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You searched for subject:(remedial programs). Showing records 1 – 26 of 26 total matches.

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University of Oklahoma

1. Moreland, Meagan. The Making of a Thriving University-Based Reading Clinic: A Case Study.

Degree: PhD, 2013, University of Oklahoma

 Major findings of the study suggest the stakeholders had positive experiences and they felt supported. The reading clinic stays active because it offers a welcoming… (more)

Subjects/Keywords: Reading – Remedial teaching; Literacy programs; Tutors and tutoring; Education – Research – Laboratories

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APA (6th Edition):

Moreland, M. (2013). The Making of a Thriving University-Based Reading Clinic: A Case Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319069

Chicago Manual of Style (16th Edition):

Moreland, Meagan. “The Making of a Thriving University-Based Reading Clinic: A Case Study.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed June 17, 2019. http://hdl.handle.net/11244/319069.

MLA Handbook (7th Edition):

Moreland, Meagan. “The Making of a Thriving University-Based Reading Clinic: A Case Study.” 2013. Web. 17 Jun 2019.

Vancouver:

Moreland M. The Making of a Thriving University-Based Reading Clinic: A Case Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/11244/319069.

Council of Science Editors:

Moreland M. The Making of a Thriving University-Based Reading Clinic: A Case Study. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319069


University of North Texas

2. Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation.

Degree: 2017, University of North Texas

 This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in… (more)

Subjects/Keywords: predictors of college readiness; college remedial education; college developmental programs

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APA (6th Edition):

Baker, E. A. (2017). Predictors of Postsecondary Success: An Analysis of First Year College Remediation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011868/

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):

Baker, Emmett Andrew. “Predictors of Postsecondary Success: An Analysis of First Year College Remediation.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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

MLA Handbook (7th Edition):

Baker, Emmett Andrew. “Predictors of Postsecondary Success: An Analysis of First Year College Remediation.” 2017. Web. 17 Jun 2019.

Vancouver:

Baker EA. Predictors of Postsecondary Success: An Analysis of First Year College Remediation. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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

Council of Science Editors:

Baker EA. Predictors of Postsecondary Success: An Analysis of First Year College Remediation. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011868/

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


Northeastern University

3. Durant, Brian M. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this study was to explore the relationship between student background characteristics and college performance indicators with learning community student persistence. The learning… (more)

Subjects/Keywords: community college; developmental education; learning communities; student persistence; Developmental studies programs; Community college student development programs; Community college students; Basic writing (Remedial education); Mathematics; Remedial teaching; Motivation in education

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APA (6th Edition):

Durant, B. M. (2015). Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196781

Chicago Manual of Style (16th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 17, 2019. http://hdl.handle.net/2047/D20196781.

MLA Handbook (7th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Web. 17 Jun 2019.

Vancouver:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2047/D20196781.

Council of Science Editors:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196781


University of Arizona

4. Miller, Lynne Dee. The teaching/learning of reading in reading resource rooms: An exploratory study.

Degree: 1988, University of Arizona

 The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What… (more)

Subjects/Keywords: Reading  – Remedial teaching.; Resource programs (Education)

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APA (6th Edition):

Miller, L. D. (1988). The teaching/learning of reading in reading resource rooms: An exploratory study. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184457

Chicago Manual of Style (16th Edition):

Miller, Lynne Dee. “The teaching/learning of reading in reading resource rooms: An exploratory study. ” 1988. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/184457.

MLA Handbook (7th Edition):

Miller, Lynne Dee. “The teaching/learning of reading in reading resource rooms: An exploratory study. ” 1988. Web. 17 Jun 2019.

Vancouver:

Miller LD. The teaching/learning of reading in reading resource rooms: An exploratory study. [Internet] [Doctoral dissertation]. University of Arizona; 1988. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/184457.

Council of Science Editors:

Miller LD. The teaching/learning of reading in reading resource rooms: An exploratory study. [Doctoral Dissertation]. University of Arizona; 1988. Available from: http://hdl.handle.net/10150/184457


University of Wisconsin – Stout

5. Campbell, Karla J. The effect of Read 180 on 7th grade students at WEBB Middle School.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Reading – Remedial teaching; Reading (Middle school); Literacy programs – Wisconsin

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APA (6th Edition):

Campbell, K. J. (2009). The effect of Read 180 on 7th grade students at WEBB Middle School. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009campbellk.pdf ; http://digital.library.wisc.edu/1793/43017

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):

Campbell, Karla J. “The effect of Read 180 on 7th grade students at WEBB Middle School.” 2009. Thesis, University of Wisconsin – Stout. Accessed June 17, 2019. http://www.uwstout.edu/lib/thesis/2009/2009campbellk.pdf ; http://digital.library.wisc.edu/1793/43017.

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

MLA Handbook (7th Edition):

Campbell, Karla J. “The effect of Read 180 on 7th grade students at WEBB Middle School.” 2009. Web. 17 Jun 2019.

Vancouver:

Campbell KJ. The effect of Read 180 on 7th grade students at WEBB Middle School. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2019 Jun 17]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009campbellk.pdf ; http://digital.library.wisc.edu/1793/43017.

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

Council of Science Editors:

Campbell KJ. The effect of Read 180 on 7th grade students at WEBB Middle School. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009campbellk.pdf ; http://digital.library.wisc.edu/1793/43017

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


Virginia Tech

6. Feret, Alice J. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.

Degree: EdD, Teaching and Learning, 2001, Virginia Tech

 This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions… (more)

Subjects/Keywords: Remedial Programs; Early Intervention; Reading; At-Risk Students

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APA (6th Edition):

Feret, A. J. (2001). IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28197

Chicago Manual of Style (16th Edition):

Feret, Alice J. “IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/28197.

MLA Handbook (7th Edition):

Feret, Alice J. “IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH.” 2001. Web. 17 Jun 2019.

Vancouver:

Feret AJ. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/28197.

Council of Science Editors:

Feret AJ. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISIONâ S APPROACH. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28197


Virginia Tech

7. Hite, Jr, William Rodger. Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

 The effects of an Extended School Year Program on student achievement, attendance, and stakeholder satisfaction were examined at one middle school in the Henrico County… (more)

Subjects/Keywords: stakeholder satisfaction; academic achievement; middle level learning; remedial programs

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APA (6th Edition):

Hite, Jr, W. R. (2001). Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29774

Chicago Manual of Style (16th Edition):

Hite, Jr, William Rodger. “Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/29774.

MLA Handbook (7th Edition):

Hite, Jr, William Rodger. “Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.” 2001. Web. 17 Jun 2019.

Vancouver:

Hite, Jr WR. Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/29774.

Council of Science Editors:

Hite, Jr WR. Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29774


Marshall University

8. Pierce, Calisa A. Best Instructional Practices in Developmental Education: Faculty Perspectives.

Degree: 2012, Marshall University

 This descriptive study employed a survey to examine the perspectives of developmental education faculty members at public community colleges regarding instructional practices that have been… (more)

Subjects/Keywords: college faculty; community colleges; developmental studies programs; learning strategies; remedial programs; teaching methods; <; p>; Remedial teaching.<; /p>; <; p>; Teaching - Standards.<; /p>;

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APA (6th Edition):

Pierce, C. A. (2012). Best Instructional Practices in Developmental Education: Faculty Perspectives. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/411

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):

Pierce, Calisa A. “Best Instructional Practices in Developmental Education: Faculty Perspectives.” 2012. Thesis, Marshall University. Accessed June 17, 2019. http://mds.marshall.edu/etd/411.

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

MLA Handbook (7th Edition):

Pierce, Calisa A. “Best Instructional Practices in Developmental Education: Faculty Perspectives.” 2012. Web. 17 Jun 2019.

Vancouver:

Pierce CA. Best Instructional Practices in Developmental Education: Faculty Perspectives. [Internet] [Thesis]. Marshall University; 2012. [cited 2019 Jun 17]. Available from: http://mds.marshall.edu/etd/411.

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

Council of Science Editors:

Pierce CA. Best Instructional Practices in Developmental Education: Faculty Perspectives. [Thesis]. Marshall University; 2012. Available from: http://mds.marshall.edu/etd/411

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

9. Holmberg, Sally J. Liechty. The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size .

Degree: 1969, Drake U

Subjects/Keywords: Reading – Remedial teaching – Iowa – Des Moines; Reading – Remedial teaching – Evaluation; Reading – Remedial teaching – Effectiveness; Literacy programs – Iowa – Des Moines – Evaluation; Developmental reading – Iowa – Des Moines – Evaluation

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APA (6th Edition):

Holmberg, S. J. L. (1969). The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/430

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):

Holmberg, Sally J Liechty. “The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size .” 1969. Thesis, Drake U. Accessed June 17, 2019. http://hdl.handle.net/2092/430.

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

MLA Handbook (7th Edition):

Holmberg, Sally J Liechty. “The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size .” 1969. Web. 17 Jun 2019.

Vancouver:

Holmberg SJL. The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size . [Internet] [Thesis]. Drake U; 1969. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2092/430.

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

Council of Science Editors:

Holmberg SJL. The Remedial Reading Program of Des Moines Compared with Programs of Cities that are Similar in Population Size . [Thesis]. Drake U; 1969. Available from: http://hdl.handle.net/2092/430

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


University of Alberta

10. Nugent, Beverley Jean. Language arts experiences of three children in resource room and regular class.

Degree: MEd, Department of Elementary Education, 1988, University of Alberta

Subjects/Keywords: Language arts (Primary) – Remedial teaching.; Resource programs (Education); Language arts (Primary); Reading – Remedial teaching.

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APA (6th Edition):

Nugent, B. J. (1988). Language arts experiences of three children in resource room and regular class. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/7m01bn66c

Chicago Manual of Style (16th Edition):

Nugent, Beverley Jean. “Language arts experiences of three children in resource room and regular class.” 1988. Masters Thesis, University of Alberta. Accessed June 17, 2019. https://era.library.ualberta.ca/files/7m01bn66c.

MLA Handbook (7th Edition):

Nugent, Beverley Jean. “Language arts experiences of three children in resource room and regular class.” 1988. Web. 17 Jun 2019.

Vancouver:

Nugent BJ. Language arts experiences of three children in resource room and regular class. [Internet] [Masters thesis]. University of Alberta; 1988. [cited 2019 Jun 17]. Available from: https://era.library.ualberta.ca/files/7m01bn66c.

Council of Science Editors:

Nugent BJ. Language arts experiences of three children in resource room and regular class. [Masters Thesis]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/7m01bn66c


Northeastern University

11. Kelley, Patricia M. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.

Degree: EdD, School of Education, 2016, Northeastern University

 As students enter middle schools across the country, many of them lack the literacy skills needed to access content-area knowledge. Response to Intervention (RtI) is… (more)

Subjects/Keywords: formative assessment; literacy; workshop model; Reading (Middle school); Reading; Remedial teaching; Language arts (Middle school); Middle school teachers; In-service training; Literacy programs; Response to intervention (Learning disabled children)

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APA (6th Edition):

Kelley, P. M. (2016). Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208563

Chicago Manual of Style (16th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed June 17, 2019. http://hdl.handle.net/2047/D20208563.

MLA Handbook (7th Edition):

Kelley, Patricia M. “Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom.” 2016. Web. 17 Jun 2019.

Vancouver:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2047/D20208563.

Council of Science Editors:

Kelley PM. Response to intervention in the middle school and its effect on accessing literacy skills in the Tier 1 classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208563


Michigan State University

12. Boyd, Fenice Burnetta. A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling.

Degree: PhD, Department of Teacher Education, 1996, Michigan State University

Subjects/Keywords: Literacy programs; Reading (Secondary); Reading – Remedial teaching; English language – Writing

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APA (6th Edition):

Boyd, F. B. (1996). A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:26305

Chicago Manual of Style (16th Edition):

Boyd, Fenice Burnetta. “A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling.” 1996. Doctoral Dissertation, Michigan State University. Accessed June 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:26305.

MLA Handbook (7th Edition):

Boyd, Fenice Burnetta. “A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling.” 1996. Web. 17 Jun 2019.

Vancouver:

Boyd FB. A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Jun 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:26305.

Council of Science Editors:

Boyd FB. A cross-aged literacy program : extending the boundaries for adolescents who struggle with reading, writing and schooling. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:26305


Florida Atlantic University

13. Pain, Karen D. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.

Degree: 2015, Florida Atlantic University

Summary: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and… (more)

Subjects/Keywords: Academic achievement  – United States  – Florida; Developmental studies programs  – United States  – Florida; Educational attainment  – United States  – Florida; Remedial teaching; School failure  – Prevention; Universities and colleges  – Florida  – Administration

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APA (6th Edition):

Pain, K. D. (2015). The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531

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):

Pain, Karen D. “The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.” 2015. Thesis, Florida Atlantic University. Accessed June 17, 2019. http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531.

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

MLA Handbook (7th Edition):

Pain, Karen D. “The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.” 2015. Web. 17 Jun 2019.

Vancouver:

Pain KD. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2019 Jun 17]. Available from: http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531.

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

Council of Science Editors:

Pain KD. The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004531 ; (URL) http://purl.flvc.org/fau/fd/FA00004531

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


Northeastern University

14. Clark, Nuriyah. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 Initiatives to increase access to higher education for underrepresented students have seen success over the years. However, in some cases, this means that more students… (more)

Subjects/Keywords: academic resilience; at-risk; college readiness; remediation; summer bridge programs; underprepared; Higher Education; College student development programs; Underprepared college students; Interviews; African American college students; Interviews; African Americans; Education (Higher); Remedial teaching; Resilience (Personality trait)

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APA (6th Edition):

Clark, N. (2014). Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128381

Chicago Manual of Style (16th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Doctoral Dissertation, Northeastern University. Accessed June 17, 2019. http://hdl.handle.net/2047/d20128381.

MLA Handbook (7th Edition):

Clark, Nuriyah. “Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university.” 2014. Web. 17 Jun 2019.

Vancouver:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2047/d20128381.

Council of Science Editors:

Clark N. Forces to be reckoned: the narratives of three summer bridge program participants at a historically black university. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128381


University of Canberra

15. Guggenheimer, Sally. Effects of locus of control on parents and their sons in a parent-tutor remedial reading program.

Degree: 1979, University of Canberra

 This study describes the development and evaluation of a parent training model to test if a correlation exists between effective tutoring and locus of control. The model utilized… (more)

Subjects/Keywords: parent training model. locus of control; remedial reading programs; primary school boys; reading difficulties

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

APA (6th Edition):

Guggenheimer, S. (1979). Effects of locus of control on parents and their sons in a parent-tutor remedial reading program. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060713.131705

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):

Guggenheimer, Sally. “Effects of locus of control on parents and their sons in a parent-tutor remedial reading program.” 1979. Thesis, University of Canberra. Accessed June 17, 2019. http://erl.canberra.edu.au./public/adt-AUC20060713.131705.

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

MLA Handbook (7th Edition):

Guggenheimer, Sally. “Effects of locus of control on parents and their sons in a parent-tutor remedial reading program.” 1979. Web. 17 Jun 2019.

Vancouver:

Guggenheimer S. Effects of locus of control on parents and their sons in a parent-tutor remedial reading program. [Internet] [Thesis]. University of Canberra; 1979. [cited 2019 Jun 17]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060713.131705.

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

Council of Science Editors:

Guggenheimer S. Effects of locus of control on parents and their sons in a parent-tutor remedial reading program. [Thesis]. University of Canberra; 1979. Available from: http://erl.canberra.edu.au./public/adt-AUC20060713.131705

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


California State University – San Bernardino

16. Campbell, Jeanette Lynn. California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction.

Degree: MAin Education, Education, 1998, California State University – San Bernardino

Subjects/Keywords: Reading  – Remedial teaching; Literacy programs; Reading (Primary); Reading teachers  – Training of; Education; Reading and Language

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

APA (6th Edition):

Campbell, J. L. (1998). California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1656

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):

Campbell, Jeanette Lynn. “California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction.” 1998. Thesis, California State University – San Bernardino. Accessed June 17, 2019. http://scholarworks.lib.csusb.edu/etd-project/1656.

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

MLA Handbook (7th Edition):

Campbell, Jeanette Lynn. “California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction.” 1998. Web. 17 Jun 2019.

Vancouver:

Campbell JL. California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction. [Internet] [Thesis]. California State University – San Bernardino; 1998. [cited 2019 Jun 17]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1656.

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

Council of Science Editors:

Campbell JL. California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction. [Thesis]. California State University – San Bernardino; 1998. Available from: http://scholarworks.lib.csusb.edu/etd-project/1656

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


Northeastern University

17. Wess, Holly. Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration.

Degree: EdD, School of Education, 2015, Northeastern University

 This study explores perceptions of college readiness by secondary and post-secondary instructors. The problem investigated is high remediation in college writing. The purpose is to… (more)

Subjects/Keywords: collaboration; college readiness; post-secondary; remediation; secondary; writing; College-school cooperation; College preparation programs; English language; Composition and exercises; Study and teaching (Secondary); English language; Composition and exercises; Study and teaching (Higher); Basic writing (Remedial education); Prediction of scholastic success

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

APA (6th Edition):

Wess, H. (2015). Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198705

Chicago Manual of Style (16th Edition):

Wess, Holly. “Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration.” 2015. Doctoral Dissertation, Northeastern University. Accessed June 17, 2019. http://hdl.handle.net/2047/D20198705.

MLA Handbook (7th Edition):

Wess, Holly. “Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration.” 2015. Web. 17 Jun 2019.

Vancouver:

Wess H. Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2047/D20198705.

Council of Science Editors:

Wess H. Partnerships for college readiness: a qualitative multi-site case study of secondary/post-secondary instructors' collaboration. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198705


Virginia Tech

18. Bock, Daniel Edward. A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students.

Degree: EdD, Community College Education, 1989, Virginia Tech

Subjects/Keywords: LD5655.V856 1989.B627; Remedial teaching; College student development programs; Prediction of scholastic success; Slow learning children

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

APA (6th Edition):

Bock, D. E. (1989). A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/54494

Chicago Manual of Style (16th Edition):

Bock, Daniel Edward. “A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students.” 1989. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/54494.

MLA Handbook (7th Edition):

Bock, Daniel Edward. “A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students.” 1989. Web. 17 Jun 2019.

Vancouver:

Bock DE. A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students. [Internet] [Doctoral dissertation]. Virginia Tech; 1989. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/54494.

Council of Science Editors:

Bock DE. A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students. [Doctoral Dissertation]. Virginia Tech; 1989. Available from: http://hdl.handle.net/10919/54494

19. Swanson, Elizabeth Ann, 1975-. Observing reading instruction provided to elementary students in resource rooms.

Degree: Special Education, 2008, University of Texas – Austin

 A series of syntheses and consensus reports provides converging evidence regarding effective reading instruction (e.g. NICHD, 2000; Snow, Burnes & Griffin, 1998; Swanson & Hoskyn,… (more)

Subjects/Keywords: Learning disabled children; Reading (Elementary); Reading – Remedial teaching; Resource programs (Education)

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

APA (6th Edition):

Swanson, Elizabeth Ann, 1. (2008). Observing reading instruction provided to elementary students in resource rooms. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/18362

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):

Swanson, Elizabeth Ann, 1975-. “Observing reading instruction provided to elementary students in resource rooms.” 2008. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/18362.

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

MLA Handbook (7th Edition):

Swanson, Elizabeth Ann, 1975-. “Observing reading instruction provided to elementary students in resource rooms.” 2008. Web. 17 Jun 2019.

Vancouver:

Swanson, Elizabeth Ann 1. Observing reading instruction provided to elementary students in resource rooms. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/18362.

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

Council of Science Editors:

Swanson, Elizabeth Ann 1. Observing reading instruction provided to elementary students in resource rooms. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/18362

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


University of North Texas

20. Grimm, J. Ed (Joseph Ed). An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University.

Degree: 1988, University of North Texas

 Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny… (more)

Subjects/Keywords: remedial education programs; achievement tests; Nelson-Denny Reading Test; American College Test; Standard Achievement Test; English 1300; English language  – Remedial teaching  – Evaluation.; English language  – Study and teaching (Higher)

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

APA (6th Edition):

Grimm, J. E. (. E. (1988). An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331745/

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):

Grimm, J Ed (Joseph Ed). “An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University.” 1988. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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

MLA Handbook (7th Edition):

Grimm, J Ed (Joseph Ed). “An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University.” 1988. Web. 17 Jun 2019.

Vancouver:

Grimm JE(E. An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University. [Internet] [Thesis]. University of North Texas; 1988. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331745/.

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

Council of Science Editors:

Grimm JE(E. An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University. [Thesis]. University of North Texas; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc331745/

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

21. Smith, Kathy Joiner. Impact of READ 180 on Adolescent Struggling Readers.

Degree: 2012, University of North Florida

 The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004,… (more)

Subjects/Keywords: University of North Florida; UNF; Dissertations, Academic – UNF – Doctor of Education in Educational Leadership; Dissertations, Academic – UNF– Education; READ 180; Readers; Thesis; University of North Florida; Response to intervention (Learning disabled children); Special education; Individualized reading instruction; Reading  – Remedial teaching; Reading comprehension; Literacy programs; Special Education and Teaching

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

APA (6th Edition):

Smith, K. J. (2012). Impact of READ 180 on Adolescent Struggling Readers. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/355

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):

Smith, Kathy Joiner. “Impact of READ 180 on Adolescent Struggling Readers.” 2012. Thesis, University of North Florida. Accessed June 17, 2019. https://digitalcommons.unf.edu/etd/355.

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

MLA Handbook (7th Edition):

Smith, Kathy Joiner. “Impact of READ 180 on Adolescent Struggling Readers.” 2012. Web. 17 Jun 2019.

Vancouver:

Smith KJ. Impact of READ 180 on Adolescent Struggling Readers. [Internet] [Thesis]. University of North Florida; 2012. [cited 2019 Jun 17]. Available from: https://digitalcommons.unf.edu/etd/355.

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

Council of Science Editors:

Smith KJ. Impact of READ 180 on Adolescent Struggling Readers. [Thesis]. University of North Florida; 2012. Available from: https://digitalcommons.unf.edu/etd/355

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


Penn State University

22. Kim, Hyung-kee. AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY.

Degree: PhD, Educational Theory and Policy, 2013, Penn State University

 The aim of this study is to examine whether the expansion of higher education across countries is associated with the growth of shadow education as… (more)

Subjects/Keywords: Shadow education; private tutoring; hakwon; formal schooling; formal education; public school; public schools; afterschool class; afterschool programs; NCLB; Baker; Bray; Institution; supplementary institution; ritual; parental satisfaction; enrichment motive; enrichment strategy; remedial motive; remedial strategy; out of school lesson; out-of-school lesson; out of school class; out-of-school class; ESCS; achievements; achievement score; SES; private internal rate; IRR; wage premium; return of educational investment; conflict theory; status competition; higher education expansion; human capital theory; functionalism; neo-institutionalism; Schofer and Meyer; Meyer; the expansion of higher education; Barro-Lee; GDP per capita; public social expenditure; welfare; welfare state; high-stakes testing; high-stakes test; school quality; quality of schooling; public educational expenditure; higher education enrollment

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

APA (6th Edition):

Kim, H. (2013). AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19806

Chicago Manual of Style (16th Edition):

Kim, Hyung-kee. “AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY.” 2013. Doctoral Dissertation, Penn State University. Accessed June 17, 2019. https://etda.libraries.psu.edu/catalog/19806.

MLA Handbook (7th Edition):

Kim, Hyung-kee. “AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY.” 2013. Web. 17 Jun 2019.

Vancouver:

Kim H. AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Jun 17]. Available from: https://etda.libraries.psu.edu/catalog/19806.

Council of Science Editors:

Kim H. AN ANALYSIS OF THE CAUSES OF SHADOW EDUCATION IN THE ERA OF THE SCHOOLED SOCIETY. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19806

23. Evans, Carol L. A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 .

Degree: 1970, Drake U

Subjects/Keywords: Literacy programs – Education (Middle) – Iowa – Des Moines – Evaluation; Reading – Remedial teaching – Education (Middle) – Iowa – Des Moines – Evaluation; Developmental reading – Education (Middle) – Iowa – Des Moines – Evaluation; Middle school students – Reading – Iowa – Des Moines – Evaluation

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APA (6th Edition):

Evans, C. L. (1970). A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1157

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):

Evans, Carol L. “A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 .” 1970. Thesis, Drake U. Accessed June 17, 2019. http://hdl.handle.net/2092/1157.

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

MLA Handbook (7th Edition):

Evans, Carol L. “A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 .” 1970. Web. 17 Jun 2019.

Vancouver:

Evans CL. A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 . [Internet] [Thesis]. Drake U; 1970. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2092/1157.

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

Council of Science Editors:

Evans CL. A Description and Evaluation of the Developmental and Remedial Reading Program in the Common Learnings Program for Seventh Graders at Brody Junior High School, Des Moines, Iowa: 1969-1970 . [Thesis]. Drake U; 1970. Available from: http://hdl.handle.net/2092/1157

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


California State University – San Bernardino

24. Chilton, Bonnie Janine. An intervention plan for "at risk" students.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

 This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second… (more)

Subjects/Keywords: California Early Literacy Learning (Redlands California); Chester Morrison Elementary School (Menifee California); Reading  – Remedial teaching; Literacy programs; Compensatory education; Guided reading; Individualized reading instruction; Education; Reading and Language

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APA (6th Edition):

Chilton, B. J. (2003). An intervention plan for "at risk" students. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2164

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):

Chilton, Bonnie Janine. “An intervention plan for "at risk" students.” 2003. Thesis, California State University – San Bernardino. Accessed June 17, 2019. http://scholarworks.lib.csusb.edu/etd-project/2164.

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

MLA Handbook (7th Edition):

Chilton, Bonnie Janine. “An intervention plan for "at risk" students.” 2003. Web. 17 Jun 2019.

Vancouver:

Chilton BJ. An intervention plan for "at risk" students. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Jun 17]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2164.

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

Council of Science Editors:

Chilton BJ. An intervention plan for "at risk" students. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2164

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


University of North Texas

25. Bragg, John M. (John Morris), 1949-. The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test.

Degree: 1988, University of North Texas

 This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration… (more)

Subjects/Keywords: minimum competency testing; Texas Educational Assessment of Minimum Skills; MCT remediation programs; exit-level testing; limited English proficiency; Remedial teaching  – Texas.; Competency-based educational tests  – Texas.; Texas Educational Assessment of Minimum Skills.

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APA (6th Edition):

Bragg, John M. (John Morris), 1. (1988). The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330810/

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):

Bragg, John M. (John Morris), 1949-. “The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test.” 1988. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc330810/.

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

MLA Handbook (7th Edition):

Bragg, John M. (John Morris), 1949-. “The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test.” 1988. Web. 17 Jun 2019.

Vancouver:

Bragg, John M. (John Morris) 1. The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test. [Internet] [Thesis]. University of North Texas; 1988. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330810/.

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

Council of Science Editors:

Bragg, John M. (John Morris) 1. The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test. [Thesis]. University of North Texas; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc330810/

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


University of Florida

26. Mingo, Gwenuel Wilfred. A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement.

Degree: 1984, University of Florida

Subjects/Keywords: Academic advising; College students; Colleges; Educational evaluation; Grade point average; Graduates; High school students; Minority group students; Service programs; Students; African Americans  – Education (Higher)  – Florida  – Gainesville; Counseling in higher education  – Florida  – Gainesville; Counselor Education thesis Ph. D; Remedial teaching

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

APA (6th Edition):

Mingo, G. W. (1984). A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00023604

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):

Mingo, Gwenuel Wilfred. “A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement.” 1984. Thesis, University of Florida. Accessed June 17, 2019. http://ufdc.ufl.edu/AA00023604.

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

MLA Handbook (7th Edition):

Mingo, Gwenuel Wilfred. “A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement.” 1984. Web. 17 Jun 2019.

Vancouver:

Mingo GW. A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement. [Internet] [Thesis]. University of Florida; 1984. [cited 2019 Jun 17]. Available from: http://ufdc.ufl.edu/AA00023604.

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

Council of Science Editors:

Mingo GW. A longitudinal study of the relationship between a special services program and black students ̓academic performance and economic enhancement. [Thesis]. University of Florida; 1984. Available from: http://ufdc.ufl.edu/AA00023604

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

.