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You searched for subject:(student transitions). Showing records 1 – 25 of 25 total matches.

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Laurentian University

1. Dubé, Tim V. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine.

Degree: 2013, Laurentian University

 There are three interrelated concepts of what medical students learn, which include the formal, informal, and hidden curriculum. Several researchers who have investigated notions of… (more)

Subjects/Keywords: Medical student adaptation; Transitions; Longitudinal integrated clerkship

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APA (6th Edition):

Dubé, T. V. (2013). Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2035

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):

Dubé, Tim V. “Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. ” 2013. Thesis, Laurentian University. Accessed October 14, 2019. https://zone.biblio.laurentian.ca/dspace/handle/10219/2035.

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

MLA Handbook (7th Edition):

Dubé, Tim V. “Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. ” 2013. Web. 14 Oct 2019.

Vancouver:

Dubé TV. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. [Internet] [Thesis]. Laurentian University; 2013. [cited 2019 Oct 14]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2035.

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

Council of Science Editors:

Dubé TV. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. [Thesis]. Laurentian University; 2013. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2035

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


Louisiana State University

2. Maurin, Kay Harrison. Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education.

Degree: PhD, Education, 2011, Louisiana State University

Student veterans are flooding colleges and universities in numbers not seen since the end of World War II. Little is known about how these contemporary… (more)

Subjects/Keywords: cultural transitions; higher education; student veterans

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APA (6th Edition):

Maurin, K. H. (2011). Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01032012-155853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3215

Chicago Manual of Style (16th Edition):

Maurin, Kay Harrison. “Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education.” 2011. Doctoral Dissertation, Louisiana State University. Accessed October 14, 2019. etd-01032012-155853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3215.

MLA Handbook (7th Edition):

Maurin, Kay Harrison. “Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education.” 2011. Web. 14 Oct 2019.

Vancouver:

Maurin KH. Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Oct 14]. Available from: etd-01032012-155853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3215.

Council of Science Editors:

Maurin KH. Negotiating cultural transitions: contemporary student veterans and Louisiana institutions of higher education. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-01032012-155853 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3215


Laurentian University

3. Dubé, Tim V. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine.

Degree: 2013, Laurentian University

 There are three interrelated concepts of what medical students learn, which include the formal, informal, and hidden curriculum. Several researchers who have investigated notions of… (more)

Subjects/Keywords: Medical student adaptation; Transitions; Longitudinal integrated clerkship

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

APA (6th Edition):

Dubé, T. V. (2013). Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2035

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):

Dubé, Tim V. “Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. ” 2013. Thesis, Laurentian University. Accessed October 14, 2019. https://zone.biblio.laurentian.ca/dspace/handle/10219/2035.

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

MLA Handbook (7th Edition):

Dubé, Tim V. “Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. ” 2013. Web. 14 Oct 2019.

Vancouver:

Dubé TV. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. [Internet] [Thesis]. Laurentian University; 2013. [cited 2019 Oct 14]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2035.

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

Council of Science Editors:

Dubé TV. Adaptation during a longitudinal integrated clerkship: the lived experiences of third-year medical students at the Northern Ontario School of Medicine. [Thesis]. Laurentian University; 2013. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2035

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


Virginia Tech

4. Skinner, Ned Thomas. A Case Study of Freshmen Swimmers' College Transition Experiences.

Degree: PhD, Teaching and Learning, 2000, Virginia Tech

 The transition from high school to college can be a difficult and stressful experience for a student-athlete. University athletic departments across the country, in conjunction… (more)

Subjects/Keywords: student-athletes; freshmen; Transitions

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APA (6th Edition):

Skinner, N. T. (2000). A Case Study of Freshmen Swimmers' College Transition Experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11136

Chicago Manual of Style (16th Edition):

Skinner, Ned Thomas. “A Case Study of Freshmen Swimmers' College Transition Experiences.” 2000. Doctoral Dissertation, Virginia Tech. Accessed October 14, 2019. http://hdl.handle.net/10919/11136.

MLA Handbook (7th Edition):

Skinner, Ned Thomas. “A Case Study of Freshmen Swimmers' College Transition Experiences.” 2000. Web. 14 Oct 2019.

Vancouver:

Skinner NT. A Case Study of Freshmen Swimmers' College Transition Experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10919/11136.

Council of Science Editors:

Skinner NT. A Case Study of Freshmen Swimmers' College Transition Experiences. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/11136


George Mason University

5. Cicchetti, Kaitlin Oyler. Home Away From Home: A Case Study of Student Transitions to an International Branch Campus .

Degree: 2017, George Mason University

 This study explored the transition experience of home-campus students attending an international branch campus. The studied was informed by a diverse range of literature, including… (more)

Subjects/Keywords: Higher education; globalization; institutional support; international branch campus; internationalization; student transitions

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APA (6th Edition):

Cicchetti, K. O. (2017). Home Away From Home: A Case Study of Student Transitions to an International Branch Campus . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11196

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):

Cicchetti, Kaitlin Oyler. “Home Away From Home: A Case Study of Student Transitions to an International Branch Campus .” 2017. Thesis, George Mason University. Accessed October 14, 2019. http://hdl.handle.net/1920/11196.

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

MLA Handbook (7th Edition):

Cicchetti, Kaitlin Oyler. “Home Away From Home: A Case Study of Student Transitions to an International Branch Campus .” 2017. Web. 14 Oct 2019.

Vancouver:

Cicchetti KO. Home Away From Home: A Case Study of Student Transitions to an International Branch Campus . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1920/11196.

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

Council of Science Editors:

Cicchetti KO. Home Away From Home: A Case Study of Student Transitions to an International Branch Campus . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11196

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


University of Kentucky

6. Watson, Jennifer Mary. SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS.

Degree: 2017, University of Kentucky

 This dissertation presents an examination of social media use among highly mobile, military-connected high school aged populations using a multiple case study of a Student(more)

Subjects/Keywords: Military Children; Student Mobility; School Transitions; Social; Curriculum and Instruction

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APA (6th Edition):

Watson, J. M. (2017). SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edc_etds/23

Chicago Manual of Style (16th Edition):

Watson, Jennifer Mary. “SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS.” 2017. Doctoral Dissertation, University of Kentucky. Accessed October 14, 2019. https://uknowledge.uky.edu/edc_etds/23.

MLA Handbook (7th Edition):

Watson, Jennifer Mary. “SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS.” 2017. Web. 14 Oct 2019.

Vancouver:

Watson JM. SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2019 Oct 14]. Available from: https://uknowledge.uky.edu/edc_etds/23.

Council of Science Editors:

Watson JM. SOCIAL MEDIA USE AMONG HIGHLY MOBILE HIGH-SCHOOL AGED POPULATIONS: A MULTIPLE CASE STUDY OF A STUDENT 2 STUDENT PROGRAM FOR MILITARY-CONNECTED STUDENTS. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edc_etds/23

7. Spies, Erin. Exploring Student Perspectives On Elementary To Middle School Transition Practices.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

  ABSTRACT Characteristics of effective transition programs include (a) providing realistic experiences of middle school expectations for incoming students, (b) frequent communication with students, parents,… (more)

Subjects/Keywords: Elementary School; Middle School; Phenomenology; School Transitions; Student Perspectives; Transition Programming

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APA (6th Edition):

Spies, E. (2018). Exploring Student Perspectives On Elementary To Middle School Transition Practices. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2430

Chicago Manual of Style (16th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Doctoral Dissertation, University of North Dakota. Accessed October 14, 2019. https://commons.und.edu/theses/2430.

MLA Handbook (7th Edition):

Spies, Erin. “Exploring Student Perspectives On Elementary To Middle School Transition Practices.” 2018. Web. 14 Oct 2019.

Vancouver:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Oct 14]. Available from: https://commons.und.edu/theses/2430.

Council of Science Editors:

Spies E. Exploring Student Perspectives On Elementary To Middle School Transition Practices. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2430

8. Hutchison, Fraser. An exploration of the American College golf system: a developmental pthway for international student-athletes.

Degree: Master, Sport and Exercise, 2017, Abertay University

 he American College Sports system is as complex as it is unique and offers lucrative opportunities for international student-athletes by way of sports scholarships. This… (more)

Subjects/Keywords: Student-athlete; Recruitment; Scholarships; NCAA; NJCAA; Grade point average; Transitions; SDT

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

APA (6th Edition):

Hutchison, F. (2017). An exploration of the American College golf system: a developmental pthway for international student-athletes. (Masters Thesis). Abertay University. Retrieved from https://rke.abertay.ac.uk/en/studentTheses/bdf57089-ce31-4a44-b9f6-6e6e6128d4d4

Chicago Manual of Style (16th Edition):

Hutchison, Fraser. “An exploration of the American College golf system: a developmental pthway for international student-athletes.” 2017. Masters Thesis, Abertay University. Accessed October 14, 2019. https://rke.abertay.ac.uk/en/studentTheses/bdf57089-ce31-4a44-b9f6-6e6e6128d4d4.

MLA Handbook (7th Edition):

Hutchison, Fraser. “An exploration of the American College golf system: a developmental pthway for international student-athletes.” 2017. Web. 14 Oct 2019.

Vancouver:

Hutchison F. An exploration of the American College golf system: a developmental pthway for international student-athletes. [Internet] [Masters thesis]. Abertay University; 2017. [cited 2019 Oct 14]. Available from: https://rke.abertay.ac.uk/en/studentTheses/bdf57089-ce31-4a44-b9f6-6e6e6128d4d4.

Council of Science Editors:

Hutchison F. An exploration of the American College golf system: a developmental pthway for international student-athletes. [Masters Thesis]. Abertay University; 2017. Available from: https://rke.abertay.ac.uk/en/studentTheses/bdf57089-ce31-4a44-b9f6-6e6e6128d4d4

9. Fattor, Melissa McFarland. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.

Degree: PhD, Educational Administration and Policy Studies, 2010, U of Denver

  Differences on three subscales of student engagement were compared across ethnic groups and by subscale. The ninth grade is often considered a vital juncture… (more)

Subjects/Keywords: Dropout; Ethnicity; High school; Multifaceted engagement; Student engagement; Transitions; Education; Educational Leadership; Secondary Education

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APA (6th Edition):

Fattor, M. M. (2010). Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/190

Chicago Manual of Style (16th Edition):

Fattor, Melissa McFarland. “Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.” 2010. Doctoral Dissertation, U of Denver. Accessed October 14, 2019. https://digitalcommons.du.edu/etd/190.

MLA Handbook (7th Edition):

Fattor, Melissa McFarland. “Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students.” 2010. Web. 14 Oct 2019.

Vancouver:

Fattor MM. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Oct 14]. Available from: https://digitalcommons.du.edu/etd/190.

Council of Science Editors:

Fattor MM. Student Engagement Differences by Ethnicity and Scale for Ninth Grade Students. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/190


University of Manitoba

10. Parker, Patti C. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.

Degree: Psychology, 2019, University of Manitoba

 Life course transitions are marked by novelty and uncertainty, as when attending a new school, starting a career, or retiring (Heckhausen et al., 2010). Within… (more)

Subjects/Keywords: Academic transitions; Achievement motivation; Attribution theory; Perceived control; Perceived stress; Competitive student athletes

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APA (6th Edition):

Parker, P. C. (2019). Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34148

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):

Parker, Patti C. “Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.” 2019. Thesis, University of Manitoba. Accessed October 14, 2019. http://hdl.handle.net/1993/34148.

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

MLA Handbook (7th Edition):

Parker, Patti C. “Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments.” 2019. Web. 14 Oct 2019.

Vancouver:

Parker PC. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1993/34148.

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

Council of Science Editors:

Parker PC. Promoting adaptive attributional thinking for vulnerable individuals in novel and highly competitive learning environments. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34148

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


University of Canterbury

11. Perry, April Lillian. Treading through swampy water: Graduates' experiences of the post-university transition.

Degree: Educational Studies and Human Development, 2012, University of Canterbury

 Bridges (2004) defines a transition as “a natural process of disorientation or re-orientation” marking the turning points of life (p. 3). One such turning point… (more)

Subjects/Keywords: higher education; post-university; student development; transitions; final year student; leaving university; role of higher education

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APA (6th Edition):

Perry, A. L. (2012). Treading through swampy water: Graduates' experiences of the post-university transition. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10343

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):

Perry, April Lillian. “Treading through swampy water: Graduates' experiences of the post-university transition.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/10343.

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

MLA Handbook (7th Edition):

Perry, April Lillian. “Treading through swampy water: Graduates' experiences of the post-university transition.” 2012. Web. 14 Oct 2019.

Vancouver:

Perry AL. Treading through swampy water: Graduates' experiences of the post-university transition. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/10343.

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

Council of Science Editors:

Perry AL. Treading through swampy water: Graduates' experiences of the post-university transition. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/10343

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

12. McLean, Robert. Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students.

Degree: MEd, Counseling and Human Development, 2019, South Dakota State University

  This qualitative study investigated questions that were created to (a) help improve the quality of academic advising within professional advising and faculty advising at… (more)

Subjects/Keywords: Advising; Advising Transitions; Appreciative Advising; Faculty Advising; Student Support; Transition; Academic Advising; Counseling; Student Counseling and Personnel Services

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APA (6th Edition):

McLean, R. (2019). Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students. (Thesis). South Dakota State University. Retrieved from https://openprairie.sdstate.edu/etd/3376

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):

McLean, Robert. “Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students.” 2019. Thesis, South Dakota State University. Accessed October 14, 2019. https://openprairie.sdstate.edu/etd/3376.

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

MLA Handbook (7th Edition):

McLean, Robert. “Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students.” 2019. Web. 14 Oct 2019.

Vancouver:

McLean R. Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students. [Internet] [Thesis]. South Dakota State University; 2019. [cited 2019 Oct 14]. Available from: https://openprairie.sdstate.edu/etd/3376.

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

Council of Science Editors:

McLean R. Students’ Relationships with First-Year Advisors and the Transition to Faculty Advisors: A Qualitative Study of Appreciative Advising and its Effects on College Students. [Thesis]. South Dakota State University; 2019. Available from: https://openprairie.sdstate.edu/etd/3376

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


Penn State University

13. Bailey, April Elizabeth. EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY.

Degree: EdD, Adult Education, 2009, Penn State University

 The purpose of this action research study was to explore the transitional experiences of adult business students during their return to higher education through an… (more)

Subjects/Keywords: adult students; business students; first-year seminar; student transitions and adjustment; undergraduate business programs; action research

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APA (6th Edition):

Bailey, A. E. (2009). EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9353

Chicago Manual of Style (16th Edition):

Bailey, April Elizabeth. “EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY.” 2009. Doctoral Dissertation, Penn State University. Accessed October 14, 2019. https://etda.libraries.psu.edu/catalog/9353.

MLA Handbook (7th Edition):

Bailey, April Elizabeth. “EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY.” 2009. Web. 14 Oct 2019.

Vancouver:

Bailey AE. EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Oct 14]. Available from: https://etda.libraries.psu.edu/catalog/9353.

Council of Science Editors:

Bailey AE. EXPLORING ADULT BUSINESS STUDENTS’ TRANSITION TO COLLEGE THROUGH A FIRST-YEAR SEMINAR COURSE: AN ACTION RESEARCH STUDY. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9353

14. Campbell, Patriece. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Over one million international students study at colleges and universities across the U.S. each year. Yet, some international students struggle academically, not because they… (more)

Subjects/Keywords: international students; belonging; integrative programs; transitions; student support; genuine connection; internationalization; international enrollment; Educational Leadership; International and Comparative Education

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APA (6th Edition):

Campbell, P. (2017). The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/145

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, Patriece. “The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.” 2017. Thesis, University of New England. Accessed October 14, 2019. https://dune.une.edu/theses/145.

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

MLA Handbook (7th Edition):

Campbell, Patriece. “The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges.” 2017. Web. 14 Oct 2019.

Vancouver:

Campbell P. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Oct 14]. Available from: https://dune.une.edu/theses/145.

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

Council of Science Editors:

Campbell P. The Impact Of Integrative Programs And Services On International Students’ Transitions At Three Regional State Colleges. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/145

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


University of South Carolina

15. Halasz, Helen Mulhern. Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs.

Degree: PhD, Educational Leadership and Policies, 2013, University of South Carolina

  This multi-campus, qualitative study investigated how undergraduate students previously enrolled in selective majors described coping resources utilized during the transition of leaving their previous… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; academic advising; change of major; college student transitions; Schlossberg's transition theory; selective majors

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APA (6th Edition):

Halasz, H. M. (2013). Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/969

Chicago Manual of Style (16th Edition):

Halasz, Helen Mulhern. “Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs.” 2013. Doctoral Dissertation, University of South Carolina. Accessed October 14, 2019. https://scholarcommons.sc.edu/etd/969.

MLA Handbook (7th Edition):

Halasz, Helen Mulhern. “Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs.” 2013. Web. 14 Oct 2019.

Vancouver:

Halasz HM. Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2019 Oct 14]. Available from: https://scholarcommons.sc.edu/etd/969.

Council of Science Editors:

Halasz HM. Major Adjustment: Students' Transition Experiences Leaving Selective Undergraduate Degree Programs. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/969

16. Jamison, Rhonda. A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Teacher-student relatedness and student engagement were examined using data collected in the fall and spring of one school year; 48% of participants were in 5th… (more)

Subjects/Keywords: Adolescence; Engagement; School transitions; Teacher-student relations

…2009). Many studies report teacher-student relatedness is associated with student… …engagement. In elementary school, teacher reports of teacher-student relatedness are moderately… …Hughes, 2011; Hughes, Luo, Kwok, & Loyd, 2008). In fifth grade, student-reports of teacher… …student relatedness are correlated with student-reported engagement (r=.49-.53; Patrick… …Ryan, & Kaplan, 2007). Furrer and Skinner (2003) found student-reported… 

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APA (6th Edition):

Jamison, R. (2014). A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50720

Chicago Manual of Style (16th Edition):

Jamison, Rhonda. “A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 14, 2019. http://hdl.handle.net/2142/50720.

MLA Handbook (7th Edition):

Jamison, Rhonda. “A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school.” 2014. Web. 14 Oct 2019.

Vancouver:

Jamison R. A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2142/50720.

Council of Science Editors:

Jamison R. A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50720


University of Southern California

17. Welsh, Richard Osbourne. The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada.

Degree: PhD, Urban Education Policy, 2016, University of Southern California

 Using student-level data from Clark County School District (CCSD) from 2007-08 through to 2012-13, this dissertation provides a comprehensive analysis of the prevalence and impact… (more)

Subjects/Keywords: student mobility; school mobility; school transitions; mobility rate; school quality; student segmentation; Clark County; Nevada; timing of student mobility; school changes; school accountability; Tiebout improvement; student achievement; changing schools; impact of student mobility; mobility effects; school segregation; achievement gaps

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APA (6th Edition):

Welsh, R. O. (2016). The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/624039/rec/7269

Chicago Manual of Style (16th Edition):

Welsh, Richard Osbourne. “The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada.” 2016. Doctoral Dissertation, University of Southern California. Accessed October 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/624039/rec/7269.

MLA Handbook (7th Edition):

Welsh, Richard Osbourne. “The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada.” 2016. Web. 14 Oct 2019.

Vancouver:

Welsh RO. The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Oct 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/624039/rec/7269.

Council of Science Editors:

Welsh RO. The role of the timing of school changes and school quality in the impact of student mobility: evidence from Clark County, Nevada. [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/624039/rec/7269


Georgia Southern University

18. Marks, Hayley C. An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison.

Degree: MSin Kinesiology (M.S.), Department of Health and Kinesiology, 2014, Georgia Southern University

  Researchers have suggested that the way an athlete copes with the end of his or her career can be one of the most influential… (more)

Subjects/Keywords: ETD; Sport Psychology; Injuries; Coping; Athletic Identities; Transitions; Other Psychology; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Marks, H. C. (2014). An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison. (Masters Thesis). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1060

Chicago Manual of Style (16th Edition):

Marks, Hayley C. “An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison.” 2014. Masters Thesis, Georgia Southern University. Accessed October 14, 2019. https://digitalcommons.georgiasouthern.edu/etd/1060.

MLA Handbook (7th Edition):

Marks, Hayley C. “An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison.” 2014. Web. 14 Oct 2019.

Vancouver:

Marks HC. An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison. [Internet] [Masters thesis]. Georgia Southern University; 2014. [cited 2019 Oct 14]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1060.

Council of Science Editors:

Marks HC. An Examination of Coping with Career Ending Injuries- An NCAA Division I and NCAA Division III Comparison. [Masters Thesis]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1060

19. Houry, Sami A. GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem.

Degree: 2018, Athabasca University

Complex systems range from business entities, the human brain, to the climate. These systems have tipping points at which a small perturbation can trigger a… (more)

Subjects/Keywords: Complexity; Complex adaptive systems; Chaos theory; Early warning signals; Fractals; Critical transitions; Bifurcation; Student withdrawal; Dropout; Distance education; Intervention points; Self organizing system

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

APA (6th Edition):

Houry, S. A. (2018). GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/245

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):

Houry, Sami A. “GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem.” 2018. Thesis, Athabasca University. Accessed October 14, 2019. http://hdl.handle.net/10791/245.

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

MLA Handbook (7th Edition):

Houry, Sami A. “GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem.” 2018. Web. 14 Oct 2019.

Vancouver:

Houry SA. GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem. [Internet] [Thesis]. Athabasca University; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10791/245.

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

Council of Science Editors:

Houry SA. GENERIC EARLY WARNING SIGNALS FOR CRITICAL TRANSITIONS: An assessment of the signals’ utility as a predictive management tool through an application on the undergraduate distance student’s program withdrawal problem. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/245

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

20. Marrot, Gilles. Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures.

Degree: Docteur es, Sciences de l'éducation, 2019, Antilles

Notre projet de recherche ambitionne de mesurer l’impact sur les activités d’apprentissage des élèves du recours, par les acteurs de la situation didactique, à un… (more)

Subjects/Keywords: Towards a characterization of student study gestures; Interactionnisme; Didactique; Comparatist approaches; Gestes d’étude; Codic transitions; Interactionism; Didactics; Comparatist approaches; Study gestures; 306

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APA (6th Edition):

Marrot, G. (2019). Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures. (Doctoral Dissertation). Antilles. Retrieved from http://www.theses.fr/2019ANTI0380

Chicago Manual of Style (16th Edition):

Marrot, Gilles. “Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures.” 2019. Doctoral Dissertation, Antilles. Accessed October 14, 2019. http://www.theses.fr/2019ANTI0380.

MLA Handbook (7th Edition):

Marrot, Gilles. “Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures.” 2019. Web. 14 Oct 2019.

Vancouver:

Marrot G. Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures. [Internet] [Doctoral dissertation]. Antilles; 2019. [cited 2019 Oct 14]. Available from: http://www.theses.fr/2019ANTI0380.

Council of Science Editors:

Marrot G. Les transitions codiques comme indicateur des dynamiques communicationnelles conjointes. : Vers une caractérisation des gestes d’étude des élèves : Codic transitions as an indicator of joint communicational dynamics : Towards a characterization of student study gestures. [Doctoral Dissertation]. Antilles; 2019. Available from: http://www.theses.fr/2019ANTI0380


East Tennessee State University

21. Genco, Jessica T. Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic… (more)

Subjects/Keywords: Community Colleges; Life Transitions; Adult Learner; Re-entry Student; Rural Colleges; Appalachian Colleges; Returning Student; Nontraditional Student; Adult Student; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Genco, J. T. (2005). Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1092

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):

Genco, Jessica T. “Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College.” 2005. Thesis, East Tennessee State University. Accessed October 14, 2019. https://dc.etsu.edu/etd/1092.

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

MLA Handbook (7th Edition):

Genco, Jessica T. “Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College.” 2005. Web. 14 Oct 2019.

Vancouver:

Genco JT. Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College. [Internet] [Thesis]. East Tennessee State University; 2005. [cited 2019 Oct 14]. Available from: https://dc.etsu.edu/etd/1092.

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

Council of Science Editors:

Genco JT. Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College. [Thesis]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1092

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


University of Southern California

22. Silverman, Scott Charles. Creating community online: the effects of online social networking communities on college students' experiences.

Degree: EdD, Education, 2007, University of Southern California

Student usage of online social networks (OSNs) has grown in recent years to be incredibly prominent in the lives and experiences of today's college students.… (more)

Subjects/Keywords: facebook; online social network; online community; student affairs; technology; online; social network; transitions; myspace; student development; campus culture; involvement; communication; millenials

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APA (6th Edition):

Silverman, S. C. (2007). Creating community online: the effects of online social networking communities on college students' experiences. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587948/rec/1691

Chicago Manual of Style (16th Edition):

Silverman, Scott Charles. “Creating community online: the effects of online social networking communities on college students' experiences.” 2007. Doctoral Dissertation, University of Southern California. Accessed October 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587948/rec/1691.

MLA Handbook (7th Edition):

Silverman, Scott Charles. “Creating community online: the effects of online social networking communities on college students' experiences.” 2007. Web. 14 Oct 2019.

Vancouver:

Silverman SC. Creating community online: the effects of online social networking communities on college students' experiences. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Oct 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587948/rec/1691.

Council of Science Editors:

Silverman SC. Creating community online: the effects of online social networking communities on college students' experiences. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587948/rec/1691

23. Teasdale Wells, Elizabeth. Supporting Student Connectedness and Social Satisfaction During Recess.

Degree: MS, Education, 2018, Dominican University of California

  This project examines the effects of how recess preparation and reflection can be focused on providing students an opportunity to connect socially and strengthen… (more)

Subjects/Keywords: recess; social connectedness; student satisfaction; teacher disconnect; transitions; elementary school; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; Educational Psychology; Elementary and Middle and Secondary Education Administration; Elementary Education; Elementary Education and Teaching; Health and Physical Education; Humane Education

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APA (6th Edition):

Teasdale Wells, E. (2018). Supporting Student Connectedness and Social Satisfaction During Recess. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/310

Chicago Manual of Style (16th Edition):

Teasdale Wells, Elizabeth. “Supporting Student Connectedness and Social Satisfaction During Recess.” 2018. Masters Thesis, Dominican University of California. Accessed October 14, 2019. https://scholar.dominican.edu/masters-theses/310.

MLA Handbook (7th Edition):

Teasdale Wells, Elizabeth. “Supporting Student Connectedness and Social Satisfaction During Recess.” 2018. Web. 14 Oct 2019.

Vancouver:

Teasdale Wells E. Supporting Student Connectedness and Social Satisfaction During Recess. [Internet] [Masters thesis]. Dominican University of California; 2018. [cited 2019 Oct 14]. Available from: https://scholar.dominican.edu/masters-theses/310.

Council of Science Editors:

Teasdale Wells E. Supporting Student Connectedness and Social Satisfaction During Recess. [Masters Thesis]. Dominican University of California; 2018. Available from: https://scholar.dominican.edu/masters-theses/310


University of North Texas

24. Swanson, Kathrine Bridgett. An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.

Degree: 2003, University of North Texas

 As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college… (more)

Subjects/Keywords: College-school cooperation  – Texas  – Collin County.; Collin County Community College District.; High school seniors  – Texas  – Collin County.; Advanced placement programs (Education); Concurrent enrollment; dual credit; student retention; high school; senior year; student transitions

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

APA (6th Edition):

Swanson, K. B. (2003). An analysis of the effects of high school student concurrent enrollment at Collin County Community College District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4354/

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, Kathrine Bridgett. “An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.” 2003. Thesis, University of North Texas. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc4354/.

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

MLA Handbook (7th Edition):

Swanson, Kathrine Bridgett. “An analysis of the effects of high school student concurrent enrollment at Collin County Community College District.” 2003. Web. 14 Oct 2019.

Vancouver:

Swanson KB. An analysis of the effects of high school student concurrent enrollment at Collin County Community College District. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4354/.

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

Council of Science Editors:

Swanson KB. An analysis of the effects of high school student concurrent enrollment at Collin County Community College District. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4354/

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


Georgia Southern University

25. Watkins, Delmas Lee. Implementing Career Academies in a Large, Comprehensive High School.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

 The purpose of this study is to examine the experiences of high school individuals in implementing and sustaining Career Academies in a large comprehensive high… (more)

Subjects/Keywords: ETD; High school reform; Career academy; Career technology education; Vocational education; High school transitions; Smaller learning communities; School-with-in-a-school; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6th Edition):

Watkins, D. L. (2007). Implementing Career Academies in a Large, Comprehensive High School. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/224

Chicago Manual of Style (16th Edition):

Watkins, Delmas Lee. “Implementing Career Academies in a Large, Comprehensive High School.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed October 14, 2019. https://digitalcommons.georgiasouthern.edu/etd/224.

MLA Handbook (7th Edition):

Watkins, Delmas Lee. “Implementing Career Academies in a Large, Comprehensive High School.” 2007. Web. 14 Oct 2019.

Vancouver:

Watkins DL. Implementing Career Academies in a Large, Comprehensive High School. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2019 Oct 14]. Available from: https://digitalcommons.georgiasouthern.edu/etd/224.

Council of Science Editors:

Watkins DL. Implementing Career Academies in a Large, Comprehensive High School. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/224

.