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You searched for subject:(postsecondary transition). Showing records 1 – 30 of 51 total matches.

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Louisiana State University

1. Nelson, Shaneá Morrison. An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students.

Degree: PhD, Education, 2014, Louisiana State University

 The primary purpose of this study was to examine the impact of postsecondary transition programs on the college self-efficacy beliefs of first-generation college students. Postsecondary(more)

Subjects/Keywords: self-efficacy; postsecondary transition programs

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APA (6th Edition):

Nelson, S. M. (2014). An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04142014-094749 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4009

Chicago Manual of Style (16th Edition):

Nelson, Shaneá Morrison. “An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students.” 2014. Doctoral Dissertation, Louisiana State University. Accessed August 13, 2020. etd-04142014-094749 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4009.

MLA Handbook (7th Edition):

Nelson, Shaneá Morrison. “An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students.” 2014. Web. 13 Aug 2020.

Vancouver:

Nelson SM. An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2020 Aug 13]. Available from: etd-04142014-094749 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4009.

Council of Science Editors:

Nelson SM. An examination of the impact of postsecondary transition program models on college self-efficacy beliefs of first-generation college students. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04142014-094749 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4009

2. Gustafson, Barbara. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.

Degree: 2015, University of Saskatchewan

 Within educational research, postsecondary vocational education receives relatively little attention; within this sector, trades education is studied even less frequently. This research sought to address… (more)

Subjects/Keywords: vocational education; apprenticeship; postsecondary; transition; trades; teaching

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APA (6th Edition):

Gustafson, B. (2015). The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-03-1999

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):

Gustafson, Barbara. “The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.” 2015. Thesis, University of Saskatchewan. Accessed August 13, 2020. http://hdl.handle.net/10388/ETD-2015-03-1999.

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

MLA Handbook (7th Edition):

Gustafson, Barbara. “The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher.” 2015. Web. 13 Aug 2020.

Vancouver:

Gustafson B. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10388/ETD-2015-03-1999.

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

Council of Science Editors:

Gustafson B. The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-03-1999

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


University of Illinois – Chicago

3. Hunnell, Jessica M. Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois.

Degree: 2012, University of Illinois – Chicago

 The transition to postsecondary education and employment is natural after high school graduation, but is often more difficult and less successful for students with disabilities.… (more)

Subjects/Keywords: Transition; Employment; Postsecondary Education; Vocational Rehabilitation

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APA (6th Edition):

Hunnell, J. M. (2012). Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9509

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):

Hunnell, Jessica M. “Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois.” 2012. Thesis, University of Illinois – Chicago. Accessed August 13, 2020. http://hdl.handle.net/10027/9509.

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

MLA Handbook (7th Edition):

Hunnell, Jessica M. “Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois.” 2012. Web. 13 Aug 2020.

Vancouver:

Hunnell JM. Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10027/9509.

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

Council of Science Editors:

Hunnell JM. Analysis of Vocational Rehabilitation Transition Outcomes of Youth from Illinois. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9509

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

4. Villenas, Christian Villenas. Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors.

Degree: 2014, Johns Hopkins University

 Recent changes in the U.S. economy have made access to postsecondary education a major factor in socioeconomic success. This has led to increasing rates of… (more)

Subjects/Keywords: Sociology; Education; Disability; Special Education, College, Postsecondary; Transition

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APA (6th Edition):

Villenas, C. V. (2014). Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors. (Thesis). Johns Hopkins University. Retrieved from http://jhir.library.jhu.edu/handle/1774.2/36980

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):

Villenas, Christian Villenas. “Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors.” 2014. Thesis, Johns Hopkins University. Accessed August 13, 2020. http://jhir.library.jhu.edu/handle/1774.2/36980.

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

MLA Handbook (7th Edition):

Villenas, Christian Villenas. “Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors.” 2014. Web. 13 Aug 2020.

Vancouver:

Villenas CV. Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors. [Internet] [Thesis]. Johns Hopkins University; 2014. [cited 2020 Aug 13]. Available from: http://jhir.library.jhu.edu/handle/1774.2/36980.

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

Council of Science Editors:

Villenas CV. Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors. [Thesis]. Johns Hopkins University; 2014. Available from: http://jhir.library.jhu.edu/handle/1774.2/36980

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


Virginia Tech

5. Elias, Rebecca M. Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.

Degree: MS, Psychology, 2015, Virginia Tech

 Emerging adults who have Autism Spectrum Disorder (ASD) often encounter difficulties within the university setting. Despite an increase in the number of students with ASD… (more)

Subjects/Keywords: transition; postsecondary; attention deficit hyperactivity disorder; autism spectrum disorder

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APA (6th Edition):

Elias, R. M. (2015). Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/78067

Chicago Manual of Style (16th Edition):

Elias, Rebecca M. “Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.” 2015. Masters Thesis, Virginia Tech. Accessed August 13, 2020. http://hdl.handle.net/10919/78067.

MLA Handbook (7th Edition):

Elias, Rebecca M. “Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.” 2015. Web. 13 Aug 2020.

Vancouver:

Elias RM. Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. [Internet] [Masters thesis]. Virginia Tech; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10919/78067.

Council of Science Editors:

Elias RM. Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. [Masters Thesis]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/78067


University of Texas – Austin

6. -6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).

Degree: PhD, Special Education, 2015, University of Texas – Austin

 This study examined the relationships among consumer demographic and vocational rehabilitation case service predictor variables and employment/postsecondary educational outcome variables for transition age consumers with… (more)

Subjects/Keywords: Vocational rehabilitation; Transition; Attention-Deficit/Hyperactivity Disorder; Employment; Postsecondary education

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APA (6th Edition):

-6998-2872. (2015). Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31694

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

Chicago Manual of Style (16th Edition):

-6998-2872. “Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed August 13, 2020. http://hdl.handle.net/2152/31694.

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

MLA Handbook (7th Edition):

-6998-2872. “Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD).” 2015. Web. 13 Aug 2020.

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

Vancouver:

-6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2152/31694.

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

Council of Science Editors:

-6998-2872. Predictors of postsecondary educational and employment outcomes for transition age state-federal vocational rehabilitation consumers with Attention-Deficit/Hyperactivity Disorder (ADHD). [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31694

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


University of Oklahoma

7. Payne, ReJeana. Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes.

Degree: PhD, 2018, University of Oklahoma

 This qualitative study examined the perceptions of Black males identified as having a specific learning disability, intellectual disability, or emotional disturbance about their high school… (more)

Subjects/Keywords: secondary transition; Black males; special education; postsecondary outcomes

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APA (6th Edition):

Payne, R. (2018). Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299902

Chicago Manual of Style (16th Edition):

Payne, ReJeana. “Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 13, 2020. http://hdl.handle.net/11244/299902.

MLA Handbook (7th Edition):

Payne, ReJeana. “Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes.” 2018. Web. 13 Aug 2020.

Vancouver:

Payne R. Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/11244/299902.

Council of Science Editors:

Payne R. Their Voices Matter: Perceptions held by Black Males Regarding their Transition Planning and Postsecondary Outcomes. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299902

8. Weed, Valerie. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.

Degree: PhD, Psychology and Philosophy, 2013, Texas Woman's University

 The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process for… (more)

Subjects/Keywords: Psychology; Education; ADHD; Disability support; Postsecondary students; Transition services

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APA (6th Edition):

Weed, V. (2013). A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11085

Chicago Manual of Style (16th Edition):

Weed, Valerie. “A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.” 2013. Doctoral Dissertation, Texas Woman's University. Accessed August 13, 2020. http://hdl.handle.net/11274/11085.

MLA Handbook (7th Edition):

Weed, Valerie. “A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder.” 2013. Web. 13 Aug 2020.

Vancouver:

Weed V. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. [Internet] [Doctoral dissertation]. Texas Woman's University; 2013. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/11274/11085.

Council of Science Editors:

Weed V. A nationwide survey of disability support personnel regarding transition and services for postsecondary students with attention-deficit/hyperactivity disorder. [Doctoral Dissertation]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/11085


Arizona State University

9. Hanish, Maxwell. Postsecondary Transition in Individuals on the Autism Spectrum.

Degree: MA, Special Education, 2011, Arizona State University

 Literature reviews, books, and research studies are reviewed in this thesis with the purpose of examining the postsecondary transition of young adults on the autism… (more)

Subjects/Keywords: Special Education; Secondary Education; Aspergers; autism; college; postsecondary; spectrum; transition

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APA (6th Edition):

Hanish, M. (2011). Postsecondary Transition in Individuals on the Autism Spectrum. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/8860

Chicago Manual of Style (16th Edition):

Hanish, Maxwell. “Postsecondary Transition in Individuals on the Autism Spectrum.” 2011. Masters Thesis, Arizona State University. Accessed August 13, 2020. http://repository.asu.edu/items/8860.

MLA Handbook (7th Edition):

Hanish, Maxwell. “Postsecondary Transition in Individuals on the Autism Spectrum.” 2011. Web. 13 Aug 2020.

Vancouver:

Hanish M. Postsecondary Transition in Individuals on the Autism Spectrum. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Aug 13]. Available from: http://repository.asu.edu/items/8860.

Council of Science Editors:

Hanish M. Postsecondary Transition in Individuals on the Autism Spectrum. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8860

10. Willkie, Casey. Postsecondary Transitions: The Preparation Project for High School Education Specialists .

Degree: 2014, California State University – San Marcos

 Research has shown that many education specialists do not receive adequate training in transition preparedness for students with mild to moderate disabilities, and therefore, these… (more)

Subjects/Keywords: education specialist; high school students with disabilities; Individualized Transition Plan; postsecondary transition planning; transition; transition planning

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APA (6th Edition):

Willkie, C. (2014). Postsecondary Transitions: The Preparation Project for High School Education Specialists . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120399

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):

Willkie, Casey. “Postsecondary Transitions: The Preparation Project for High School Education Specialists .” 2014. Thesis, California State University – San Marcos. Accessed August 13, 2020. http://hdl.handle.net/10211.3/120399.

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

MLA Handbook (7th Edition):

Willkie, Casey. “Postsecondary Transitions: The Preparation Project for High School Education Specialists .” 2014. Web. 13 Aug 2020.

Vancouver:

Willkie C. Postsecondary Transitions: The Preparation Project for High School Education Specialists . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10211.3/120399.

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

Council of Science Editors:

Willkie C. Postsecondary Transitions: The Preparation Project for High School Education Specialists . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120399

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

11. Weilhammer, Adele Villalobos. Postsecondary Transitional Curriculum for Students with Learning Disabilities .

Degree: 2012, California State University – San Marcos

 This project focuses on the transitional needs of high school students with learning disabilities who are approaching high school graduation. The years in high school… (more)

Subjects/Keywords: Transition Curriculum; Postsecondary employment; High school transition for students with learning disabilities

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APA (6th Edition):

Weilhammer, A. V. (2012). Postsecondary Transitional Curriculum for Students with Learning Disabilities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/173

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):

Weilhammer, Adele Villalobos. “Postsecondary Transitional Curriculum for Students with Learning Disabilities .” 2012. Thesis, California State University – San Marcos. Accessed August 13, 2020. http://hdl.handle.net/10211.8/173.

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

MLA Handbook (7th Edition):

Weilhammer, Adele Villalobos. “Postsecondary Transitional Curriculum for Students with Learning Disabilities .” 2012. Web. 13 Aug 2020.

Vancouver:

Weilhammer AV. Postsecondary Transitional Curriculum for Students with Learning Disabilities . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10211.8/173.

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

Council of Science Editors:

Weilhammer AV. Postsecondary Transitional Curriculum for Students with Learning Disabilities . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/173

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

12. Arakelian, Caroline. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.

Degree: PhD, 2017, University of New Hampshire

Postsecondary employment and education enrollment rates for students with disabilities are substantially lower than rates for students without disabilities, despite recently amended legislation requiring… (more)

Subjects/Keywords: disability; employment; postsecondary; special; transition; vocational; Vocational education; Education policy; Special education

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APA (6th Edition):

Arakelian, C. (2017). UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/142

Chicago Manual of Style (16th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed August 13, 2020. https://scholars.unh.edu/dissertation/142.

MLA Handbook (7th Edition):

Arakelian, Caroline. “UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS.” 2017. Web. 13 Aug 2020.

Vancouver:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2020 Aug 13]. Available from: https://scholars.unh.edu/dissertation/142.

Council of Science Editors:

Arakelian C. UNDERSTANDING TRANSITION PLANNING AND POSTSECONDARY OUTCOMES FOR YOUNG ADULTS WITH DISABILITIES ACROSS NATIONAL, STATE, AND SCHOOL LEVELS. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/142


Western Michigan University

13. Strong, Katie A. Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project.

Degree: PhD, Interdisciplinary Health Sciences, 2015, Western Michigan University

  Stroke and subsequent aphasia can impact a person’s identity negatively, interfering with quality of life. Co-constructing personal narratives about stroke and other aspects of… (more)

Subjects/Keywords: Transition; visual impairment; disabilities; blindness; NLTS2; Postsecondary; Communication Sciences and Disorders; Rehabilitation and Therapy

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APA (6th Edition):

Strong, K. A. (2015). Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/748

Chicago Manual of Style (16th Edition):

Strong, Katie A. “Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project.” 2015. Doctoral Dissertation, Western Michigan University. Accessed August 13, 2020. https://scholarworks.wmich.edu/dissertations/748.

MLA Handbook (7th Edition):

Strong, Katie A. “Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project.” 2015. Web. 13 Aug 2020.

Vancouver:

Strong KA. Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2020 Aug 13]. Available from: https://scholarworks.wmich.edu/dissertations/748.

Council of Science Editors:

Strong KA. Co-Construction of Personal Narratives in Supporting Identity and Communication in Adults with Aphasia: The ‘My Story’ Project. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/748


University of Wisconsin – Stout

14. Koshak, Greg. Parochial high school senior's perceptions of work, military, and educational alternatives.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: School-to-work transition; Postsecondary education

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APA (6th Edition):

Koshak, G. (2003). Parochial high school senior's perceptions of work, military, and educational alternatives. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf ; http://digital.library.wisc.edu/1793/40915

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):

Koshak, Greg. “Parochial high school senior's perceptions of work, military, and educational alternatives.” 2003. Thesis, University of Wisconsin – Stout. Accessed August 13, 2020. http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf ; http://digital.library.wisc.edu/1793/40915.

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

MLA Handbook (7th Edition):

Koshak, Greg. “Parochial high school senior's perceptions of work, military, and educational alternatives.” 2003. Web. 13 Aug 2020.

Vancouver:

Koshak G. Parochial high school senior's perceptions of work, military, and educational alternatives. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2020 Aug 13]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf ; http://digital.library.wisc.edu/1793/40915.

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

Council of Science Editors:

Koshak G. Parochial high school senior's perceptions of work, military, and educational alternatives. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003koshakg.pdf ; http://digital.library.wisc.edu/1793/40915

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

15. Quinn, Kaleigh C. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.

Degree: Educational Administration, Foundations and Psychology, 2013, University of Manitoba

 This study examined the perceptions of non-native English speaking immigrant students at a small Canadian university relating to their transition to university, their experiences within… (more)

Subjects/Keywords: immigrant; non-native English speaking; postsecondary; transition; academic integration; social integration; sense of belonging

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

APA (6th Edition):

Quinn, K. C. (2013). Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/22181

Chicago Manual of Style (16th Edition):

Quinn, Kaleigh C. “Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.” 2013. Masters Thesis, University of Manitoba. Accessed August 13, 2020. http://hdl.handle.net/1993/22181.

MLA Handbook (7th Edition):

Quinn, Kaleigh C. “Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.” 2013. Web. 13 Aug 2020.

Vancouver:

Quinn KC. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. [Internet] [Masters thesis]. University of Manitoba; 2013. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1993/22181.

Council of Science Editors:

Quinn KC. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. [Masters Thesis]. University of Manitoba; 2013. Available from: http://hdl.handle.net/1993/22181

16. James-Mitchell, Janice. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.

Degree: PhD, Educ Foundations & Leadership, 2015, Old Dominion University

  According to The National Center on Secondary Education and Transition (2004), young adults with disabilities continue to face significant difficulties in securing jobs, accessing… (more)

Subjects/Keywords: Transition planning; Postsecondary outcomes; Disability and Equity in Education; Special Education and Teaching; Urban Education

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APA (6th Edition):

James-Mitchell, J. (2015). The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132

Chicago Manual of Style (16th Edition):

James-Mitchell, Janice. “The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.” 2015. Doctoral Dissertation, Old Dominion University. Accessed August 13, 2020. 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132.

MLA Handbook (7th Edition):

James-Mitchell, Janice. “The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division.” 2015. Web. 13 Aug 2020.

Vancouver:

James-Mitchell J. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. [Internet] [Doctoral dissertation]. Old Dominion University; 2015. [cited 2020 Aug 13]. Available from: 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132.

Council of Science Editors:

James-Mitchell J. The Effects of Transition Planning and Postsecondary Outcomes for Students with Disabilities in an Urban School Division. [Doctoral Dissertation]. Old Dominion University; 2015. Available from: 9781321840339 ; https://digitalcommons.odu.edu/efl_etds/132


Grand Valley State University

17. Moore, Eric Jordan. Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study.

Degree: 2014, Grand Valley State University

Postsecondary education programs for individuals with intellectual disabilities have emerged exponentially in the United States over the last decade. Research regarding these programs has largely… (more)

Subjects/Keywords: Intellectual Disability; Cognitive Impairment; Employment; Postsecondary Programs; Transition Programs; Inclusion; Education; Special Education and Teaching

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APA (6th Edition):

Moore, E. J. (2014). Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/689

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):

Moore, Eric Jordan. “Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study.” 2014. Thesis, Grand Valley State University. Accessed August 13, 2020. https://scholarworks.gvsu.edu/theses/689.

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

MLA Handbook (7th Edition):

Moore, Eric Jordan. “Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study.” 2014. Web. 13 Aug 2020.

Vancouver:

Moore EJ. Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study. [Internet] [Thesis]. Grand Valley State University; 2014. [cited 2020 Aug 13]. Available from: https://scholarworks.gvsu.edu/theses/689.

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

Council of Science Editors:

Moore EJ. Postsecondary Inclusion for Individuals with an Intellectual Disability: A Comparative Case Study. [Thesis]. Grand Valley State University; 2014. Available from: https://scholarworks.gvsu.edu/theses/689

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


Clemson University

18. Collins, James. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.

Degree: PhD, Curriculum and Instruction, 2012, Clemson University

 Poor employment outcomes for persons with intellectual disabilities (ID) persist, despite the development of legal policies designed to enhance access to gainful employment and to… (more)

Subjects/Keywords: assistive technology; employment; intellectual disability; job training; postsecondary transition; prompting; Special Education and Teaching

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APA (6th Edition):

Collins, J. (2012). Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/961

Chicago Manual of Style (16th Edition):

Collins, James. “Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.” 2012. Doctoral Dissertation, Clemson University. Accessed August 13, 2020. https://tigerprints.clemson.edu/all_dissertations/961.

MLA Handbook (7th Edition):

Collins, James. “Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities.” 2012. Web. 13 Aug 2020.

Vancouver:

Collins J. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Aug 13]. Available from: https://tigerprints.clemson.edu/all_dissertations/961.

Council of Science Editors:

Collins J. Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/961


University of Oklahoma

19. Burnes, Jennifer J. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.

Degree: PhD, 2015, University of Oklahoma

 The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) mandates students with disabilities have a transition plan in place beginning with their first Individualized… (more)

Subjects/Keywords: Secondary students with mild disabilities; Secondary transition; Predictive validity; Postsecondary outcomes; Nonacademic student behaviors; Transition assessment

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APA (6th Edition):

Burnes, J. J. (2015). ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15531

Chicago Manual of Style (16th Edition):

Burnes, Jennifer J. “ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed August 13, 2020. http://hdl.handle.net/11244/15531.

MLA Handbook (7th Edition):

Burnes, Jennifer J. “ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES.” 2015. Web. 13 Aug 2020.

Vancouver:

Burnes JJ. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/11244/15531.

Council of Science Editors:

Burnes JJ. ESTABLISHING PREDICTIVE VALIDITY: PREDICTING POSTECONDARY EDUCATION AND EMPLOYMENT OUTCOMES. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15531


University of California – Berkeley

20. Sanford, Christopher Brett. Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances.

Degree: Special Education, 2011, University of California – Berkeley

 This study is a secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) and utilizes several statistical modeling techniques to (1) analyze items… (more)

Subjects/Keywords: Special education; Hierarchical Linear Modeling; Individualized Education Plan; Item Response Theory; Logistic Regression; Postsecondary Transition; Self-Determination

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APA (6th Edition):

Sanford, C. B. (2011). Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5z18j93d

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):

Sanford, Christopher Brett. “Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances.” 2011. Thesis, University of California – Berkeley. Accessed August 13, 2020. http://www.escholarship.org/uc/item/5z18j93d.

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

MLA Handbook (7th Edition):

Sanford, Christopher Brett. “Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances.” 2011. Web. 13 Aug 2020.

Vancouver:

Sanford CB. Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Aug 13]. Available from: http://www.escholarship.org/uc/item/5z18j93d.

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

Council of Science Editors:

Sanford CB. Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/5z18j93d

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


University of Louisville

21. Jones, Jane Ann Houseman, 1940-. Instructor perceptions of student learning in secondary and postsecondary algebra classes.

Degree: PhD, Department of Teaching and Learning, 2007, University of Louisville

 The purpose of this study was to investigate various secondary to postsecondary mathematics transition issues for students. Making successful transitions from high school to postsecondary(more)

Subjects/Keywords: High school; Instructor; Learning; Algebra; Postsecondary transition

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

APA (6th Edition):

Jones, Jane Ann Houseman, 1. (2007). Instructor perceptions of student learning in secondary and postsecondary algebra classes. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/706 ; https://ir.library.louisville.edu/etd/706

Chicago Manual of Style (16th Edition):

Jones, Jane Ann Houseman, 1940-. “Instructor perceptions of student learning in secondary and postsecondary algebra classes.” 2007. Doctoral Dissertation, University of Louisville. Accessed August 13, 2020. 10.18297/etd/706 ; https://ir.library.louisville.edu/etd/706.

MLA Handbook (7th Edition):

Jones, Jane Ann Houseman, 1940-. “Instructor perceptions of student learning in secondary and postsecondary algebra classes.” 2007. Web. 13 Aug 2020.

Vancouver:

Jones, Jane Ann Houseman 1. Instructor perceptions of student learning in secondary and postsecondary algebra classes. [Internet] [Doctoral dissertation]. University of Louisville; 2007. [cited 2020 Aug 13]. Available from: 10.18297/etd/706 ; https://ir.library.louisville.edu/etd/706.

Council of Science Editors:

Jones, Jane Ann Houseman 1. Instructor perceptions of student learning in secondary and postsecondary algebra classes. [Doctoral Dissertation]. University of Louisville; 2007. Available from: 10.18297/etd/706 ; https://ir.library.louisville.edu/etd/706


East Tennessee State University

22. Myers, James R., Jr. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

Transition services at the high school level can make a positive difference in the postsecondary outcomes of students with disabilities by providing them a… (more)

Subjects/Keywords: Indicator 14; Postsecondary; Special Education; Transition Services; Disability and Equity in Education; Education; Student Counseling and Personnel Services

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

APA (6th Edition):

Myers, James R., J. (2011). Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1276

Chicago Manual of Style (16th Edition):

Myers, James R., Jr. “Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed August 13, 2020. https://dc.etsu.edu/etd/1276.

MLA Handbook (7th Edition):

Myers, James R., Jr. “Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study.” 2011. Web. 13 Aug 2020.

Vancouver:

Myers, James R. J. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Aug 13]. Available from: https://dc.etsu.edu/etd/1276.

Council of Science Editors:

Myers, James R. J. Special Education Transition Programs for Three Southwest Virginia School Systems: A Comparative Study. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1276


University of Georgia

23. Jones, Sarah Elizabeth. Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education.

Degree: PhD, Counseling and Student Personnel Services, 2018, University of Georgia

 This phenomenological inquiry was designed to explore the ways in which students who experienced foster care (SEFC) transition into and through college; it is grounded… (more)

Subjects/Keywords: Foster care; K-12, P-16; Postsecondary; Transition; Departure; Progression; Marginality; Mattering; Phenomenology; Undergraduate; Ethic of Care; ACA advocacy competencies

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

APA (6th Edition):

Jones, S. E. (2018). Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38341

Chicago Manual of Style (16th Edition):

Jones, Sarah Elizabeth. “Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education.” 2018. Doctoral Dissertation, University of Georgia. Accessed August 13, 2020. http://hdl.handle.net/10724/38341.

MLA Handbook (7th Edition):

Jones, Sarah Elizabeth. “Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education.” 2018. Web. 13 Aug 2020.

Vancouver:

Jones SE. Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10724/38341.

Council of Science Editors:

Jones SE. Lost and found in transition:: how alumni of foster care experience transitions in undergraduate education. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38341


Kennesaw State University

24. Johal Singh, Nancy. STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION.

Degree: Doctor of Education in Special Education - General Curriculum (EdD), Education, 2019, Kennesaw State University

  The purpose of the present study was to understand the influence that transition planning had on the pursuit of postsecondary education based on the… (more)

Subjects/Keywords: transition planning; students with disabilities; postsecondary education; Social Cognitive Career Theory; Choice-Making model; Disability and Equity in Education

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APA (6th Edition):

Johal Singh, N. (2019). STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/speceddoc_etd/6

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):

Johal Singh, Nancy. “STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION.” 2019. Thesis, Kennesaw State University. Accessed August 13, 2020. https://digitalcommons.kennesaw.edu/speceddoc_etd/6.

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

MLA Handbook (7th Edition):

Johal Singh, Nancy. “STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION.” 2019. Web. 13 Aug 2020.

Vancouver:

Johal Singh N. STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2020 Aug 13]. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/6.

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

Council of Science Editors:

Johal Singh N. STUDENTS’ PERCEPTIONS OF FACTORS RELATED TO TRANSITION PLANNING THAT SUPPORT THEIR PURSUIT OF POSTSECONDARY EDUCATION. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/6

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


Rochester Institute of Technology

25. Littlefield, Claire. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.

Degree: Department of Psychology (CLA), 2010, Rochester Institute of Technology

 This study explored the common issues that emerged during a peer coaching intervention program for students with Asperger's Syndrome (AS). Nineteen undergraduate college students with… (more)

Subjects/Keywords: Asperger's Syndrome; College student retention; Postsecondary education; Transition

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APA (6th Edition):

Littlefield, C. (2010). Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/2508

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):

Littlefield, Claire. “Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.” 2010. Thesis, Rochester Institute of Technology. Accessed August 13, 2020. https://scholarworks.rit.edu/theses/2508.

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

MLA Handbook (7th Edition):

Littlefield, Claire. “Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?.” 2010. Web. 13 Aug 2020.

Vancouver:

Littlefield C. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. [Internet] [Thesis]. Rochester Institute of Technology; 2010. [cited 2020 Aug 13]. Available from: https://scholarworks.rit.edu/theses/2508.

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

Council of Science Editors:

Littlefield C. Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?. [Thesis]. Rochester Institute of Technology; 2010. Available from: https://scholarworks.rit.edu/theses/2508

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

26. Wadlington, Charles. A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities.

Degree: Psychology and Philosophy, 2012, Texas Woman's University

 The purpose of this exploratory study was to analyze the perceptions (through survey data) of Disability Support Services (DSS) personnel regarding the transition process, documentation… (more)

Subjects/Keywords: Psychology; Education; Attention deficit hyperactivity disorder (ADHD); Disability support personnel; Learning disabilities (LD); Postsecondary; Transition services; Traumatic brain injury (TBI)

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APA (6th Edition):

Wadlington, C. (2012). A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3938

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):

Wadlington, Charles. “A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities.” 2012. Thesis, Texas Woman's University. Accessed August 13, 2020. http://hdl.handle.net/11274/3938.

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

MLA Handbook (7th Edition):

Wadlington, Charles. “A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities.” 2012. Web. 13 Aug 2020.

Vancouver:

Wadlington C. A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities. [Internet] [Thesis]. Texas Woman's University; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/11274/3938.

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

Council of Science Editors:

Wadlington C. A nationwide survey of disability support personnel regarding transition, documentation, and services for postsecondary students with invisible disabilities. [Thesis]. Texas Woman's University; 2012. Available from: http://hdl.handle.net/11274/3938

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


University of Illinois – Urbana-Champaign

27. Baker, Gianina Renee. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.

Degree: PhD, Education Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African… (more)

Subjects/Keywords: college-going culture; school personnel expectations; transition from secondary to postsecondary education; organizational habitus; low-income African American; school district

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APA (6th Edition):

Baker, G. R. (2015). Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89140

Chicago Manual of Style (16th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 13, 2020. http://hdl.handle.net/2142/89140.

MLA Handbook (7th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Web. 13 Aug 2020.

Vancouver:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2142/89140.

Council of Science Editors:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89140


Seton Hall University

28. Khalil, Ismael A. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  ABSTRACT Arab American and Muslim students’ population growth on campuses has been very rapid, which in turn has required comprehensive planning to accommodate the… (more)

Subjects/Keywords: Arab American; Muslim Students; Postsecondary education; New Jersey; college transition; Islam; Phenomenological Methodology; Educational Administration and Supervision; Higher Education

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APA (6th Edition):

Khalil, I. A. (2015). The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2126

Chicago Manual of Style (16th Edition):

Khalil, Ismael A. “The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.” 2015. Doctoral Dissertation, Seton Hall University. Accessed August 13, 2020. https://scholarship.shu.edu/dissertations/2126.

MLA Handbook (7th Edition):

Khalil, Ismael A. “The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey.” 2015. Web. 13 Aug 2020.

Vancouver:

Khalil IA. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2020 Aug 13]. Available from: https://scholarship.shu.edu/dissertations/2126.

Council of Science Editors:

Khalil IA. The Influence of Social, Religious, Institutional, and Cultural Factors on Postsecondary Education Transition of Arab American and Muslim Students in Northern New Jersey. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: https://scholarship.shu.edu/dissertations/2126


University of Arizona

29. Cowman, Phyllis Aaron. Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis .

Degree: 2006, University of Arizona

 Open-ended interview questions were asked to ten college freshmen with learning disabilities (LD) to provide the primary source of data in this qualitative study that… (more)

Subjects/Keywords: disability; transition; LD; postsecondary education; college; students

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

APA (6th Edition):

Cowman, P. A. (2006). Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195561

Chicago Manual of Style (16th Edition):

Cowman, Phyllis Aaron. “Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis .” 2006. Doctoral Dissertation, University of Arizona. Accessed August 13, 2020. http://hdl.handle.net/10150/195561.

MLA Handbook (7th Edition):

Cowman, Phyllis Aaron. “Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis .” 2006. Web. 13 Aug 2020.

Vancouver:

Cowman PA. Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis . [Internet] [Doctoral dissertation]. University of Arizona; 2006. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10150/195561.

Council of Science Editors:

Cowman PA. Personal Experiences of College Students with Learning Disabilities in Transitioning from High School to College: Qualitative Analysis . [Doctoral Dissertation]. University of Arizona; 2006. Available from: http://hdl.handle.net/10150/195561


University of Louisville

30. Niemann, Yvonne Anton Kelley, 1939-. The effects of transition intervention on students with mild disabilities.

Degree: PhD, Department of Teaching and Learning, 2007, University of Louisville

 The process of transition from high school to adult life is particularly important for students with mild disabilities because these students show a pattern of… (more)

Subjects/Keywords: Special education; Mild disabilities; Transition; Employment; Learning disabilities; Postsecondary education; Transition intervention

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

APA (6th Edition):

Niemann, Yvonne Anton Kelley, 1. (2007). The effects of transition intervention on students with mild disabilities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1062 ; https://ir.library.louisville.edu/etd/1062

Chicago Manual of Style (16th Edition):

Niemann, Yvonne Anton Kelley, 1939-. “The effects of transition intervention on students with mild disabilities.” 2007. Doctoral Dissertation, University of Louisville. Accessed August 13, 2020. 10.18297/etd/1062 ; https://ir.library.louisville.edu/etd/1062.

MLA Handbook (7th Edition):

Niemann, Yvonne Anton Kelley, 1939-. “The effects of transition intervention on students with mild disabilities.” 2007. Web. 13 Aug 2020.

Vancouver:

Niemann, Yvonne Anton Kelley 1. The effects of transition intervention on students with mild disabilities. [Internet] [Doctoral dissertation]. University of Louisville; 2007. [cited 2020 Aug 13]. Available from: 10.18297/etd/1062 ; https://ir.library.louisville.edu/etd/1062.

Council of Science Editors:

Niemann, Yvonne Anton Kelley 1. The effects of transition intervention on students with mild disabilities. [Doctoral Dissertation]. University of Louisville; 2007. Available from: 10.18297/etd/1062 ; https://ir.library.louisville.edu/etd/1062

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