Dissertations / Theses on the topic 'College teachers Victoria Psychology'
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Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.
Full textSmoot, Stacey Marie Pipes Randolph Berlin. "The mediational role of coping in the relationship between personality and work-family conflict." Auburn, Ala., 2005. http://repo.lib.auburn.edu/EtdRoot/2005/SUMMER/Counseling_and_Counseling_Psychology/Dissertation/SMOOT_STACEY_10.pdf.
Full textRitchie, Kelly Renea. "A Comparison of the Self-Efficacy Scores of Preservice Teachers Based on Initial College Experience." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5250/.
Full textWeisel, Jessica W. "Examining Self-efficacy in Community College Adjunct Faculty." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801926/.
Full textPonquinette, Christine Poole Hines Edward R. "The relationship between faculty burnout and selected variables in private liberal arts colleges." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219085.
Full textTitle from title page screen, viewed January 3, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Franklin G. Matsler, Jeanne B. Morris, George Padavil. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
Artis, Ronald Jay. "Beliefs about education that attract community college faculty into higher education and motivate them to stay in higher education /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textIsaacs, Malinda Martin Sudduth. "EXPLORING A MULTIDIMENSIONAL MODEL OF VICTIMIZATION AND EATING DISTURBANCES FOR COLLEGE WOMEN." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_diss/607.
Full textLeavitt, Caroline H. "Having it all? mothers' experiences as assistant professors in counseling psychology academia /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-10252007-230224/.
Full textTitle from file title page. JoAnna F. White, committee chair; Gregory Brack, Catherine Brack, Catherine Chang, committee members. Electronic text (119 p.) : digital, PDF file. Description based on contents viewed July 11, 2008. Includes bibliographical references.
Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.
Full textTitle from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
Stark, Deborah L. "A comparison of multiple intelligence profiles in college singers and non-singers with implications for teachers of singing." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285409.
Full textSchool of Music
Harris, Allatia Ann. "The role exit process of community college faculty : a study of faculty retirements." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037020.
Full textSchwartz, Harriet L. "Thankful learning a grounded theory study of relational practice between master's students and professors /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1247833338.
Full textTitle from PDF t.p. (viewed October 7, 2009). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2009."--from the title page. Includes bibliographical references (p. 179-187).
Cox, Patricia Huff. "The Professional Socialization of Arkansas Music Teachers as Musicians and Educators : The Role of Influential Persons from Childhood to Post-college Years." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277995/.
Full textMcCullough, Brenda Tracy. "Homeschooling parent/teachers' perceptions on educating struggling high school students and their college readiness." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569148.
Full textA general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent’s recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students’ learning, potential to have specific learning disabilities (SLDs), and college readiness. In addition, perceptions of parent/teachers’ self-efficacy and self-advocacy, with potential transference to students were explored. The sample included 56 homeschooling parent/teachers from one of four participating homeschool organizations in Texas. An Internet survey link was used to collect data. Parent/teachers’ views and perceptions were shared on their experiences with struggling high school students. The following perceptions emerged: (a) parent/teachers felt effective identifying their students’ area of struggles; (b) parent/teachers felt confident understanding their students learning style; (c) parents felt adjusting their students’ lesson was an effective strategy to reduce learning struggles; (d) parents felt they effectively handled the demands of teaching their struggling student; (e) parent/teachers largely joined homeschool organizations for support, services, programs, and/or resources; (f) parent/teachers felt their student could effectively describe their strengths and weaknesses; (g) parent/teachers did not think their struggling student had a SLD; and (h) parent/teachers felt their struggling high school student was college ready. Most parent/teachers acknowledged positive levels of self-efficacy and self-advocacy, yet, the need to have a stronger sense of transference to their struggling homeschool student was found. Future studies are recommended to increase knowledge and literature on homeschooling families with struggling learners during elementary, middle, high school, and through college.
Thomason, Jonathan E. "Students' and Teachers' Perspective of Purposes for Engaging in Physical Activity." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278029/.
Full textMcLawhon, Ryan Cutright Marc. "Readiness scores as indicators of online faculty satisfaction." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10987.
Full textSheridan, Casey John. "Faculty vitality in two community colleges : factors reported by instructors as affecting their productivity." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29496.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Martek, Marian Jazvac. "Emerging academic identities : how education PhD students experience the doctorate." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=105371.
Full textCette étude de cas multiples, à la fois qualitative et longitudinale, a permis d’examiner chez des doctorants comment l’expérience au quotidien de leur programme d’études influençait l’émergence d’une identité universitaire. Dans le domaine des recherches portant sur l’enseignement supérieur, on réfère souvent au développement d’une identité universitaire comme étant au coeur même de l’expérience doctorale. Il existe toutefois peu d’informations qui précisent comment les activités inhérentes au doctorat, notamment les expériences vécues au quotidien par les doctorants, contribuent à l’émergence de cette identité universitaire. Le cadre d’analyse de cette recherche s’est élaboré autour d’une perspective socio-psychologique du rôle identitaire amalgamée avec des éléments de la théorie de l’activité humaine. Examinée de ce double point de vue, l’identité se construit au fil des relations interpersonnelles et s’y intègre. L’identité se révèle ainsi comme une propriété des relations avec les autres personnes. Les données de cette étude ont été amassées sur une période de deux ans. Chaque mois, l’expérience quotidienne de neuf doctorants en éducation était documentée pendant une semaine complète. À la fin de chaque année scolaire, ces expériences ont été discutées dans le cadre d’entrevues. Ces doctorants ont été sélectionnés à partir d’un échantillon plus large d’étudiants au doctorat en raison de leur intention explicite de s’engager dans une carrière universitaire à la fin de leur programme d’études. [...]
Phillips, Mari Anne. "The relationship between hope and psychological sense of community : an examination of students, faculty, and staff in a small campus setting /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052207.
Full textSommerfeld, Dean. "Correlation study on the relationship of motivation and morale of technical college instructors to their sixteen basic life desires." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009sommerfeldd.pdf.
Full textMan, Ka-on. "A study of the effects of two types of groups on student-teachers' approaches to studying." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627309.
Full textMcCracken, Ila Moriah. "Locating place in writing studies an investigation of professional and pedagogical place-based effects /." Fort Worth, Tex. : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-05052008-154224/unrestricted/McCracken.pdf.
Full textSinsabaugh, Katherine M. "Personality styles of pre-service teachers| A quantitative study of differences between individuals who aspire to teach at varying levels." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705433.
Full textTeacher attrition is a central concern in the field of education. Although many factors contribute to teacher attrition, teacher personality styles contribute significantly to a teacher’s decision to stay or leave the field. Retaining effective teachers remains a central priority for school districts today. When measuring teacher effectiveness, research has shown that teacher personality and the resulting relationship between students and teachers play in integral role in academic success. The purpose of this quantitative, correlational study is to determine if significant differences exist in the personality styles between individuals who aspire to teach at varying levels. The study used the Millon Index of Personality Styles, Revised (MIPS Revised) as a tool to assess the Motivating Styles, Thinking Styles, and Behaving Styles of pre-service teachers (n = 127) in three Northeastern community colleges. Three groups of pre-service teachers were examined: those who aspire to teach at the Birth-2nd grade level; those who aspire to teach at the 1st-6th grade level; and those who aspire to teach at the 7th-12th grade level. The MIPS Revised is a 180 item self-reporting tool used to identify personality characteristics in normally functioning adults. The study collected demographic information, including age, gender, and age level teaching aspiration, as well as information regarding each individual participant’s personality style. Results of the study indicated no significant differences between the personality styles of individuals who aspire to teach at varying levels. The results of the study are discussed, and indicate the need for future exploration of pre-service teacher personality styles.
Hendricks, Frederica M. "Career experiences of black women faculty at research I universities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.
Full textMensah, Wisdom Yaw. ""Marginal men" with double consciousness : the experiences of sub-Saharan African professors teaching at a predominantly White university in the Midwest of the United States of America /." View abstract, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3339513.
Full textBirkholz, Paige M. "An Examination of Sources of Instructional Feedback and the Connection with Self Determination Theory and Job Satisfaction." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/3/.
Full textYake, Melissa L. "The effect of stress on eating practices among university faculty." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339600.
Full textDepartment of Family and Consumer Sciences
Kotze, B. Z. "'n Bedryfsielkundige ondersoek na die verband tussen akademici se werksomgewingspersepsies, werksbetrokkenheid en organisasieverbondenheid." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2797.
Full textGlobally, institutions of higher learning are characterised by continuous change, which has significant ramifications for the success and functioning of any institution of higher learning. In this context, the aim of this study was to examine the relationship between the perceptions of academics regarding the work environment in a transforming South African institution of higher learning and their job involvement and organisational commitment. The data were gathered by means of the Academic Work Environment Survey (AWES) measuring instrument. This measuring instrument obtained extraordinarily high reliability coefficients in the study. The results of the study indicate that academics in general have a positive perception of their job involvement and organisational commitment. These positive perceptions of job involvement and organisational commitment can largely be attributed to academics’ positive experience of a number of aspects of the academic work environment, namely low levels of role ambiguity and role conflict and high levels of autonomy, task identity, work challenge, feedback and supervisory consideration. However, attention should be paid to certain aspects such as role ambiguity, role conflict, feedback, work challenge and supervisory consideration where differences among academics’ perceptions occur as a result of personal and professional characteristics, which might pose a threat to these positive experiences in future.
Coleman, Malcolm James Jr. "The Relationships Between Job Satisfaction and Personality Traits Among Music Teachers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332033/.
Full textGould, Trenton E. "A correlational analysis of undergraduate athletic training students' and faculty educators' mind styles and preferences of teaching methods." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1057073459.
Full textChen, Shuhua 1977. "The academic adaptation of mainland Chinese doctoral students in education at McGill University /." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101877.
Full textSmith, Jamie Lynn. "Views from within psychologists' attitudes towards other psychologists /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123181232.
Full textTitle from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center
Hoover, Debra Lynne. "Possible selves conceptions and conversations about career success in higher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1182318621.
Full textMan, Ka-on, and 文家安. "A study of the effects of two types of groups on student-teachers' approaches to studying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627309.
Full textWellman, Kristen Suzanne. "Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157639/.
Full textWeber, Roberta K. Jerich Kenneth Frank. "An identification of barriers to the integration of information technology as perceived by secondary education teacher education students." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633431.
Full textTitle from title page screen, viewed May 26, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Barbara L. Nourie, Vicky L. Morgan, David B. Woodward. Includes bibliographical references (leaves 175-186) and abstract. Also available in print.
McLawhon, Ryan. "Readiness scores as indicators of online faculty satisfaction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10987/.
Full textRobyn, Anecia Meghan. "Intention to quit amongst Generation Y academics at Higher Education Institutions." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71603.
Full textENGLISH ABSTRACT: Talent retention is currently an international challenge across industries, and especially for academic staff at higher education institutions (HEIs) in South Africa. It may be argued that HEIs are more dependent on the intellectual and creative abilities and commitment of their academic staff than most other organisations. For an HEI to maintain a long-term trajectory of excellence in terms of both research outputs and teaching, a strong focus on retaining a younger generation of skilled academics is needed. Unfortunately, in many fields HEIs have to compete with industry to retain these employees. At the same time, the academic profession has increasingly fallen behind the private sector in terms of remuneration, amongst others, resulting in a shortage of young academics in South African HEIs. An investigation into the intention to quit amongst Generation Y academics at HEIs therefore is justifiable. A mixed-method research design, including both qualitative (focus groups and blog) and quantitative phases (a self-administered questionnaire), was applied. Academics (n = 189) at six HEIs in South Africa were sampled. The Pearson product-moment correlation coefficients indicate that employee engagement, transformational leadership, job satisfaction, and remuneration, reward and recognition have a significant negative impact on intention to quit. Based on the multiple regression and partial least square (PLS) path modelling results, it was found that only employee engagement and job satisfaction have a significant negative impact on intention to quit. Therefore, the latter variables have the most significant impact on intention to quit amongst the sampled population. However, the PLS path modelling results suggest that, by including employee engagement, transformational leadership, job satisfaction, and remuneration, reward and recognition in the prediction of intention to quit, 45% of the variance will be explained. Relationships between the independent variables were also found: between employee engagement and job satisfaction; between transformational leadership and employee engagement; between transformational leadership and job satisfaction; and between remuneration, reward and recognition and job satisfaction. This study contributes to the body of knowledge on intention to quit among academics, and specifically the sought-after Generation Y academics. The findings serve as input for the development of efficacious retention strategies and mechanisms to retain Generation Y academics at HEIs in South Africa.
AFRIKAANSE OPSOMMING: Talentretensie is tans 'n internasionale uitdaging in verskeie industrieë en veral vir akademiese personeel in hoëronderwysinstansies (HOI's) in Suid-Afrika. Dit kan aangevoer word dat HOI's meer afhanklik is van die intellektuele en kreatiewe vermoëns en toewyding van hulle akademiese personeel as diemeeste ander organisasies. Vir 'n HOI om 'n langtermyn-bestaan van uitnemendheid in terme van navorsingsuitsette en onderrig te handhaaf, is 'n sterk fokus op die behoud van 'n jonger generasie van vaardige akademici nodig. Ongelukkig moet HOI's met die bedryf kompeteer om hierdie werknemers te behou. Terselfdertyd het die akademiese professie toenemend agter geraak met onder andere vergoeding, wat ‘n tekort aan jong akademici in Suid-Afrikaanse HOI's tot gevolg het. 'n Ondersoek na die intensie om te bedank onder Generasie Y akademici by HOI’s is gevolglik regverdigbaar. 'n Gemengde-metodenavorsingsontwerp wat beide kwalitatiewe (fokusgroepe en blog) en kwantitatiewe fases ('n self-geadministreerde vraelys) ingesluit het, is gebruik. Die steekproef het akademici (n = 189) verteenwoordig van ses HOI's in Suid-Afrika. Die Pearson produkmomentkorrelasies dui daarop dat werknemertoewyding, transformasionele leierskap, werkstevredenheid, en vergoeding, beloning en erkenning 'n beduidende negatiewe impak het op die intensie om te bedank. Die resultate van die meervoudige regressie en PLS modellering dui daarop dat slegs werknemertoewyding en werkstevredenheid 'n beduidende negatiewe impak op die intensie om te bedank het. Hierdie twee veranderlikes het die betekenisvolste impak gehad op die intensie om te bedank onder respondente in hierdie studie. Dit is belangrik om daarop te let dat die resultate van die PLS modellering daarop dui dat 45% van die variansie in die voorspelling van intensie om te bedank verduidelik word deur werknemertoewyding, transformasionele leierskap, werkstevredenheid, en vergoeding, beloning en erkenning. Statistiese verhoudings tussen die onderskeie onafhanklike veranderlikes is bevestig, naamlik tussen werknemertoewyding en werkstevredenheid; tussen transformasionele leierskap en werknemertoewyding; tussen transformasionele leierskap en werkstevredenheid; en tussen vergoeding, beloning en erkenning en werkstevredenheid. Hierdie studie dra by tot die uitbou van kennis oor die intensie om te bedank onder akademici, en spesifiek die gesogte Generasie Y akademici. Die bevindings dien as insette vir die ontwikkeling van doeltreffende retensiestrategieë vir die behoud van generasie Y akademici by HOI's in Suid-Afrika.
Swartwout, Nansi A. "An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3307/.
Full textWanzung, Karen Lynn. "An investigation of the effects of teachers' sense of efficacy on teacher motivation for predicting student participation: Do teacher behaviors mediate this relationship?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1834.
Full textGardner, Angelette. "Characteristics of Faculty Evaluation Formats for Promotion, Tenure, and Annual Review." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/19/.
Full textTerreni, Lisa. "A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.
Full textCaldwell, Candice Anne. "Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.
Full textPenachi, Eliza. "Estresse e síndrome de burnout em professores do ensino superior: contexto de adoecimento e estratégias de enfrentamento." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3265.
Full textThe present research aimed to identify and analyze strategies for coping with stress and burnout syndrome used by teachers at the Pato Branco Campus of UTFPR. The specific objectives were: To identify the occurrence and levels of stress and burnout syndrome in professors of the Pato Branco Campus of UTFPR; identify stressors reported by the research participants, and identify coping strategies for stress and burnout syndrome used by the research participants. Data were collected using the Lipp Adult Stress Symptom Inventory (ISSL), the Malasch Burnout Inventory (MBI - ED), a Structured Questionnaire and Interview. Sixty-one teachers participated in the study, 58% male and 42% female. The age ranged from 28 to 67 years and the teaching experience between 3 and 39 years. The results point to the existence of some degree of stress in 43.48% of the sample, between teachers of both sexes. Stress psychological distress is equally distributed between men and women, but physical suffering is much more evident in them than in them. Alarming levels of burnout were also found. The results obtained indicate that 26.09% of the sample did not present alteration in any of the three dimensions evaluated by MBI. Among the others, 37.68% presented alterations in one of the three dimensions of burnout and 36.23% in two or three dimensions. Alarming levels of emotional exhaustion were found in 47.82% of the sample, 26.08% in the sample, and 50.72% in the sample. The three types of coping strategies most used by participants are family support, adequate food and regular exercise, rest and leisure. It is concluded, therefore, that in addition to the cases already identified with a positive diagnosis for the burnout syndrome, 13% of the sample, the great majority of the researched population is in the process of becoming ill. Finally, considering the high levels of stress and burnout found, the results showed that only individual coping strategies are not enough to avoid the problems in the research institution.
Grishkevich, Hanna H. "Accelerated Degree Program Faculty: Motivation to Teach." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849699/.
Full textMullet, Dianna Rose. "Catalysts of Women's Success in Academic STEM: A Feminist Poststructural Analysis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062911/.
Full textHoward, Shewanee D. "STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1187188330.
Full textHopman, Jean. "Emotional work: applying reflexivity in teacher practice." Thesis, 2017. https://vuir.vu.edu.au/34909/.
Full textStrasdin, Sharon Lee. "Full-time conscripts : narratives of long-term, part-time female college instructors." 2005. http://hdl.handle.net/1828/741.
Full textMeier, Marjorie Rae. "The invisibility of emotional labor : a case study of faculty members at small liberal arts colleges /." Diss., 2005.
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