://hdl.handle.net/10170/797.

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

MLA Handbook (7th Edition):

Done Choudhury, Anna. “Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada .” 2015. Web. 14 Jul 2020.

Vancouver:

Done Choudhury A. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10170/797.

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

Council of Science Editors:

Done Choudhury A. Identifying behaviours and attitudes that contribute to successful negotiation of International student experience in Canada . [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/797

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


University of Wisconsin – La Cross

7. DeVitis, Celia. Social networking and physical activity levels among young adults.

Degree: 2018, University of Wisconsin – La Cross

 This study examined how posting daily pictures of physical activity (PA) to social networking sites (SNS), influenced young adults PA levels and motivational profiles. Participants… (more)

Subjects/Keywords: Physical activity; Social networking; Post-secondary students

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APA (6th Edition):

DeVitis, C. (2018). Social networking and physical activity levels among young adults. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/78852

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):

DeVitis, Celia. “Social networking and physical activity levels among young adults.” 2018. Thesis, University of Wisconsin – La Cross. Accessed July 14, 2020. http://digital.library.wisc.edu/1793/78852.

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

MLA Handbook (7th Edition):

DeVitis, Celia. “Social networking and physical activity levels among young adults.” 2018. Web. 14 Jul 2020.

Vancouver:

DeVitis C. Social networking and physical activity levels among young adults. [Internet] [Thesis]. University of Wisconsin – La Cross; 2018. [cited 2020 Jul 14]. Available from: http://digital.library.wisc.edu/1793/78852.

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

Council of Science Editors:

DeVitis C. Social networking and physical activity levels among young adults. [Thesis]. University of Wisconsin – La Cross; 2018. Available from: http://digital.library.wisc.edu/1793/78852

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

8. Jones, Keltie. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.

Degree: 2015, Athabasca University

In this dissertation, I present a study of how faculty and administration make sense of the strategic planning process. Strategic planning is a common activity… (more)

Subjects/Keywords: strategic planning; critical sensemaking; post-secondary management

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APA (6th Edition):

Jones, K. (2015). Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/182

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):

Jones, Keltie. “Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.” 2015. Thesis, Athabasca University. Accessed July 14, 2020. http://hdl.handle.net/10791/182.

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

MLA Handbook (7th Edition):

Jones, Keltie. “Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process.” 2015. Web. 14 Jul 2020.

Vancouver:

Jones K. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. [Internet] [Thesis]. Athabasca University; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10791/182.

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

Council of Science Editors:

Jones K. Making sense of strategic planning: An examination of the meaning and impact of a university's strategic planning process. [Thesis]. Athabasca University; 2015. Available from: http://hdl.handle.net/10791/182

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


University of North Texas

9. Hamilton, Elissa R. The Effects of Homework Sessions on Undergraduate Students' Homework Performance.

Degree: 2013, University of North Texas

 Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis… (more)

Subjects/Keywords: Homework; office hours; post-secondary education

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APA (6th Edition):

Hamilton, E. R. (2013). The Effects of Homework Sessions on Undergraduate Students' Homework Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271826/

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):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Thesis, University of North Texas. Accessed July 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

MLA Handbook (7th Edition):

Hamilton, Elissa R. “The Effects of Homework Sessions on Undergraduate Students' Homework Performance.” 2013. Web. 14 Jul 2020.

Vancouver:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Jul 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/.

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

Council of Science Editors:

Hamilton ER. The Effects of Homework Sessions on Undergraduate Students' Homework Performance. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271826/

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


University of Victoria

10. Haley, Wendy. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.

Degree: School of Social Work, 2015, University of Victoria

Post secondary institutions are a product of, and teach colonial ontology, epistemology and axiology. Because of this, there is significant under-representation of Indigenous students who… (more)

Subjects/Keywords: decolonization; indigenization; ktunaxa; post secondary; education

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APA (6th Edition):

Haley, W. (2015). De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6639

Chicago Manual of Style (16th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Masters Thesis, University of Victoria. Accessed July 14, 2020. http://hdl.handle.net/1828/6639.

MLA Handbook (7th Edition):

Haley, Wendy. “De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions.” 2015. Web. 14 Jul 2020.

Vancouver:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1828/6639.

Council of Science Editors:

Haley W. De-Colonizing Post Secondary Education: Using Ktunaxa students’ experiences to inform decolonization processes of post secondary institutions. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6639


University of New Mexico

11. Lozano, Marvin F. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.

Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico

 This exploratory study examines students perceptions of faculty involvement at a New Mexico community college and contributes to the existing literature and professional practice in… (more)

Subjects/Keywords: students' perceptions; faculty involvement; post-secondary education

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

APA (6th Edition):

Lozano, M. F. (2012). Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/21055

Chicago Manual of Style (16th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Doctoral Dissertation, University of New Mexico. Accessed July 14, 2020. http://hdl.handle.net/1928/21055.

MLA Handbook (7th Edition):

Lozano, Marvin F. “Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study.” 2012. Web. 14 Jul 2020.

Vancouver:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1928/21055.

Council of Science Editors:

Lozano MF. Students' Perceptions of Faculty Involvement at a New Mexico Community College: An Exploratory Study. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/21055


University of North Texas

12. Wilson, III, James K. Predictors of College Readiness: an Analysis of the Student Readiness Inventory.

Degree: 2012, University of North Texas

 The purpose of this study was to better predict how a first semester college freshman becomes prepared for college. the theoretical framework guiding this study… (more)

Subjects/Keywords: College readiness; post-secondary; student achievement

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

APA (6th Edition):

Wilson, III, J. K. (2012). Predictors of College Readiness: an Analysis of the Student Readiness Inventory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115181/

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):

Wilson, III, James K. “Predictors of College Readiness: an Analysis of the Student Readiness Inventory.” 2012. Thesis, University of North Texas. Accessed July 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc115181/.

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

MLA Handbook (7th Edition):

Wilson, III, James K. “Predictors of College Readiness: an Analysis of the Student Readiness Inventory.” 2012. Web. 14 Jul 2020.

Vancouver:

Wilson, III JK. Predictors of College Readiness: an Analysis of the Student Readiness Inventory. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Jul 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115181/.

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

Council of Science Editors:

Wilson, III JK. Predictors of College Readiness: an Analysis of the Student Readiness Inventory. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115181/

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


Penn State University

13. Spangler, Shirley Brett. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.

Degree: PhD, Workforce Education and Development, 2014, Penn State University

 This study examined the transition process for identified high school students and the effect of participation in a preparatory clinic that was created to support… (more)

Subjects/Keywords: Transition; Post=secondary Transition; School-to-Work Transition; Workforce Preparedness; Post-secondary Workforce Preparedness

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

APA (6th Edition):

Spangler, S. B. (2014). Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/22391

Chicago Manual of Style (16th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Doctoral Dissertation, Penn State University. Accessed July 14, 2020. https://etda.libraries.psu.edu/catalog/22391.

MLA Handbook (7th Edition):

Spangler, Shirley Brett. “Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students.” 2014. Web. 14 Jul 2020.

Vancouver:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2020 Jul 14]. Available from: https://etda.libraries.psu.edu/catalog/22391.

Council of Science Editors:

Spangler SB. Relationship between participation in a school-to-work transition clinic and workforce preparedness among secondary school students. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/22391


University of Alberta

14. Wong, Andrew Hon Cheung. An Exploratory Study of Resilience in Refugee Post-Secondary Students.

Degree: PhD, Department of Educational Psychology, 2013, University of Alberta

 Refugees are faced with a variety of challenges throughout the migration journey. One unique refugee population that has been neglected in the body of research… (more)

Subjects/Keywords: Refugees; Resilience; Post-Secondary Education; Multicultural Psychology; Post-Secondary Students; International Migration

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

APA (6th Edition):

Wong, A. H. C. (2013). An Exploratory Study of Resilience in Refugee Post-Secondary Students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vm40xs971

Chicago Manual of Style (16th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Doctoral Dissertation, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/vm40xs971.

MLA Handbook (7th Edition):

Wong, Andrew Hon Cheung. “An Exploratory Study of Resilience in Refugee Post-Secondary Students.” 2013. Web. 14 Jul 2020.

Vancouver:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/vm40xs971.

Council of Science Editors:

Wong AHC. An Exploratory Study of Resilience in Refugee Post-Secondary Students. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/vm40xs971


University of Victoria

15. Smith, Andrea J. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.

Degree: Dept. of Curriculum and Instruction, 2012, University of Victoria

 For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these… (more)

Subjects/Keywords: post-secondary barriers; post-secondary studies; high school drop-outs; adult learners; non-traditional learners

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

APA (6th Edition):

Smith, A. J. (2012). Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3815

Chicago Manual of Style (16th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Masters Thesis, University of Victoria. Accessed July 14, 2020. http://hdl.handle.net/1828/3815.

MLA Handbook (7th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Web. 14 Jul 2020.

Vancouver:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1828/3815.

Council of Science Editors:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3815

16. Phillips, Chanel. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.

Degree: PhD, Community Psychology, 2016, National-Louis University

  Adolescent mothers are not a homogenous group. Like non-parenting adolescents they come from various educational and socio-economic backgrounds. Adolescent mothers are generally labelled to… (more)

Subjects/Keywords: African-American adolescent mothers; adolescent mothers; pregnancy; education; post-secondary education; secondary-education; Community Psychology

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

APA (6th Edition):

Phillips, C. (2016). More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/183

Chicago Manual of Style (16th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Doctoral Dissertation, National-Louis University. Accessed July 14, 2020. http://digitalcommons.nl.edu/diss/183.

MLA Handbook (7th Edition):

Phillips, Chanel. “More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education.” 2016. Web. 14 Jul 2020.

Vancouver:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Jul 14]. Available from: http://digitalcommons.nl.edu/diss/183.

Council of Science Editors:

Phillips C. More Than Me: The Voices Of African American Adolescent Mothers And Their Pursuit of Post-Secondary Education. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/183


University of Kansas

17. Heide, Elizabeth Ann. Student and Teacher Attitudes Regarding Advisory.

Degree: EdD, Educational Leadership and Policy Studies, 2017, University of Kansas

 Advisory classes in schools across the country have different meanings and purposes. This dissertation is focused on an Advisory class in an urban setting that… (more)

Subjects/Keywords: Educational leadership; Education; Secondary education; Advisory; Connectivity; Post-Secondary; Relationships; Student Achievment; Urban

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

APA (6th Edition):

Heide, E. A. (2017). Student and Teacher Attitudes Regarding Advisory. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26463

Chicago Manual of Style (16th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 14, 2020. http://hdl.handle.net/1808/26463.

MLA Handbook (7th Edition):

Heide, Elizabeth Ann. “Student and Teacher Attitudes Regarding Advisory.” 2017. Web. 14 Jul 2020.

Vancouver:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/1808/26463.

Council of Science Editors:

Heide EA. Student and Teacher Attitudes Regarding Advisory. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26463


University of North Texas

18. Thomas, Jamie Allison. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.

Degree: 2019, University of North Texas

 Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices… (more)

Subjects/Keywords: Autism spectrum disorders; secondary transition; evidence-based practices; diffusion of innovation; post-secondary outcomes

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

APA (6th Edition):

Thomas, J. A. (2019). Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505238/

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):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Thesis, University of North Texas. Accessed July 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

MLA Handbook (7th Edition):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Web. 14 Jul 2020.

Vancouver:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Jul 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

Council of Science Editors:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/

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

19. Lucas, Adam. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.

Degree: Education Specialist, Education, Leadership and Public Service, 2019, Northen Michigan University

  ABSTRACT THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY By Adam E.… (more)

Subjects/Keywords: Motivation; Student; Impoverished; Rural; Post-Secondary; Free and Reduced Priced Lunch; Poverty; Secondary School

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

APA (6th Edition):

Lucas, A. (2019). THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/584

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):

Lucas, Adam. “THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.” 2019. Thesis, Northen Michigan University. Accessed July 14, 2020. https://commons.nmu.edu/theses/584.

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

MLA Handbook (7th Edition):

Lucas, Adam. “THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY.” 2019. Web. 14 Jul 2020.

Vancouver:

Lucas A. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. [Internet] [Thesis]. Northen Michigan University; 2019. [cited 2020 Jul 14]. Available from: https://commons.nmu.edu/theses/584.

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

Council of Science Editors:

Lucas A. THE HUMAN FACTORS WHICH ACTED AS A DRIVING FORCE FOR INSPIRING IMPOVERISHED, RURAL STUDENTS TO SUCCESSFULLY PURSUE POST-SECONDARY EDUCATIONAL OPPORTUNITY. [Thesis]. Northen Michigan University; 2019. Available from: https://commons.nmu.edu/theses/584

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


Marietta College

20. Schuck, Emily. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.

Degree: MEd, Education, 2007, Marietta College

 My mom goes to college. This statement is becoming a popular answer for many children who are asked what their mothers do for a living.… (more)

Subjects/Keywords: Education, Higher; Enrollment; Nontraditional Female Student; Post Secondary Education; Motivations

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

APA (6th Edition):

Schuck, E. (2007). Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577

Chicago Manual of Style (16th Edition):

Schuck, Emily. “Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.” 2007. Masters Thesis, Marietta College. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577.

MLA Handbook (7th Edition):

Schuck, Emily. “Enrollment Motivations of Nontraditional Female Students in Post Secondary Education.” 2007. Web. 14 Jul 2020.

Vancouver:

Schuck E. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. [Internet] [Masters thesis]. Marietta College; 2007. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577.

Council of Science Editors:

Schuck E. Enrollment Motivations of Nontraditional Female Students in Post Secondary Education. [Masters Thesis]. Marietta College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577


UCLA

21. Drescher, Talya. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2014, UCLA

 ABSTRACT OF THE DISSERTATIONCrossing the Special-General Education Divide at the Post-Secondary Level:Observations and Outcomes of Co-Teaching across CurriculaByTalya Louise DrescherDoctor of Philosophy in Special EducationUniversity… (more)

Subjects/Keywords: Special education; Collaboration; Co-teaching; Post-Secondary; Pre-service; Special Education

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APA (6th Edition):

Drescher, T. (2014). Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9tb2z18z

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):

Drescher, Talya. “Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.” 2014. Thesis, UCLA. Accessed July 14, 2020. http://www.escholarship.org/uc/item/9tb2z18z.

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

MLA Handbook (7th Edition):

Drescher, Talya. “Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula.” 2014. Web. 14 Jul 2020.

Vancouver:

Drescher T. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Jul 14]. Available from: http://www.escholarship.org/uc/item/9tb2z18z.

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

Council of Science Editors:

Drescher T. Crossing the Special-General Education Divide at the Post-Secondary Level: Observations and Outcomes of Co-Teaching across Curricula. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/9tb2z18z

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


University of Saskatchewan

22. McInnes, Kelly Maureen. Understanding the mentoring relationships of women in higher education administration.

Degree: 2010, University of Saskatchewan

 The purpose of this study was to explore the concept of mentoring amongst administrative women in higher education from an appreciative perspective. In 1985, Kathy… (more)

Subjects/Keywords: post-secondary education; university; female; mentorship; mentor; appreciative inquiry

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

APA (6th Edition):

McInnes, K. M. (2010). Understanding the mentoring relationships of women in higher education administration. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09142010-120007

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):

McInnes, Kelly Maureen. “Understanding the mentoring relationships of women in higher education administration.” 2010. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/etd-09142010-120007.

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

MLA Handbook (7th Edition):

McInnes, Kelly Maureen. “Understanding the mentoring relationships of women in higher education administration.” 2010. Web. 14 Jul 2020.

Vancouver:

McInnes KM. Understanding the mentoring relationships of women in higher education administration. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/etd-09142010-120007.

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

Council of Science Editors:

McInnes KM. Understanding the mentoring relationships of women in higher education administration. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09142010-120007

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


University of Saskatchewan

23. Koo, Kristin 1982-. An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan.

Degree: 2017, University of Saskatchewan

 Despite evidence that post-secondary students with disabilities who access support services and accommodations have greater success, many of these students choose not to disclose to… (more)

Subjects/Keywords: Accommodations Post-secondary Students with Disabilities Faculty Willingness University of Saskatchewan

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APA (6th Edition):

Koo, K. 1. (2017). An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7801

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):

Koo, Kristin 1982-. “An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan.” 2017. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/7801.

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

MLA Handbook (7th Edition):

Koo, Kristin 1982-. “An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan.” 2017. Web. 14 Jul 2020.

Vancouver:

Koo K1. An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/7801.

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

Council of Science Editors:

Koo K1. An Examination of Faculty Attitudes and Willingness to Accommodate Students with Disabilities at the University of Saskatchewan. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7801

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


University of Saskatchewan

24. Gokavi, Tara. The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence.

Degree: 2011, University of Saskatchewan

 Why do some first year students continue and others leave before their second year? This has been a pressing question for a number of years.… (more)

Subjects/Keywords: transition; retention; university; persistence; Aboriginal; students; post-secondary; adjustment

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APA (6th Edition):

Gokavi, T. (2011). The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-07132011-211458

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):

Gokavi, Tara. “The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence.” 2011. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/etd-07132011-211458.

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

MLA Handbook (7th Edition):

Gokavi, Tara. “The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence.” 2011. Web. 14 Jul 2020.

Vancouver:

Gokavi T. The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/etd-07132011-211458.

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

Council of Science Editors:

Gokavi T. The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/etd-07132011-211458

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

25. Brandt, Lauren R 1985-. Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs.

Degree: 2016, University of Saskatchewan

 The purpose of this study was to describe and facilitate further understanding of the school experiences (e.g., experiences related to academics, campus culture, and extracurricular… (more)

Subjects/Keywords: post-secondary students; resilience; school experiences; academic success; learners; disability

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APA (6th Edition):

Brandt, L. R. 1. (2016). Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7374

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):

Brandt, Lauren R 1985-. “Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs.” 2016. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/7374.

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

MLA Handbook (7th Edition):

Brandt, Lauren R 1985-. “Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs.” 2016. Web. 14 Jul 2020.

Vancouver:

Brandt LR1. Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/7374.

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

Council of Science Editors:

Brandt LR1. Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7374

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


University of Saskatchewan

26. Bandima, Teddy. Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective.

Degree: 2016, University of Saskatchewan

 The purpose of this dissertation was to explore the experiences of sixteen Sub-Saharan African post-secondary students, and how they were able to succeed in spite… (more)

Subjects/Keywords: Sub-Saharan African; post-secondary education; resilience; well-being

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APA (6th Edition):

Bandima, T. (2016). Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2016-01-2411

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):

Bandima, Teddy. “Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective.” 2016. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/ETD-2016-01-2411.

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

MLA Handbook (7th Edition):

Bandima, Teddy. “Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective.” 2016. Web. 14 Jul 2020.

Vancouver:

Bandima T. Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/ETD-2016-01-2411.

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

Council of Science Editors:

Bandima T. Overcoming Odds: Success Stories of Immigrant [Sub-Saharan African] University Students: A Well-being Perspective. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/ETD-2016-01-2411

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


University of Saskatchewan

27. Mills, Sheryl Dianne. Instructional renovation : integrating a "good idea" in undergraduate classes.

Degree: 2009, University of Saskatchewan

 The integration of an instructional “good idea” in undergraduate classes through the natural and evolutionary process of instruction renovation was the focus of this study.… (more)

Subjects/Keywords: instruction; post-secondary education; faculty development; driving and restraining forces; change

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APA (6th Edition):

Mills, S. D. (2009). Instructional renovation : integrating a "good idea" in undergraduate classes. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04132009-192156

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):

Mills, Sheryl Dianne. “Instructional renovation : integrating a "good idea" in undergraduate classes.” 2009. Thesis, University of Saskatchewan. Accessed July 14, 2020. http://hdl.handle.net/10388/etd-04132009-192156.

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

MLA Handbook (7th Edition):

Mills, Sheryl Dianne. “Instructional renovation : integrating a "good idea" in undergraduate classes.” 2009. Web. 14 Jul 2020.

Vancouver:

Mills SD. Instructional renovation : integrating a "good idea" in undergraduate classes. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10388/etd-04132009-192156.

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

Council of Science Editors:

Mills SD. Instructional renovation : integrating a "good idea" in undergraduate classes. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-04132009-192156

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


University of Alberta

28. Dunn, Erica I. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 Across North America, the pervasiveness of psychological issues on university campuses is becoming increasingly concerning. As such, university counselling clinics and health centres are currently… (more)

Subjects/Keywords: Post-secondary mental health; Service demands; Barriers to help-seeking

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APA (6th Edition):

Dunn, E. I. (2014). Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/n009w262s

Chicago Manual of Style (16th Edition):

Dunn, Erica I. “Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.” 2014. Doctoral Dissertation, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/n009w262s.

MLA Handbook (7th Edition):

Dunn, Erica I. “Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services.” 2014. Web. 14 Jul 2020.

Vancouver:

Dunn EI. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/n009w262s.

Council of Science Editors:

Dunn EI. Overcoming Help-Seeking Barriers and Service Demands on Canadian University Campuses and the Role of Campus Support Services. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/n009w262s


University of Alberta

29. Beisiegel, Mary deRaeve. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.

Degree: PhD, Department of Secondary Education, 2009, University of Alberta

 Within the field of mathematics teacher education, mathematics graduate students have recently become subjects of investigation. While research in this area tends to focus on… (more)

Subjects/Keywords: teacher identity, post-secondary, mathematics, professor, graduate program, teaching assistant

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

APA (6th Edition):

Beisiegel, M. d. (2009). Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6682x4049

Chicago Manual of Style (16th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Doctoral Dissertation, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/6682x4049.

MLA Handbook (7th Edition):

Beisiegel, Mary deRaeve. “Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics.” 2009. Web. 14 Jul 2020.

Vancouver:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/6682x4049.

Council of Science Editors:

Beisiegel Md. Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/6682x4049


University of Alberta

30. Martin, Deena. Learning to listen: the voices of post-secondary deaf and hard of hearing learners.

Degree: PhD, Department of Educational Psychology, 2009, University of Alberta

 This study examined the experiences of Canadian postsecondary learners who are d/Deaf or hard of hearing and have received services from the campus accessibility office.… (more)

Subjects/Keywords: Deaf; Higher Education; Campus accessibility; Post-secondary; Hard of Hearing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martin, D. (2009). Learning to listen: the voices of post-secondary deaf and hard of hearing learners. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s4655h23n

Chicago Manual of Style (16th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Doctoral Dissertation, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/s4655h23n.

MLA Handbook (7th Edition):

Martin, Deena. “Learning to listen: the voices of post-secondary deaf and hard of hearing learners.” 2009. Web. 14 Jul 2020.

Vancouver:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/s4655h23n.

Council of Science Editors:

Martin D. Learning to listen: the voices of post-secondary deaf and hard of hearing learners. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/s4655h23n

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