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You searched for +publisher:"Clark University Atlanta" +contributor:("Dr. Barbara Hill"). Showing records 1 – 30 of 41 total matches.

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1. Benjamin, Vaneisa P. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  The purpose of this research study was to determine if teachers responsible for implementing Response to Intervention (RTI) in elementary schools within the district… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Benjamin, V. P. (2013). A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/721

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):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/721.

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

MLA Handbook (7th Edition):

Benjamin, Vaneisa P. “A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process.” 2013. Web. 16 Feb 2020.

Vancouver:

Benjamin VP. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/721.

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

Council of Science Editors:

Benjamin VP. A qualitative investigation of factors associated with the disproportionate number of students referred for special education testing through the response to intervention process. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/721

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

2. White-Martin, Willie M. The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  This study is a quantitative analysis of the performance of seventh grade students with disabilities on the state standardized mathematics test, the Georgia Math… (more)

Subjects/Keywords: Education

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APA (6th Edition):

White-Martin, W. M. (2013). The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/746

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):

White-Martin, Willie M. “The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/746.

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

MLA Handbook (7th Edition):

White-Martin, Willie M. “The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities.” 2013. Web. 16 Feb 2020.

Vancouver:

White-Martin WM. The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/746.

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

Council of Science Editors:

White-Martin WM. The basic funtion calculator and factors of other variables that may impact achievement on the Georgia math CRCT for students with disabilities. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/746

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

3. Armour, Curtis, Jr. Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The traditional comprehensive high school model is facing overwhelming scrutiny as educational leaders and policy makers are deeming them ineffective. With the steady decline… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Armour, Curtis, J. (2012). Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/453

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):

Armour, Curtis, Jr. “Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/453.

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

MLA Handbook (7th Edition):

Armour, Curtis, Jr. “Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders.” 2012. Web. 16 Feb 2020.

Vancouver:

Armour, Curtis J. Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/453.

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

Council of Science Editors:

Armour, Curtis J. Teacher self-efficacy, teacher collective efficacy, and job satisfication in small learning communities and small schools: implications for educational leaders. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/453

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

4. Arnold, Quail T. Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this mixed methods study was to investigate the factors that impact the quality of implementation of the Advanced Placement (AP) Program… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Arnold, Q. T. (2012). Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/278

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):

Arnold, Quail T. “Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/278.

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

MLA Handbook (7th Edition):

Arnold, Quail T. “Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study.” 2012. Web. 16 Feb 2020.

Vancouver:

Arnold QT. Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/278.

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

Council of Science Editors:

Arnold QT. Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/278

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

5. Cofield, Jormell Bland. Difference in ninth-grade student performance between small learning communities and traditional high school models.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this causal-comparative research study was to determine the extent to which ninth-grade student performances are impacted by the small learning community… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Cofield, J. B. (2012). Difference in ninth-grade student performance between small learning communities and traditional high school models. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/434

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):

Cofield, Jormell Bland. “Difference in ninth-grade student performance between small learning communities and traditional high school models.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/434.

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

MLA Handbook (7th Edition):

Cofield, Jormell Bland. “Difference in ninth-grade student performance between small learning communities and traditional high school models.” 2012. Web. 16 Feb 2020.

Vancouver:

Cofield JB. Difference in ninth-grade student performance between small learning communities and traditional high school models. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/434.

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

Council of Science Editors:

Cofield JB. Difference in ninth-grade student performance between small learning communities and traditional high school models. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/434

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

6. Cotton, Tara M. A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this quantitative study was to investigate the potential influence ofschool environment, administrative leadership and support, social support, and coping upon the… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Cotton, T. M. (2012). A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/303

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):

Cotton, Tara M. “A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/303.

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

MLA Handbook (7th Edition):

Cotton, Tara M. “A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders.” 2012. Web. 16 Feb 2020.

Vancouver:

Cotton TM. A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/303.

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

Council of Science Editors:

Cotton TM. A study of the potential influence of school environment, administrative leadership and support, social support, and coping upon the presence of symptoms of teacher depression: implications for educational leaders. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/303

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

7. Dupree, Ravenell Christopher. An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation.

Degree: PhD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this research is to quantify the general beliefs of African- American males currently enrolled in college regarding selected factors that may… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Dupree, R. C. (2012). An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation. (Doctoral Dissertation). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/360

Chicago Manual of Style (16th Edition):

Dupree, Ravenell Christopher. “An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation.” 2012. Doctoral Dissertation, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/360.

MLA Handbook (7th Edition):

Dupree, Ravenell Christopher. “An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation.” 2012. Web. 16 Feb 2020.

Vancouver:

Dupree RC. An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation. [Internet] [Doctoral dissertation]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/360.

Council of Science Editors:

Dupree RC. An investigation of the belief system held by African-American male college students regarding the influence of selected variables upon their retention and persistence toward graduation. [Doctoral Dissertation]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/360

8. Gardner, Kara R. The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  Gaining admissions into higher education is not nearly as challenging as persisting to degree attainment. Promising black students are failing to complete higher education… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Gardner, K. R. (2012). The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/412

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):

Gardner, Kara R. “The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/412.

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

MLA Handbook (7th Edition):

Gardner, Kara R. “The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU.” 2012. Web. 16 Feb 2020.

Vancouver:

Gardner KR. The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/412.

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

Council of Science Editors:

Gardner KR. The relationship between persistence, ability-to pay, and other selected variables at a highly selective, urban HBCU. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/412

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

9. Gibbs, Lakeisha Nicole. Persistence of graduate students at an urban research institution in the Southeastern region of the United States.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  Attrition rates have remained at the breadth of significant concerns for higher education institutions. During the progression toward a graduate degree, countless students lose… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Gibbs, L. N. (2012). Persistence of graduate students at an urban research institution in the Southeastern region of the United States. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/584

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):

Gibbs, Lakeisha Nicole. “Persistence of graduate students at an urban research institution in the Southeastern region of the United States.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/584.

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

MLA Handbook (7th Edition):

Gibbs, Lakeisha Nicole. “Persistence of graduate students at an urban research institution in the Southeastern region of the United States.” 2012. Web. 16 Feb 2020.

Vancouver:

Gibbs LN. Persistence of graduate students at an urban research institution in the Southeastern region of the United States. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/584.

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

Council of Science Editors:

Gibbs LN. Persistence of graduate students at an urban research institution in the Southeastern region of the United States. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/584

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

10. Simmons, Adrienne. Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  The purpose of this qualitative study was to investigate how teachers perceive the instructional support provided by district and school level administrators in implementation… (more)

Subjects/Keywords: Common Core State Standards; Instructional Leadership; Teacher Perception; Instructional Support; Professional Development; Teacher Supervision; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration; Teacher Education and Professional Development; Urban Education

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

APA (6th Edition):

Simmons, A. (2014). Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/3

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):

Simmons, Adrienne. “Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/3.

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

MLA Handbook (7th Edition):

Simmons, Adrienne. “Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards.” 2014. Web. 16 Feb 2020.

Vancouver:

Simmons A. Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/3.

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

Council of Science Editors:

Simmons A. Teacher Perception of the Efficacy of the Instructional Support Received in Implementing the Common Core State Standards. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/3

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

11. Edge, Andrea N. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  The purpose of this study was to identify the link between culture and pedagogy through the implementation of the Common Core Standards with the… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Common Core Standards; Common Core; African American Students; Culture of Students; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry

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

APA (6th Edition):

Edge, A. N. (2014). A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/7

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):

Edge, Andrea N. “A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/7.

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

MLA Handbook (7th Edition):

Edge, Andrea N. “A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.” 2014. Web. 16 Feb 2020.

Vancouver:

Edge AN. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/7.

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

Council of Science Editors:

Edge AN. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/7

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

12. Minnis, Tia A. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished… (more)

Subjects/Keywords: Institutional Effectiveness; Student Learning Assessment; Accreditation; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Minnis, T. A. (2014). Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/6

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):

Minnis, Tia A. “Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/6.

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

MLA Handbook (7th Edition):

Minnis, Tia A. “Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.” 2014. Web. 16 Feb 2020.

Vancouver:

Minnis TA. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/6.

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

Council of Science Editors:

Minnis TA. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/6

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

13. Frizzell, Melanie. The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012… (more)

Subjects/Keywords: Historically Black Colleges; Quality Education; Teacher Education Programs; PreService Teachers; Teacher Certification; Teacher Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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

APA (6th Edition):

Frizzell, M. (2014). The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/1

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):

Frizzell, Melanie. “The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/1.

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

MLA Handbook (7th Edition):

Frizzell, Melanie. “The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU.” 2014. Web. 16 Feb 2020.

Vancouver:

Frizzell M. The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/1.

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

Council of Science Editors:

Frizzell M. The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/1

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

14. Medlock, Robyn E. The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  The purpose of this qualitative case study was to research strategies of successful afterschool programs and their effectiveness in promoting student achievement and closing… (more)

Subjects/Keywords: afterschool; academic performance; Georgia; program effectiveness; afterschool programs; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Medlock, R. E. (2014). The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/9

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):

Medlock, Robyn E. “The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/9.

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

MLA Handbook (7th Edition):

Medlock, Robyn E. “The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs.” 2014. Web. 16 Feb 2020.

Vancouver:

Medlock RE. The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/9.

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

Council of Science Editors:

Medlock RE. The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/9

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

15. Thomas, Kaemanje S. The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  This mixed-methods study examined the effectiveness of the Upward Bound TRIO program in preparing a low-income and first-generation population for the successful completion of… (more)

Subjects/Keywords: Upward Bound; Trio; Low-income; first-generation students; 21st Century learner; Education; Educational Leadership

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APA (6th Edition):

Thomas, K. S. (2014). The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/10

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, Kaemanje S. “The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/10.

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

MLA Handbook (7th Edition):

Thomas, Kaemanje S. “The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness.” 2014. Web. 16 Feb 2020.

Vancouver:

Thomas KS. The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/10.

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

Council of Science Editors:

Thomas KS. The Effectiveness of Select Upward Bound Programs in Meeting the Needs of 21st Century Learners in Preparation for College Readiness. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/10

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

16. Brown, Calandra Leann. A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this study was to examine how female principals perceive the influence of social norms and gender roles on their effectiveness as… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Brown, C. L. (2012). A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/2079

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):

Brown, Calandra Leann. “A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/2079.

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

MLA Handbook (7th Edition):

Brown, Calandra Leann. “A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders.” 2012. Web. 16 Feb 2020.

Vancouver:

Brown CL. A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/2079.

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

Council of Science Editors:

Brown CL. A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/2079

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

17. Rucker-Edwards, Billie Deshun. Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  African Americans continue to be the smallest represented segment of population in gifted education. The significance of this study was to determine the impact… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Rucker-Edwards, B. D. (2012). Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/414

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):

Rucker-Edwards, Billie Deshun. “Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/414.

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

MLA Handbook (7th Edition):

Rucker-Edwards, Billie Deshun. “Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region.” 2012. Web. 16 Feb 2020.

Vancouver:

Rucker-Edwards BD. Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/414.

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

Council of Science Editors:

Rucker-Edwards BD. Young, gifted, and disadvantaged: a study of key program and personnel factors related to the underrepresentation of African-American disadvantaged students in the talented and gifted program in two urban middle schools in the Atlanta metro region. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/414

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

18. Williams, Edward, Jr. An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district.

Degree: EdD, Educational Leadership, 2012, Clark University Atlanta

  The purpose of this mixed methods study was to investigate if the potential benefits of a presence of an effective eighth to ninth grade… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Williams, Edward, J. (2012). An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/284

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):

Williams, Edward, Jr. “An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district.” 2012. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/284.

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

MLA Handbook (7th Edition):

Williams, Edward, Jr. “An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district.” 2012. Web. 16 Feb 2020.

Vancouver:

Williams, Edward J. An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district. [Internet] [Thesis]. Clark University Atlanta; 2012. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/284.

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

Council of Science Editors:

Williams, Edward J. An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district. [Thesis]. Clark University Atlanta; 2012. Available from: http://digitalcommons.auctr.edu/dissertations/284

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

19. Leonard, Raymond DaJuan. Factors that influence teachers' perception of school climate at one metro Atlanta high school.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  This study examines factors that influence teachers’ perception of school climate such as learning community, leadership style, student discipline, administrative support, teacher workload, parental… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Leonard, R. D. (2013). Factors that influence teachers' perception of school climate at one metro Atlanta high school. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/2080

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):

Leonard, Raymond DaJuan. “Factors that influence teachers' perception of school climate at one metro Atlanta high school.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/2080.

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

MLA Handbook (7th Edition):

Leonard, Raymond DaJuan. “Factors that influence teachers' perception of school climate at one metro Atlanta high school.” 2013. Web. 16 Feb 2020.

Vancouver:

Leonard RD. Factors that influence teachers' perception of school climate at one metro Atlanta high school. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/2080.

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

Council of Science Editors:

Leonard RD. Factors that influence teachers' perception of school climate at one metro Atlanta high school. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/2080

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

20. Jones, Brenda Hudson. Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, Clark University Atlanta

  This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of… (more)

Subjects/Keywords: Assessment; Formative Assessment; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Jones, B. H. (2015). Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/11

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):

Jones, Brenda Hudson. “Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors.” 2015. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/11.

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

MLA Handbook (7th Edition):

Jones, Brenda Hudson. “Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors.” 2015. Web. 16 Feb 2020.

Vancouver:

Jones BH. Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors. [Internet] [Thesis]. Clark University Atlanta; 2015. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/11.

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

Council of Science Editors:

Jones BH. Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors. [Thesis]. Clark University Atlanta; 2015. Available from: http://digitalcommons.auctr.edu/cauetds/11

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

21. McRae, Stephanie L. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.

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

  This study took place at a historically black college or university (HBCU) in the southeastern region of the United States. The participants were two… (more)

Subjects/Keywords: HBCU; international students; social integration; acculturation; recruitment; retention; Bilingual, Multilingual, and Multicultural Education; Higher Education and Teaching; International and Area Studies

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APA (6th Edition):

McRae, S. L. (2016). A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/30

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):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/30.

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

MLA Handbook (7th Edition):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Web. 16 Feb 2020.

Vancouver:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/30.

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

Council of Science Editors:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/30

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

22. Robinson, Zawadaski. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.

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

  This study served to properly illustrate the relationship between teacher perceptions of science instruction in both traditional schools and small learning community-based schools. Further,… (more)

Subjects/Keywords: Educational and Science Assessments; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Robinson, Z. (2016). High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/32

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):

Robinson, Zawadaski. “High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/32.

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

MLA Handbook (7th Edition):

Robinson, Zawadaski. “High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.” 2016. Web. 16 Feb 2020.

Vancouver:

Robinson Z. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/32.

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

Council of Science Editors:

Robinson Z. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/32

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

23. Fears, Brandon. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.

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

  The purpose of this experimental research was to examine the effects of the use of the TI-84 Plus Graphing Calculator on the achievement of… (more)

Subjects/Keywords: Technology Integration; Secondary School Mathematics; Educational Assessment; Educational Assessment, Evaluation, and Research; Educational Leadership; Science and Mathematics Education

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

APA (6th Edition):

Fears, B. (2016). A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/38

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):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/38.

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

MLA Handbook (7th Edition):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Web. 16 Feb 2020.

Vancouver:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/38.

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

Council of Science Editors:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/38

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

24. Holmes, Kerry-Ann. The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting.

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

  Since the mid-1960s, education reform has been a cyclical progression of renewed policy, innovative practices, and cutting edge research. In this current era, a… (more)

Subjects/Keywords: urban charter school teacher self-efficacy; Educational Leadership; Elementary and Middle and Secondary Education Administration; Urban Education

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APA (6th Edition):

Holmes, K. (2016). The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/40

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):

Holmes, Kerry-Ann. “The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/40.

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

MLA Handbook (7th Edition):

Holmes, Kerry-Ann. “The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting.” 2016. Web. 16 Feb 2020.

Vancouver:

Holmes K. The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/40.

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

Council of Science Editors:

Holmes K. The Influence of Charter School Elements of Organizational Leadership and Other Factors on Teachers' Perception of Self Efficacy in a Charter School Setting. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/40

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

25. Lewis, Tieandra L. Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement.

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

  The purpose of this mixed methodological study was to explore factors that impact English Language Learners’ (ELLs) reading comprehension in middle school and strategies… (more)

Subjects/Keywords: reading comprehension; culturally relevant pedagogy; brain based learning; strategies; assessments; English Language Learners; Accessibility; Bilingual, Multilingual, and Multicultural Education; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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

APA (6th Edition):

Lewis, T. L. (2016). Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/41

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):

Lewis, Tieandra L. “Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/41.

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

MLA Handbook (7th Edition):

Lewis, Tieandra L. “Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement.” 2016. Web. 16 Feb 2020.

Vancouver:

Lewis TL. Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/41.

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

Council of Science Editors:

Lewis TL. Teaching and Instruction: A Study Exploring Contributing Factors That Impact Reading Comprehension for English Language Learners in Middle School and Strategies for Improvement. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/41

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

26. Johnson-Reese, Shelia M. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.

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

  This study examined the relationship between credit recovery outcomes and select causal factors. In this study, credit recovery was defined as the extent to… (more)

Subjects/Keywords: Credit Recovery; High School Graduation; Online Learning; Curriculum and Instruction; Online and Distance Education

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APA (6th Edition):

Johnson-Reese, S. M. (2016). On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/44

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-Reese, Shelia M. “On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.” 2016. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/44.

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

MLA Handbook (7th Edition):

Johnson-Reese, Shelia M. “On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.” 2016. Web. 16 Feb 2020.

Vancouver:

Johnson-Reese SM. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/44.

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

Council of Science Editors:

Johnson-Reese SM. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/44

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

27. Johnson, Rodriguez. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship,… (more)

Subjects/Keywords: Educational Leadership; instructional strategies; professional staff development; teacher-student relationship; parental support; student academic motivation

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APA (6th Edition):

Johnson, R. (2014). The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/2

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, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/cauetds/2.

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

MLA Handbook (7th Edition):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Web. 16 Feb 2020.

Vancouver:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/cauetds/2.

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

Council of Science Editors:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/2

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

28. Turner, Michael. A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  The role of the full-time, live-in professional staff member is one of critical importance to college and university communities, especially as it relates to… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Turner, M. (2013). A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/719

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):

Turner, Michael. “A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/719.

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

MLA Handbook (7th Edition):

Turner, Michael. “A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders.” 2013. Web. 16 Feb 2020.

Vancouver:

Turner M. A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/719.

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

Council of Science Editors:

Turner M. A mixed method study on factors that influence employee morale of full-time live-in professional staff at two single-gender institutions of higher education: implications for educational leaders. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/719

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

29. Williams, Rachel A. Investigating the effectiveness of the intervention reading models of two teachers in grades K-2.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  This study examines the effectiveness of two reading interventionists and their teaching methodologies with students in grades K-2. The two interventionists were selected because… (more)

Subjects/Keywords: Educational Leadership

…like to thank my committee members, Dr. Barbara Hill and Dr. Ward Groves for their feedback… 

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

APA (6th Edition):

Williams, R. A. (2013). Investigating the effectiveness of the intervention reading models of two teachers in grades K-2. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/498

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):

Williams, Rachel A. “Investigating the effectiveness of the intervention reading models of two teachers in grades K-2.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/498.

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

MLA Handbook (7th Edition):

Williams, Rachel A. “Investigating the effectiveness of the intervention reading models of two teachers in grades K-2.” 2013. Web. 16 Feb 2020.

Vancouver:

Williams RA. Investigating the effectiveness of the intervention reading models of two teachers in grades K-2. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/498.

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

Council of Science Editors:

Williams RA. Investigating the effectiveness of the intervention reading models of two teachers in grades K-2. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/498

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

30. Woody, Natasha Michelle. Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school.

Degree: EdD, Educational Leadership, 2013, Clark University Atlanta

  The purpose of this study is to appropriately illustrate the correlation between the interdependent variables of parental involvement, teacher morale, school culture, and their… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Woody, N. M. (2013). Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/1221

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):

Woody, Natasha Michelle. “Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school.” 2013. Thesis, Clark University Atlanta. Accessed February 16, 2020. http://digitalcommons.auctr.edu/dissertations/1221.

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

MLA Handbook (7th Edition):

Woody, Natasha Michelle. “Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school.” 2013. Web. 16 Feb 2020.

Vancouver:

Woody NM. Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school. [Internet] [Thesis]. Clark University Atlanta; 2013. [cited 2020 Feb 16]. Available from: http://digitalcommons.auctr.edu/dissertations/1221.

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

Council of Science Editors:

Woody NM. Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school. [Thesis]. Clark University Atlanta; 2013. Available from: http://digitalcommons.auctr.edu/dissertations/1221

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

[1] [2]

.