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You searched for +publisher:"Clark University Atlanta" +contributor:("Darrell Groves, Ed.D."). Showing records 1 – 17 of 17 total matches.

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1. Bullock, Naomi J. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  This study examines factors that affect student motivation and achievement in the middle school eighth grade science classroom, including, teacher-student relationships, student-peer relationships, teacher… (more)

Subjects/Keywords: Student satisfaction; Teacher influence; Science achievement; Teacher expectations; Educational Psychology; School Psychology; Science and Mathematics Education; Secondary Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Bullock, N. J. (2017). Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/63

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):

Bullock, Naomi J. “Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/63.

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

MLA Handbook (7th Edition):

Bullock, Naomi J. “Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.” 2017. Web. 19 Feb 2019.

Vancouver:

Bullock NJ. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/63.

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

Council of Science Editors:

Bullock NJ. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/63

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

2. Coleman, Shawonna S. Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The purpose of this study was to examine public school educators’ perceptions of factors driving teacher attrition and the variables studied in correlation to… (more)

Subjects/Keywords: retention; attrition; educational leadership; Educational Leadership

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APA (6th Edition):

Coleman, S. S. (2017). Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/74

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):

Coleman, Shawonna S. “Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/74.

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

MLA Handbook (7th Edition):

Coleman, Shawonna S. “Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention.” 2017. Web. 19 Feb 2019.

Vancouver:

Coleman SS. Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/74.

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

Council of Science Editors:

Coleman SS. Examining Public School Educators' Perceptions of Variables Studied in Correlation to Teacher Attrition Issues within a Select Rural School District in the State of Mississippi: Implications for Teacher Retention. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/74

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

3. Mitchell, Angelique. Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The goal of this study was to ascertain student and teacher perceptions of positive behavioral interventions and supports (PBIS) effectiveness as based on PBIS… (more)

Subjects/Keywords: PBIS; Discipline; Positive reinforcement; student behavior; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Urban Education

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APA (6th Edition):

Mitchell, A. (2017). Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/79

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):

Mitchell, Angelique. “Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/79.

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

MLA Handbook (7th Edition):

Mitchell, Angelique. “Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School.” 2017. Web. 19 Feb 2019.

Vancouver:

Mitchell A. Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/79.

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

Council of Science Editors:

Mitchell A. Student and Teacher Perceptions of the Effectiveness of Positive Behavioral Interventions and Supports in a Metropolitan Atlanta Elementary School. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/79

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

4. Morrow, Dranita Lynette. College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  This quantitative study focused on the impacts of the pre-kindergarten experience in a large urban district in Georgia. With the ongoing pursuit across the… (more)

Subjects/Keywords: Preschool; Prekindergarten; School Readiness; Education; Elementary; Early Childhood Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education

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APA (6th Edition):

Morrow, D. L. (2017). College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/81

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):

Morrow, Dranita Lynette. “College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/81.

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

MLA Handbook (7th Edition):

Morrow, Dranita Lynette. “College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten.” 2017. Web. 19 Feb 2019.

Vancouver:

Morrow DL. College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/81.

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

Council of Science Editors:

Morrow DL. College and Career Readiness—Starting at the Beginning: Implications for an Urban School District on the Impacts of Pre-Kindergarten. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/81

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

5. McCladdie, Henry H, Jr. A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The purpose of this qualitative case study was to investigate identified variables satisfaction from select stakeholders to improve academic performance in a charter school.… (more)

Subjects/Keywords: School Effectiveness; Educational Leadership

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APA (6th Edition):

McCladdie, Henry H, J. (2017). A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/84

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):

McCladdie, Henry H, Jr. “A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/84.

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

MLA Handbook (7th Edition):

McCladdie, Henry H, Jr. “A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School.” 2017. Web. 19 Feb 2019.

Vancouver:

McCladdie, Henry H J. A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/84.

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

Council of Science Editors:

McCladdie, Henry H J. A Case Study Focused on the Level of Satisfaction of Select Stakeholders: Parents, Teachers, and Community Members on Identified Variables to Improve Academic Performance in One Urban Charter School. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/84

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

6. Headd, Andrew C. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on… (more)

Subjects/Keywords: Effectiveness of A Credit Recovery Program; Adult and Continuing Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Online and Distance Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Headd, A. C. (2017). The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/85

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):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/85.

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

MLA Handbook (7th Edition):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Web. 19 Feb 2019.

Vancouver:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/85.

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

Council of Science Editors:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/85

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

7. Chester, Joi Lynnette. Meeting the Market Needs of a School Counseling Preparation Program.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The changing roles of school counselors are impacted by national, state, and local expectations through standards, frameworks, and guidelines in which preparation programs are… (more)

Subjects/Keywords: CACREP; program evaluation; student perception; CIPP; internship; counseling; Educational Leadership

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APA (6th Edition):

Chester, J. L. (2017). Meeting the Market Needs of a School Counseling Preparation Program. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/94

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):

Chester, Joi Lynnette. “Meeting the Market Needs of a School Counseling Preparation Program.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/94.

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

MLA Handbook (7th Edition):

Chester, Joi Lynnette. “Meeting the Market Needs of a School Counseling Preparation Program.” 2017. Web. 19 Feb 2019.

Vancouver:

Chester JL. Meeting the Market Needs of a School Counseling Preparation Program. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/94.

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

Council of Science Editors:

Chester JL. Meeting the Market Needs of a School Counseling Preparation Program. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/94

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

8. Johnson,, George, Jr. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  This study sought to understand the extent to which African-American males perceived their experiences in higher education as an impact of their persistence. With… (more)

Subjects/Keywords: retention; persistence; African-American males; higher education; perception; Educational Leadership; Higher Education; Higher Education Administration; Other Educational Administration and Supervision

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APA (6th Edition):

Johnson,, George, J. (2017). The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/105

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):

Johnson,, George, Jr. “The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/105.

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

MLA Handbook (7th Edition):

Johnson,, George, Jr. “The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.” 2017. Web. 19 Feb 2019.

Vancouver:

Johnson,, George J. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/105.

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

Council of Science Editors:

Johnson,, George J. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/105

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

9. Rivers, Angel. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this mixed-method study, combining a quantitative, quasi-experimental, and qualitative design was to examine a researcher-designed, piloted dropout intervention program that would… (more)

Subjects/Keywords: designed; sessions; dropout; intervention; African Americans; Curriculum and Social Inquiry; Education; Educational Administration and Supervision; Secondary Education

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APA (6th Edition):

Rivers, A. (2018). Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/118

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):

Rivers, Angel. “Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.” 2018. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/118.

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

MLA Handbook (7th Edition):

Rivers, Angel. “Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.” 2018. Web. 19 Feb 2019.

Vancouver:

Rivers A. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/118.

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

Council of Science Editors:

Rivers A. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/118

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

10. Ruffin, Christopher. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy… (more)

Subjects/Keywords: TRiO; Upward Bound; African-American Male; Self-Efficacy; Academic Achievement; Adult and Continuing Education; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Leadership; Scholarship of Teaching and Learning

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

APA (6th Edition):

Ruffin, C. (2018). The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/119

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):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/119.

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

MLA Handbook (7th Edition):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Web. 19 Feb 2019.

Vancouver:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/119.

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

Council of Science Editors:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/119

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

11. Richardson, Tavis. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this qualitative case study was to investigate the impact of a Title I Comprehensive Plan on factors that affect the learning… (more)

Subjects/Keywords: Title I Schools; Comprehensive Plan; Rural Schools; Educational Leadership

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APA (6th Edition):

Richardson, T. (2018). The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/128

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):

Richardson, Tavis. “The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.” 2018. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/128.

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

MLA Handbook (7th Edition):

Richardson, Tavis. “The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.” 2018. Web. 19 Feb 2019.

Vancouver:

Richardson T. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/128.

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

Council of Science Editors:

Richardson T. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/128

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

12. Hill, Syllen. An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  This study examines factors that impact the achievement of middle school African-American males in mathematics on the Georgia Milestones Math End of Grade (EOG)… (more)

Subjects/Keywords: Factors; associated; Black; male; achievement; middle; Secondary Education

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

APA (6th Edition):

Hill, S. (2018). An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/133

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):

Hill, Syllen. “An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics.” 2018. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/133.

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

MLA Handbook (7th Edition):

Hill, Syllen. “An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics.” 2018. Web. 19 Feb 2019.

Vancouver:

Hill S. An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/133.

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

Council of Science Editors:

Hill S. An Examination of Factors Associated with the Achievement of Middle School African-American Males in Mathematics. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/133

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

13. Thomas, Angelique. A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this study was to determine the impact screen time has on the cognitive development of children between the ages of four… (more)

Subjects/Keywords: Early childhood education; screen time; cognitive development; preschool; teacher perception; Early Childhood Education

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

APA (6th Edition):

Thomas, A. (2018). A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/136

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):

Thomas, Angelique. “A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center.” 2018. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/136.

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

MLA Handbook (7th Edition):

Thomas, Angelique. “A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center.” 2018. Web. 19 Feb 2019.

Vancouver:

Thomas A. A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/136.

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

Council of Science Editors:

Thomas A. A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/136

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

14. Magee, Ariana T. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream… (more)

Subjects/Keywords: Secondary Science; English Language Learners; Sheltered Instruction; ESL; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Magee, A. T. (2017). Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/77

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):

Magee, Ariana T. “Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/77.

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

MLA Handbook (7th Edition):

Magee, Ariana T. “Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.” 2017. Web. 19 Feb 2019.

Vancouver:

Magee AT. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/77.

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

Council of Science Editors:

Magee AT. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/77

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

15. Nair, Hema. Evaluation of an Experimental Data Management System for Program Data at the College Level.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  An experimental data management system has been designed, developed, and implemented in this dissertation. The system satisfies the requirements specifications of the Department of… (more)

Subjects/Keywords: Higher Education Assessment System; Higher Education Data Management System; Higher Education Data Analysis System; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Nair, H. (2016). Evaluation of an Experimental Data Management System for Program Data at the College Level. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/45

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):

Nair, Hema. “Evaluation of an Experimental Data Management System for Program Data at the College Level.” 2016. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/45.

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

MLA Handbook (7th Edition):

Nair, Hema. “Evaluation of an Experimental Data Management System for Program Data at the College Level.” 2016. Web. 19 Feb 2019.

Vancouver:

Nair H. Evaluation of an Experimental Data Management System for Program Data at the College Level. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/45.

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

Council of Science Editors:

Nair H. Evaluation of an Experimental Data Management System for Program Data at the College Level. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/45

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

16. Parks, Kimberly L. The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  This qualitative study examined principals’ and teachers’ perceptions regarding retaining teachers in a large urban school system. This study was based on the premise… (more)

Subjects/Keywords: Teacher Retention; Urban Schools; Induction; Alternative Certification Programs; Teacher Attrition; Teacher Migration; Education; Educational Leadership; Elementary Education; Urban Education

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

APA (6th Edition):

Parks, K. L. (2017). The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/65

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):

Parks, Kimberly L. “The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/65.

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

MLA Handbook (7th Edition):

Parks, Kimberly L. “The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System.” 2017. Web. 19 Feb 2019.

Vancouver:

Parks KL. The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/65.

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

Council of Science Editors:

Parks KL. The Perceptions of Elementary School Principals and Teachers Regarding Retaining Teachers in a Large Urban School System. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/65

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

17. Pugh, Dana L. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other… (more)

Subjects/Keywords: Academic Achievement; Advanced Courses; Advanced Placement Programs; Student Placement; Articulation; Prior Learning; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Leadership; Gifted Education

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

APA (6th Edition):

Pugh, D. L. (2017). Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/68

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):

Pugh, Dana L. “Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2019. http://digitalcommons.auctr.edu/cauetds/68.

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

MLA Handbook (7th Edition):

Pugh, Dana L. “Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.” 2017. Web. 19 Feb 2019.

Vancouver:

Pugh DL. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/68.

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

Council of Science Editors:

Pugh DL. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/68

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

.