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You searched for +publisher:"Ashland University" +contributor:("Alston, Judy"). Showing records 1 – 17 of 17 total matches.

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1. Sharpe, Tanzeah Shanae Robinson. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.

Degree: EdD, College of Education, 2014, Ashland University

 This study explores the racial attitudes and preferences among 164 children between three and seven years of age. The study is a partial replication of… (more)

Subjects/Keywords: Developmental Psychology; Early Childhood Education; Educational Psychology; Social Psychology; early childhood education; self-esteem; identity; racial awareness; racial identification; racial preference; child development; Kenneth Clark; Mamie Clark; doll test; racial development

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APA (6th Edition):

Sharpe, T. S. R. (2014). Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027

Chicago Manual of Style (16th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

MLA Handbook (7th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Web. 20 Sep 2020.

Vancouver:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

Council of Science Editors:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027

2. Bush, Nicole Lea. The evolution of a professional learning community in a professional development school.

Degree: EdD, College of Education, 2015, Ashland University

 This study explores whether teacher leaders within a professional development school will take on leadership responsibilities while they are in the midst of learning new… (more)

Subjects/Keywords: Teaching; Teacher Education; Education; teacher leaders; reflective practice; reflection; mentor teachers; professional learning communities; professional development schools; cooperating teacher; university supervisor teacher

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APA (6th Edition):

Bush, N. L. (2015). The evolution of a professional learning community in a professional development school. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042

Chicago Manual of Style (16th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

MLA Handbook (7th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Web. 20 Sep 2020.

Vancouver:

Bush NL. The evolution of a professional learning community in a professional development school. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

Council of Science Editors:

Bush NL. The evolution of a professional learning community in a professional development school. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042

3. Ross, Jennifer Elaine. The development and support of teacher leaders in Ohio: A grounded theory study.

Degree: EdD, College of Education, 2015, Ashland University

 The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to… (more)

Subjects/Keywords: Educational Leadership; Teacher Education; teacher leadership; teacher leaders; distributed leadership; teacher leader endorsement; formal training; informal training; teacher development; teacher support; teacher training; professional learning; professional development

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APA (6th Edition):

Ross, J. E. (2015). The development and support of teacher leaders in Ohio: A grounded theory study. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469

Chicago Manual of Style (16th Edition):

Ross, Jennifer Elaine. “The development and support of teacher leaders in Ohio: A grounded theory study.” 2015. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

MLA Handbook (7th Edition):

Ross, Jennifer Elaine. “The development and support of teacher leaders in Ohio: A grounded theory study.” 2015. Web. 20 Sep 2020.

Vancouver:

Ross JE. The development and support of teacher leaders in Ohio: A grounded theory study. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

Council of Science Editors:

Ross JE. The development and support of teacher leaders in Ohio: A grounded theory study. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469

4. Peddle, Anthony M. Teachers' Positive ACE Scores and Their Informed Classroom Practices.

Degree: EdD, College of Education, 2020, Ashland University

 This dissertation researches Adverse Childhood Experiences (ACEs) and how teachersuse their own experiences in their classrooms. Recent researchers have concluded that the prevalence of childhood… (more)

Subjects/Keywords: Education; Teaching; Trauma informed schools; Trauma informed classrooms; Adverse Childhood Experiences; Teachers lived experiences; Classroom practices

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APA (6th Edition):

Peddle, A. M. (2020). Teachers' Positive ACE Scores and Their Informed Classroom Practices. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221

Chicago Manual of Style (16th Edition):

Peddle, Anthony M. “Teachers' Positive ACE Scores and Their Informed Classroom Practices.” 2020. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

MLA Handbook (7th Edition):

Peddle, Anthony M. “Teachers' Positive ACE Scores and Their Informed Classroom Practices.” 2020. Web. 20 Sep 2020.

Vancouver:

Peddle AM. Teachers' Positive ACE Scores and Their Informed Classroom Practices. [Internet] [Doctoral dissertation]. Ashland University; 2020. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

Council of Science Editors:

Peddle AM. Teachers' Positive ACE Scores and Their Informed Classroom Practices. [Doctoral Dissertation]. Ashland University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221

5. Russell, Alecia Marie. An Effective Dropout Prevention Program for Urban Students.

Degree: EdD, College of Education, 2009, Ashland University

 There have been limited qualitative case studies exploring effective urban dropout prevention programs. Specifically, few studies have presented a conceptual orientation based solely upon the… (more)

Subjects/Keywords: Education; adult urban dropouts; case study; African-American dropouts; urban dropout prevention programs

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APA (6th Edition):

Russell, A. M. (2009). An Effective Dropout Prevention Program for Urban Students. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676

Chicago Manual of Style (16th Edition):

Russell, Alecia Marie. “An Effective Dropout Prevention Program for Urban Students.” 2009. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.

MLA Handbook (7th Edition):

Russell, Alecia Marie. “An Effective Dropout Prevention Program for Urban Students.” 2009. Web. 20 Sep 2020.

Vancouver:

Russell AM. An Effective Dropout Prevention Program for Urban Students. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.

Council of Science Editors:

Russell AM. An Effective Dropout Prevention Program for Urban Students. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676

6. Rottet, Kimberly N. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.

Degree: EdD, College of Education, 2019, Ashland University

 Within recent years seasoned collegiate recreation senior leaders have noted a concern relative to the skill level of their potential successors. As these directors near… (more)

Subjects/Keywords: Education; Higher Education; Recreation; Professional development; staff development; competencies

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APA (6th Edition):

Rottet, K. N. (2019). The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729

Chicago Manual of Style (16th Edition):

Rottet, Kimberly N. “The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.” 2019. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729.

MLA Handbook (7th Edition):

Rottet, Kimberly N. “The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation.” 2019. Web. 20 Sep 2020.

Vancouver:

Rottet KN. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. [Internet] [Doctoral dissertation]. Ashland University; 2019. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729.

Council of Science Editors:

Rottet KN. The lack of the use of competencies and its impact on preparedness for leadership roles in collegiate recreation. [Doctoral Dissertation]. Ashland University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1552303746956729

7. Durr, Ryan Christopher. Discipline Disproportionality in Schools Explored Through the Eyes of Students.

Degree: EdD, College of Education, 2019, Ashland University

 This dissertation addressed the research question, what are the perceptions of African American male high school students in regard to racial disproportionality and disciplinary practices?… (more)

Subjects/Keywords: African Americans; Education; Gender; African American; males; discipline; disproportionality; schools; students; removal; equal treatment; background; reputation

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APA (6th Edition):

Durr, R. C. (2019). Discipline Disproportionality in Schools Explored Through the Eyes of Students. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1556640348910186

Chicago Manual of Style (16th Edition):

Durr, Ryan Christopher. “Discipline Disproportionality in Schools Explored Through the Eyes of Students.” 2019. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1556640348910186.

MLA Handbook (7th Edition):

Durr, Ryan Christopher. “Discipline Disproportionality in Schools Explored Through the Eyes of Students.” 2019. Web. 20 Sep 2020.

Vancouver:

Durr RC. Discipline Disproportionality in Schools Explored Through the Eyes of Students. [Internet] [Doctoral dissertation]. Ashland University; 2019. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1556640348910186.

Council of Science Editors:

Durr RC. Discipline Disproportionality in Schools Explored Through the Eyes of Students. [Doctoral Dissertation]. Ashland University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1556640348910186

8. Thomas, Valencia E. Black Males and the Emotional Disturbance Disability Label: A Leadership Problem.

Degree: EdD, College of Education, 2019, Ashland University

 The purpose of this qualitative research study is to identify factors that influence the disproportionately high number of Black boys identified as having an Emotional… (more)

Subjects/Keywords: Education; Educational Leadership; Special Education; black boys; special education; Emotional Disturbance Disability; save our black boys; black boys matter

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APA (6th Edition):

Thomas, V. E. (2019). Black Males and the Emotional Disturbance Disability Label: A Leadership Problem. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763

Chicago Manual of Style (16th Edition):

Thomas, Valencia E. “Black Males and the Emotional Disturbance Disability Label: A Leadership Problem.” 2019. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763.

MLA Handbook (7th Edition):

Thomas, Valencia E. “Black Males and the Emotional Disturbance Disability Label: A Leadership Problem.” 2019. Web. 20 Sep 2020.

Vancouver:

Thomas VE. Black Males and the Emotional Disturbance Disability Label: A Leadership Problem. [Internet] [Doctoral dissertation]. Ashland University; 2019. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763.

Council of Science Editors:

Thomas VE. Black Males and the Emotional Disturbance Disability Label: A Leadership Problem. [Doctoral Dissertation]. Ashland University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763

9. Ndungu, Naomy W. G. A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls.

Degree: EdD, College of Education, 2019, Ashland University

 This study examined the impact of cultural norms on the learning experiences of Somali- born immigrant girls during secondary schooling in public high schools in… (more)

Subjects/Keywords: African Studies; Multicultural Education; Secondary Education; Culture; cultural norms; learning experiences; Somali immigrant girls; Columbus public high schools; diversity; inclusion; education

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APA (6th Edition):

Ndungu, N. W. G. (2019). A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021

Chicago Manual of Style (16th Edition):

Ndungu, Naomy W G. “A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls.” 2019. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021.

MLA Handbook (7th Edition):

Ndungu, Naomy W G. “A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls.” 2019. Web. 20 Sep 2020.

Vancouver:

Ndungu NWG. A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls. [Internet] [Doctoral dissertation]. Ashland University; 2019. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021.

Council of Science Editors:

Ndungu NWG. A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls. [Doctoral Dissertation]. Ashland University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021

10. Braman, Shawn M. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.

Degree: EdD, College of Education, 2017, Ashland University

 This study explored four school leaders in a small, rural school district in a case study during the Great Recession of 2007-09. The exploratory study… (more)

Subjects/Keywords: Educational Leadership; Great Recession of 2009; rural schools; Ohio; leadership; financial challenges; sustainability; classified staff

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APA (6th Edition):

Braman, S. M. (2017). The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927

Chicago Manual of Style (16th Edition):

Braman, Shawn M. “The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.” 2017. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927.

MLA Handbook (7th Edition):

Braman, Shawn M. “The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.” 2017. Web. 20 Sep 2020.

Vancouver:

Braman SM. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927.

Council of Science Editors:

Braman SM. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927

11. Siegel, Linda Marie. The Effects of Appreciative Inquiry on Emotional Intelligence.

Degree: EdD, College of Education, 2008, Ashland University

 The purpose of this study was to explore the affects of experiencing Appreciative Inquiry on a group's Emotional Intelligence. The authors of Appreciative Inquiry call… (more)

Subjects/Keywords: Organizational Behavior; emotional intelligence; appreciative inquiry

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APA (6th Edition):

Siegel, L. M. (2008). The Effects of Appreciative Inquiry on Emotional Intelligence. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195

Chicago Manual of Style (16th Edition):

Siegel, Linda Marie. “The Effects of Appreciative Inquiry on Emotional Intelligence.” 2008. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195.

MLA Handbook (7th Edition):

Siegel, Linda Marie. “The Effects of Appreciative Inquiry on Emotional Intelligence.” 2008. Web. 20 Sep 2020.

Vancouver:

Siegel LM. The Effects of Appreciative Inquiry on Emotional Intelligence. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195.

Council of Science Editors:

Siegel LM. The Effects of Appreciative Inquiry on Emotional Intelligence. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195

12. Willingham, Bruce R, Jr. Do African American Students Limit Their Own Academic Achievement.

Degree: EdD, College of Education, 2014, Ashland University

 This qualitative, phenomenological study provides insight into the perceptions, beliefs, and experiences that six, twelfth grade students held regarding their experiences from kindergarten through twelfth… (more)

Subjects/Keywords: African Americans; Education; Personal Relationships; Pedagogy; African Americans; education; relationships; pedagogy; limit; academic achievement; education

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APA (6th Edition):

Willingham, Bruce R, J. (2014). Do African American Students Limit Their Own Academic Achievement. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823

Chicago Manual of Style (16th Edition):

Willingham, Bruce R, Jr. “Do African American Students Limit Their Own Academic Achievement.” 2014. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

MLA Handbook (7th Edition):

Willingham, Bruce R, Jr. “Do African American Students Limit Their Own Academic Achievement.” 2014. Web. 20 Sep 2020.

Vancouver:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

Council of Science Editors:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823

13. Womack, Sandy D, Jr. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.

Degree: EdD, College of Education, 2017, Ashland University

 This qualitative case study explored the experiences of two principals at two urban school districts in Ohio during the No Child Left Behind era. Each… (more)

Subjects/Keywords: Educational Leadership; Education Finance; School Administration; No Child Left Behind sanctions; servant leadership; successful school turnaround; segregated schools; principal leadership; espoused values; enacted values; sanctions financial impact on urban schools; school community partnerships; testing

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APA (6th Edition):

Womack, Sandy D, J. (2017). Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424

Chicago Manual of Style (16th Edition):

Womack, Sandy D, Jr. “Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.” 2017. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424.

MLA Handbook (7th Edition):

Womack, Sandy D, Jr. “Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.” 2017. Web. 20 Sep 2020.

Vancouver:

Womack, Sandy D J. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424.

Council of Science Editors:

Womack, Sandy D J. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424

14. Alfano-Cooper, Maria R. Understanding English Language Learners’ Social Experiences in a United States Suburban High School.

Degree: EdD, College of Education, 2017, Ashland University

 This study was done as a qualitative, phenomenological case study into the lived experiences of 10 English Language Learners (ELL) in a suburban high school… (more)

Subjects/Keywords: English As A Second Language; Education; Minority and Ethnic Groups; English as a Second Language; ESL; ELL; immigrant students; socialization in high school; perceived success; cultural adaptation; socialization; cultural capital; advocacy; educational inequalities; impactful experiences; teacher perceptions

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APA (6th Edition):

Alfano-Cooper, M. R. (2017). Understanding English Language Learners’ Social Experiences in a United States Suburban High School. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272

Chicago Manual of Style (16th Edition):

Alfano-Cooper, Maria R. “Understanding English Language Learners’ Social Experiences in a United States Suburban High School.” 2017. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272.

MLA Handbook (7th Edition):

Alfano-Cooper, Maria R. “Understanding English Language Learners’ Social Experiences in a United States Suburban High School.” 2017. Web. 20 Sep 2020.

Vancouver:

Alfano-Cooper MR. Understanding English Language Learners’ Social Experiences in a United States Suburban High School. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272.

Council of Science Editors:

Alfano-Cooper MR. Understanding English Language Learners’ Social Experiences in a United States Suburban High School. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272

15. Bailey-Walker, Tonya M. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.

Degree: EdD, College of Education, 2018, Ashland University

 The underrepresentation of the African American female superintendent is disappointing and calls into question the reasoning behind such despairing amounts. In order to address that… (more)

Subjects/Keywords: African American Studies; African Americans; Educational Leadership; Gender Studies; African-American; African-American female; superintendent; lived experiences; educational leadership; transformational leadership; benevolent sexism; hostile sexism; gender bias; Black Feminist Thought; Critical Race Theory

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APA (6th Edition):

Bailey-Walker, T. M. (2018). Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375

Chicago Manual of Style (16th Edition):

Bailey-Walker, Tonya M. “Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.” 2018. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375.

MLA Handbook (7th Edition):

Bailey-Walker, Tonya M. “Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.” 2018. Web. 20 Sep 2020.

Vancouver:

Bailey-Walker TM. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375.

Council of Science Editors:

Bailey-Walker TM. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375

16. Pharion, Jeffrey L. Transformational Leadership in Coaching.

Degree: EdD, College of Education, 2014, Ashland University

 Coaching processes have changed over the years, as have the young people who play sports. Because the field of coaching is so dynamic in nature… (more)

Subjects/Keywords: Educational Leadership; coaching; transformational leadership; leadership; American football; education

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APA (6th Edition):

Pharion, J. L. (2014). Transformational Leadership in Coaching. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189

Chicago Manual of Style (16th Edition):

Pharion, Jeffrey L. “Transformational Leadership in Coaching.” 2014. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189.

MLA Handbook (7th Edition):

Pharion, Jeffrey L. “Transformational Leadership in Coaching.” 2014. Web. 20 Sep 2020.

Vancouver:

Pharion JL. Transformational Leadership in Coaching. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189.

Council of Science Editors:

Pharion JL. Transformational Leadership in Coaching. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189

17. Reiser, David A. An impact analysis of computer assisted instruction on the reading skills of students with disabilities.

Degree: EdD, College of Education, 2018, Ashland University

 This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills… (more)

Subjects/Keywords: Educational Leadership; Special Education; Educational Technology; teacher leadership; special education; single subject research; action research; students with disabilities; computer assisted instruction; specialized instruction; Individual Education Program; IEP; reading intervention; reading instruction

…letters were approved by Ashland University's Human Subjects Review Board (HSRB)… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reiser, D. A. (2018). An impact analysis of computer assisted instruction on the reading skills of students with disabilities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333

Chicago Manual of Style (16th Edition):

Reiser, David A. “An impact analysis of computer assisted instruction on the reading skills of students with disabilities.” 2018. Doctoral Dissertation, Ashland University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333.

MLA Handbook (7th Edition):

Reiser, David A. “An impact analysis of computer assisted instruction on the reading skills of students with disabilities.” 2018. Web. 20 Sep 2020.

Vancouver:

Reiser DA. An impact analysis of computer assisted instruction on the reading skills of students with disabilities. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333.

Council of Science Editors:

Reiser DA. An impact analysis of computer assisted instruction on the reading skills of students with disabilities. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333

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