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You searched for +publisher:"Central Connecticut State University" +contributor:("Retelle, Ellen"). Showing records 1 – 9 of 9 total matches.

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Central Connecticut State University

1. Wright, Carol A. How do collaborative grade level teams impact student performance?.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

 The purpose of this case study was to examine how 11 participants in grade 1 and grade 3 data teams and grade level instructional teams… (more)

Subjects/Keywords: Professional learning communities; Teacher work groups; Teacher effectiveness; Mathematics  – Study and teaching (Primary)

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

APA (6th Edition):

Wright, C. A. (2010). How do collaborative grade level teams impact student performance?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1599

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):

Wright, Carol A. “How do collaborative grade level teams impact student performance?.” 2010. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1599.

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

MLA Handbook (7th Edition):

Wright, Carol A. “How do collaborative grade level teams impact student performance?.” 2010. Web. 15 Jun 2019.

Vancouver:

Wright CA. How do collaborative grade level teams impact student performance?. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1599.

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

Council of Science Editors:

Wright CA. How do collaborative grade level teams impact student performance?. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1599

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


Central Connecticut State University

2. Field, Katherine W. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

Homework is an important part of most classes at the secondary school level. While homework benefits most students academically, its impact on students with learning… (more)

Subjects/Keywords: Learning disabled children – Study and teaching (Secondary) – Connecticut.; Homework.

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

APA (6th Edition):

Field, K. W. (2012). The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1821

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):

Field, Katherine W. “The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.” 2012. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1821.

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

MLA Handbook (7th Edition):

Field, Katherine W. “The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.” 2012. Web. 15 Jun 2019.

Vancouver:

Field KW. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1821.

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

Council of Science Editors:

Field KW. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1821

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


Central Connecticut State University

3. Ursery, Maxine D., 1966-. Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

The severe shortage of Black teachers poses a critical problem for school districts that strive to establish racial and cultural parity between the teacher and… (more)

Subjects/Keywords: Teachers; Black – Training of – Connecticut.

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APA (6th Edition):

Ursery, Maxine D., 1. (2012). Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1832

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):

Ursery, Maxine D., 1966-. “Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut.” 2012. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1832.

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

MLA Handbook (7th Edition):

Ursery, Maxine D., 1966-. “Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut.” 2012. Web. 15 Jun 2019.

Vancouver:

Ursery, Maxine D. 1. Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1832.

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

Council of Science Editors:

Ursery, Maxine D. 1. Black Teachers' Perceptions of the Obstacles and Catalysts to Becoming and Remaining Teachers in Connecticut. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1832

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


Central Connecticut State University

4. Crawford, Doreen Ann. Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

This phenomenological historical case study fortifies the story of the history of Thelma Ellis Dickerson, a female education warrior and social justice leader who opened… (more)

Subjects/Keywords: Charter schools – Connecticut – Case studies.; Urban schools – Connecticut – Case studies.; Minority students – Connecticut – Case studies.; Social justice – Study and teaching – Connecticut – Case studies.

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

APA (6th Edition):

Crawford, D. A. (2012). Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1855

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):

Crawford, Doreen Ann. “Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools.” 2012. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1855.

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

MLA Handbook (7th Edition):

Crawford, Doreen Ann. “Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools.” 2012. Web. 15 Jun 2019.

Vancouver:

Crawford DA. Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1855.

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

Council of Science Editors:

Crawford DA. Taking a Vision and Making it a Reality : A Phenomenological Case Study of the History of Thelma Ellis Dickerson and Jumoke Academy Charter Schools. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1855

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


Central Connecticut State University

5. Sanzo, Richard J. (Richard John), 1984-. The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory.

Degree: Department of Educational Leadership, 2013, Central Connecticut State University

This study examines the influences on and outcomes of relationships between approximately 600 grade 10 and 11 students and 55 faculty members in an advisory… (more)

Subjects/Keywords: Educational change.; Social learning.; Counseling in secondary education.; Social networks.; Belonging (Social psychology); Teacher-student relationships.

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APA (6th Edition):

Sanzo, Richard J. (Richard John), 1. (2013). The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1933

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):

Sanzo, Richard J. (Richard John), 1984-. “The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory.” 2013. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1933.

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

MLA Handbook (7th Edition):

Sanzo, Richard J. (Richard John), 1984-. “The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory.” 2013. Web. 15 Jun 2019.

Vancouver:

Sanzo, Richard J. (Richard John) 1. The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1933.

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

Council of Science Editors:

Sanzo, Richard J. (Richard John) 1. The Influence of Typology on School Connectedness as Measured by the Social Supports Received Through a Suburban High School Advisory. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1933

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


Central Connecticut State University

6. Linke, Deborah L. (Deborah Lee), 1982-. Leadership for Technology Integration : The Role of Building Principals at the Middle Level.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

The purpose of this study was to examine how school leaders support high levels of technology integration in regular classroom instruction at the middle school… (more)

Subjects/Keywords: Educational technology.; Educational leadership.

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APA (6th Edition):

Linke, Deborah L. (Deborah Lee), 1. (2016). Leadership for Technology Integration : The Role of Building Principals at the Middle Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2374

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):

Linke, Deborah L. (Deborah Lee), 1982-. “Leadership for Technology Integration : The Role of Building Principals at the Middle Level.” 2016. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2374.

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

MLA Handbook (7th Edition):

Linke, Deborah L. (Deborah Lee), 1982-. “Leadership for Technology Integration : The Role of Building Principals at the Middle Level.” 2016. Web. 15 Jun 2019.

Vancouver:

Linke, Deborah L. (Deborah Lee) 1. Leadership for Technology Integration : The Role of Building Principals at the Middle Level. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2374.

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

Council of Science Editors:

Linke, Deborah L. (Deborah Lee) 1. Leadership for Technology Integration : The Role of Building Principals at the Middle Level. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2374

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


Central Connecticut State University

7. Henry, Kimberlee C. (Kimberlee Carin), 1980-. A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

The purpose of this case study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of Black female administrators… (more)

Subjects/Keywords: African American women school principals.; Children, White.

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APA (6th Edition):

Henry, Kimberlee C. (Kimberlee Carin), 1. (2016). A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2420

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):

Henry, Kimberlee C. (Kimberlee Carin), 1980-. “A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts.” 2016. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2420.

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

MLA Handbook (7th Edition):

Henry, Kimberlee C. (Kimberlee Carin), 1980-. “A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts.” 2016. Web. 15 Jun 2019.

Vancouver:

Henry, Kimberlee C. (Kimberlee Carin) 1. A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2420.

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

Council of Science Editors:

Henry, Kimberlee C. (Kimberlee Carin) 1. A World Apart : A Case Study of Black Female Administrators in Predominantly White Schools and Districts. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2420

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


Central Connecticut State University

8. Hairston, Gerald M. (Gerald Montue), 1977-. A School Based Program and Participants' Aspiration to be Teachers.

Degree: Department of Educational Leadership, 2015, Central Connecticut State University

This research explores how Black male high school students comprehend and interpret their experiences in a high school teacher preparation program and explores how the… (more)

Subjects/Keywords: Student teachers.; African American men.

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APA (6th Edition):

Hairston, Gerald M. (Gerald Montue), 1. (2015). A School Based Program and Participants' Aspiration to be Teachers. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2436

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):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

MLA Handbook (7th Edition):

Hairston, Gerald M. (Gerald Montue), 1977-. “A School Based Program and Participants' Aspiration to be Teachers.” 2015. Web. 15 Jun 2019.

Vancouver:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436.

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

Council of Science Editors:

Hairston, Gerald M. (Gerald Montue) 1. A School Based Program and Participants' Aspiration to be Teachers. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2436

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


Central Connecticut State University

9. Cieslowski, Matthew J (Matthew Joseph), 1976-. Teacher Perceptions of Building Principal Impact on High Collective Efficacy.

Degree: Department of Educational Leadership, 2014, Central Connecticut State University

This mixed methods study investigated teacher perceptions of the role of the high school building principal in schools with relatively high levels of collective efficacy.… (more)

Subjects/Keywords: School principals – Evaluation.

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

APA (6th Edition):

Cieslowski, Matthew J (Matthew Joseph), 1. (2014). Teacher Perceptions of Building Principal Impact on High Collective Efficacy. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2015

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):

Cieslowski, Matthew J (Matthew Joseph), 1976-. “Teacher Perceptions of Building Principal Impact on High Collective Efficacy.” 2014. Thesis, Central Connecticut State University. Accessed June 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2015.

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

MLA Handbook (7th Edition):

Cieslowski, Matthew J (Matthew Joseph), 1976-. “Teacher Perceptions of Building Principal Impact on High Collective Efficacy.” 2014. Web. 15 Jun 2019.

Vancouver:

Cieslowski, Matthew J (Matthew Joseph) 1. Teacher Perceptions of Building Principal Impact on High Collective Efficacy. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2019 Jun 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2015.

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

Council of Science Editors:

Cieslowski, Matthew J (Matthew Joseph) 1. Teacher Perceptions of Building Principal Impact on High Collective Efficacy. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2015

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

.