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You searched for subject:(postsecondary academic achievement). Showing records 1 – 8 of 8 total matches.

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Brock University

1. O'Farrell-Bowers, Mary. Learning styles and achievement in postsecondary classrooms .

Degree: Department of Graduate and Undergraduate Studies in Education, 1994, Brock University

 The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the… (more)

Subjects/Keywords: Postsecondary education – Ontario.; Academic achievement – Ontario.; Learning – Testing.

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

APA (6th Edition):

O'Farrell-Bowers, M. (1994). Learning styles and achievement in postsecondary classrooms . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2755

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):

O'Farrell-Bowers, Mary. “Learning styles and achievement in postsecondary classrooms .” 1994. Thesis, Brock University. Accessed September 20, 2019. http://hdl.handle.net/10464/2755.

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

MLA Handbook (7th Edition):

O'Farrell-Bowers, Mary. “Learning styles and achievement in postsecondary classrooms .” 1994. Web. 20 Sep 2019.

Vancouver:

O'Farrell-Bowers M. Learning styles and achievement in postsecondary classrooms . [Internet] [Thesis]. Brock University; 1994. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10464/2755.

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

Council of Science Editors:

O'Farrell-Bowers M. Learning styles and achievement in postsecondary classrooms . [Thesis]. Brock University; 1994. Available from: http://hdl.handle.net/10464/2755

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


Arizona State University

2. Sang, Samantha Anne. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.

Degree: Family and Human Development, 2017, Arizona State University

 Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have… (more)

Subjects/Keywords: Educational psychology; Developmental psychology; academic achievement; educational expectations; latent profile analysis; Mexican-origin youth; postsecondary enrollment

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

APA (6th Edition):

Sang, S. A. (2017). Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/45944

Chicago Manual of Style (16th Edition):

Sang, Samantha Anne. “Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.” 2017. Doctoral Dissertation, Arizona State University. Accessed September 20, 2019. http://repository.asu.edu/items/45944.

MLA Handbook (7th Edition):

Sang, Samantha Anne. “Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment.” 2017. Web. 20 Sep 2019.

Vancouver:

Sang SA. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Sep 20]. Available from: http://repository.asu.edu/items/45944.

Council of Science Editors:

Sang SA. Risk and Protective Factors on Mexican-Origin Youths’ Academic Achievement, Educational Expectations and Postsecondary Enrollment. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/45944


University of Missouri – Columbia

3. Galbreath, Leslie M. Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates.

Degree: 2007, University of Missouri – Columbia

 The Missouri A+ Schools Program is primarily a high school improvement program that includes a post-secondary financial incentive to encourage student participation. This statewide cohort… (more)

Subjects/Keywords: A+ Schools Program (Mo.); Academic achievement; Postsecondary education; School improvement programs

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

APA (6th Edition):

Galbreath, L. M. (2007). Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/4750

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):

Galbreath, Leslie M. “Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates.” 2007. Thesis, University of Missouri – Columbia. Accessed September 20, 2019. https://doi.org/10.32469/10355/4750.

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

MLA Handbook (7th Edition):

Galbreath, Leslie M. “Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates.” 2007. Web. 20 Sep 2019.

Vancouver:

Galbreath LM. Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates. [Internet] [Thesis]. University of Missouri – Columbia; 2007. [cited 2019 Sep 20]. Available from: https://doi.org/10.32469/10355/4750.

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

Council of Science Editors:

Galbreath LM. Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates. [Thesis]. University of Missouri – Columbia; 2007. Available from: https://doi.org/10.32469/10355/4750

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


University of North Texas

4. Jones, Victor Jerrell. Influences on Latino Males' Enrollment in Four-Year Colleges.

Degree: 2018, University of North Texas

 The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and… (more)

Subjects/Keywords: Latino males; college enrollment; college readiness; counselor support; Hispanic male; four-year college; academic achievement; postsecondary goals; post-secondary education; college aspirations; Education, Administration

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

APA (6th Edition):

Jones, V. J. (2018). Influences on Latino Males' Enrollment in Four-Year Colleges. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248394/

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, Victor Jerrell. “Influences on Latino Males' Enrollment in Four-Year Colleges.” 2018. Thesis, University of North Texas. Accessed September 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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

MLA Handbook (7th Edition):

Jones, Victor Jerrell. “Influences on Latino Males' Enrollment in Four-Year Colleges.” 2018. Web. 20 Sep 2019.

Vancouver:

Jones VJ. Influences on Latino Males' Enrollment in Four-Year Colleges. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Sep 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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

Council of Science Editors:

Jones VJ. Influences on Latino Males' Enrollment in Four-Year Colleges. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248394/

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


University of Missouri – Columbia

5. Holloway, Patricia J. (Patricia Jane), 1952-. An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university.

Degree: 2009, University of Missouri – Columbia

 The purpose of this research was to determine the impact of the A+ Schools Program on students utilizing A+ funds to enter a mid-western community… (more)

Subjects/Keywords: A+ Schools Program (Mo.); School improvement programs  – Evaluation; Community colleges; Postsecondary education; Academic achievement

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

APA (6th Edition):

Holloway, Patricia J. (Patricia Jane), 1. (2009). An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/6861

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):

Holloway, Patricia J. (Patricia Jane), 1952-. “An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university.” 2009. Thesis, University of Missouri – Columbia. Accessed September 20, 2019. https://doi.org/10.32469/10355/6861.

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

MLA Handbook (7th Edition):

Holloway, Patricia J. (Patricia Jane), 1952-. “An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university.” 2009. Web. 20 Sep 2019.

Vancouver:

Holloway, Patricia J. (Patricia Jane) 1. An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Sep 20]. Available from: https://doi.org/10.32469/10355/6861.

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

Council of Science Editors:

Holloway, Patricia J. (Patricia Jane) 1. An analysis of the impact of the A+ schools program on student enrollment, certificate or degree completion and transitioning to a four-year university. [Thesis]. University of Missouri – Columbia; 2009. Available from: https://doi.org/10.32469/10355/6861

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


University of British Columbia

6. Gooding, John Douglas. Conceptions of success in education for three classes of Nunavut Arctic College students .

Degree: 1999, University of British Columbia

 "Success" in education means different things to different people. The purpose of this study was to examine conceptions of success (in education) held by some… (more)

Subjects/Keywords: Education, Higher – Nunavut; Nunavut Arctic College – Students; First Nations – Academic achievement; First Nations – Students – Postsecondary – Surveys; Inuit – Students

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

APA (6th Edition):

Gooding, J. D. (1999). Conceptions of success in education for three classes of Nunavut Arctic College students . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/9185

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):

Gooding, John Douglas. “Conceptions of success in education for three classes of Nunavut Arctic College students .” 1999. Thesis, University of British Columbia. Accessed September 20, 2019. http://hdl.handle.net/2429/9185.

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

MLA Handbook (7th Edition):

Gooding, John Douglas. “Conceptions of success in education for three classes of Nunavut Arctic College students .” 1999. Web. 20 Sep 2019.

Vancouver:

Gooding JD. Conceptions of success in education for three classes of Nunavut Arctic College students . [Internet] [Thesis]. University of British Columbia; 1999. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2429/9185.

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

Council of Science Editors:

Gooding JD. Conceptions of success in education for three classes of Nunavut Arctic College students . [Thesis]. University of British Columbia; 1999. Available from: http://hdl.handle.net/2429/9185

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


University of New Mexico

7. Salazar, Elisabeth. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

 The purpose of this study was to explore the impact locus of control (LOC) had on the postsecondary achievement, as measured by self-reported GPA, of… (more)

Subjects/Keywords: GED Credential; GED diploma; traditional high school diploma; traditional high school students; Common Core State Standards; CCSS; College and Career Readiness; CCR; GED recipients; GED diploma; traditional high school graduates; Adult Nowicki-Strickland Internal-External Control Scale; ANSIE; locus of control; LOC; internal locus of control; external locus of control; self-reported GPA; GPA; postsecondary academic achievement; GED stigma; antecedents of locus of control; actual versus self-reported GPA; dropouts; locus of control of reinforcement; locus of control and academic achievement; GED recipients; American Council on Education; GED Testing Service; high school seniors; Postsecondary Educational Outcomes; Attribution training; persuasion strategy; at-risk college students; self-assessment; college success; dropout rate; academic performance of GED recipients and traditional high school graduates

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

APA (6th Edition):

Salazar, E. (2016). CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/31741

Chicago Manual of Style (16th Edition):

Salazar, Elisabeth. “CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.” 2016. Doctoral Dissertation, University of New Mexico. Accessed September 20, 2019. http://hdl.handle.net/1928/31741.

MLA Handbook (7th Edition):

Salazar, Elisabeth. “CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.” 2016. Web. 20 Sep 2019.

Vancouver:

Salazar E. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1928/31741.

Council of Science Editors:

Salazar E. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/31741


Georgia Southern University

8. Gaiters-Fields, Kimberly Suress. Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2005, Georgia Southern University

 During the last three decades, public schools have positively contemplated the concepts of mainstreaming, least restrictive environment and inclusion and have begun to serve more… (more)

Subjects/Keywords: ETD; Labeling; Legislation; Accommodations; Academic achievement; Postsecondary African American students; Learning disabilities; African American college students; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Gaiters-Fields, K. S. (2005). Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/452

Chicago Manual of Style (16th Edition):

Gaiters-Fields, Kimberly Suress. “Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities.” 2005. Doctoral Dissertation, Georgia Southern University. Accessed September 20, 2019. https://digitalcommons.georgiasouthern.edu/etd/452.

MLA Handbook (7th Edition):

Gaiters-Fields, Kimberly Suress. “Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities.” 2005. Web. 20 Sep 2019.

Vancouver:

Gaiters-Fields KS. Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Georgia Southern University; 2005. [cited 2019 Sep 20]. Available from: https://digitalcommons.georgiasouthern.edu/etd/452.

Council of Science Editors:

Gaiters-Fields KS. Impact of Labeling, Legislation, and Accommodations on the Academic Achievement of African American Students with Learning Disabilities. [Doctoral Dissertation]. Georgia Southern University; 2005. Available from: https://digitalcommons.georgiasouthern.edu/etd/452

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