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You searched for +publisher:"Clemson University" +contributor:("Brewer , Curtis"). Showing records 1 – 12 of 12 total matches.

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Clemson University

1. Bright, Margaret. An Examination of Adaptive Leadership Processes Using Action Research.

Degree: PhD, Educational Leadership, 2011, Clemson University

 School districts are knowledge producing organizations faced with adaptive challenges that require new learning, innovation, and new patterns of behavior. Traditional, entity-based models of leadership… (more)

Subjects/Keywords: Adaptive leadership; Administrative leadership; Complexity leadership theory; Complexity mechanisms; Complexity theory; Enabling leadership; Educational Leadership

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APA (6th Edition):

Bright, M. (2011). An Examination of Adaptive Leadership Processes Using Action Research. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/857

Chicago Manual of Style (16th Edition):

Bright, Margaret. “An Examination of Adaptive Leadership Processes Using Action Research.” 2011. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/857.

MLA Handbook (7th Edition):

Bright, Margaret. “An Examination of Adaptive Leadership Processes Using Action Research.” 2011. Web. 21 Sep 2019.

Vancouver:

Bright M. An Examination of Adaptive Leadership Processes Using Action Research. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/857.

Council of Science Editors:

Bright M. An Examination of Adaptive Leadership Processes Using Action Research. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/857


Clemson University

2. Cooper, Frederick. A Case Study in Collaborative Efforts at Spartanburg Community College.

Degree: PhD, Educational Leadership, 2012, Clemson University

 The General Assembly of South Carolina radically changed the structure of secondary education with the enactment of the Education and Economic Development Act (EEDA) of… (more)

Subjects/Keywords: articulation; articulation agreements; collaborative efforts; memorandums of agreement; memorandums of understanding; Educational Leadership

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APA (6th Edition):

Cooper, F. (2012). A Case Study in Collaborative Efforts at Spartanburg Community College. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1031

Chicago Manual of Style (16th Edition):

Cooper, Frederick. “A Case Study in Collaborative Efforts at Spartanburg Community College.” 2012. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1031.

MLA Handbook (7th Edition):

Cooper, Frederick. “A Case Study in Collaborative Efforts at Spartanburg Community College.” 2012. Web. 21 Sep 2019.

Vancouver:

Cooper F. A Case Study in Collaborative Efforts at Spartanburg Community College. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1031.

Council of Science Editors:

Cooper F. A Case Study in Collaborative Efforts at Spartanburg Community College. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1031


Clemson University

3. Smith, Katie. A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION.

Degree: PhD, Educational Leadership, 2014, Clemson University

  On June 4, 2008, South Carolina Governor Mark Sanford signed the South Carolina Illegal Immigration Reform Act into law. According to the Act (Section… (more)

Subjects/Keywords: Higher education; South Carolina; South Carolina Illegal Immigration Reform Act; Unauthorized immigrant; Undocumented immigrant; Educational Leadership; Higher Education and Teaching; Public Policy

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APA (6th Edition):

Smith, K. (2014). A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1292

Chicago Manual of Style (16th Edition):

Smith, Katie. “A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION.” 2014. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1292.

MLA Handbook (7th Edition):

Smith, Katie. “A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION.” 2014. Web. 21 Sep 2019.

Vancouver:

Smith K. A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1292.

Council of Science Editors:

Smith K. A CONTENT ANALYSIS OF IMPLICIT LEGISLATOR DISCOURSES WITHIN THE PASSAGE OF THE SOUTH CAROLINA ILLEGAL IMMIGRATION REFORM ACT (2008): IMPLICATIONS FOR OPPORTUNITY AND ACCESS TO HIGHER EDUCATION. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1292


Clemson University

4. Stewart, Kendra. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.

Degree: PhD, Educational Leadership, 2011, Clemson University

 Black students' perceptions of their experiences on predominantly White campuses have been marred by a sense of isolation and alienation from the overall campus community.… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Stewart, K. (2011). Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/701

Chicago Manual of Style (16th Edition):

Stewart, Kendra. “Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.” 2011. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/701.

MLA Handbook (7th Edition):

Stewart, Kendra. “Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus.” 2011. Web. 21 Sep 2019.

Vancouver:

Stewart K. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/701.

Council of Science Editors:

Stewart K. Understanding Black Student Perceptions of Targeted Student Support Services on a Predominantly White College Campus. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/701


Clemson University

5. Ledford, Kathryn. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.

Degree: PhD, Educational Leadership, 2012, Clemson University

 Although women hold many professional positions, they are still held accountable to present gendered customs like parenting children. Additionally, women who work in higher education… (more)

Subjects/Keywords: autoethnography; contingent faculty; feminist theory; mother; narrative inquiry; women; Educational Leadership

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APA (6th Edition):

Ledford, K. (2012). Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1029

Chicago Manual of Style (16th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1029.

MLA Handbook (7th Edition):

Ledford, Kathryn. “Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry.” 2012. Web. 21 Sep 2019.

Vancouver:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1029.

Council of Science Editors:

Ledford K. Navigating the World of Academia as a Mother and Contingent Faculty Member: A Narrative Inquiry. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1029


Clemson University

6. Lewis, Julian. South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools.

Degree: PhD, Educational Leadership, 2012, Clemson University

 This study investigated selected elementary school teachers' perceptions of principals' leadership. Ten South Carolina schools were selected based on the criterion of 50% or higher… (more)

Subjects/Keywords: Collective leadership; Effective leadership styles; MLQ; Teacher perceptions of principals; Transactional leadership; Transformational leadership; Educational Leadership

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APA (6th Edition):

Lewis, J. (2012). South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/971

Chicago Manual of Style (16th Edition):

Lewis, Julian. “South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools.” 2012. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/971.

MLA Handbook (7th Edition):

Lewis, Julian. “South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools.” 2012. Web. 21 Sep 2019.

Vancouver:

Lewis J. South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/971.

Council of Science Editors:

Lewis J. South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/971


Clemson University

7. Werts, Amanda. Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses.

Degree: PhD, Educational Leadership, 2012, Clemson University

 Federal education policy places increased pressure on the knowledge of today's educational leader. In particular, principals are scrutinized in their ability to implement policy. To… (more)

Subjects/Keywords: Embodiment; Merleau-Ponty; School Principals; Senses; Education

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APA (6th Edition):

Werts, A. (2012). Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/928

Chicago Manual of Style (16th Edition):

Werts, Amanda. “Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses.” 2012. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/928.

MLA Handbook (7th Edition):

Werts, Amanda. “Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses.” 2012. Web. 21 Sep 2019.

Vancouver:

Werts A. Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/928.

Council of Science Editors:

Werts A. Towards an Understanding of the Principal-Engaged-with-Policy Using Theories of Embodiment and the Senses. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/928


Clemson University

8. Erdener, Mehmet. TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING.

Degree: PhD, Educational Leadership, 2013, Clemson University

  Parent involvement has an influence on children's educational engagement during the elementary years. The purpose of this study was to examine the perceptions of… (more)

Subjects/Keywords: Early Education; Educational Policies; Parent Education Level; Parent Involvement; Schooling; Socioeconomic Status; Educational Leadership

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APA (6th Edition):

Erdener, M. (2013). TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1153

Chicago Manual of Style (16th Edition):

Erdener, Mehmet. “TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING.” 2013. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1153.

MLA Handbook (7th Edition):

Erdener, Mehmet. “TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING.” 2013. Web. 21 Sep 2019.

Vancouver:

Erdener M. TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1153.

Council of Science Editors:

Erdener M. TURKISH PARENTS' PERCEPTIONS OF THEIR INVOLVEMENT IN SCHOOLING. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1153


Clemson University

9. Counts, Shelia. Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges.

Degree: PhD, Educational Leadership, 2012, Clemson University

  This narrative research study explored the experiences of two Black women executive-level leaders who started their careers within higher education, including two-year technical colleges… (more)

Subjects/Keywords: Black Feminist Theory; Black women leaders; community colleges; Critical Race Theory; narrative research; technical colleges; Educational Leadership

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APA (6th Edition):

Counts, S. (2012). Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1007

Chicago Manual of Style (16th Edition):

Counts, Shelia. “Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges.” 2012. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1007.

MLA Handbook (7th Edition):

Counts, Shelia. “Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges.” 2012. Web. 21 Sep 2019.

Vancouver:

Counts S. Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1007.

Council of Science Editors:

Counts S. Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1007

10. Mohamed, Amin. THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS.

Degree: Doctor of Education (EdD), Educational Leadership, 2013, Clemson University

  The purpose of this study was to analyze the effects of a political culture of fear and power distance on student perceptions regarding the… (more)

Subjects/Keywords: Culture of fear; Libyan Universities; LMX theory; Power distance; Educational Leadership

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APA (6th Edition):

Mohamed, A. (2013). THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1139

Chicago Manual of Style (16th Edition):

Mohamed, Amin. “THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS.” 2013. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1139.

MLA Handbook (7th Edition):

Mohamed, Amin. “THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS.” 2013. Web. 21 Sep 2019.

Vancouver:

Mohamed A. THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1139.

Council of Science Editors:

Mohamed A. THE EFFECTS OF POLITICAL CULTURE OF FEAR ON STUDENT PERCEPTIONS OF LEADERSHIP IN STUDENT-FACULTY RELATIONSHIPS. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1139

11. O'laughlin, Laura. The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis.

Degree: PhD, Educational Leadership, 2013, Clemson University

 This study focused on terms anchored in special education and associated stigma of disability in schools. The Individuals with Disabilities Education Act ensured the right… (more)

Subjects/Keywords: Ableism; Disability; Discourse; Policy; Educational Leadership

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APA (6th Edition):

O'laughlin, L. (2013). The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1114

Chicago Manual of Style (16th Edition):

O'laughlin, Laura. “The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis.” 2013. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1114.

MLA Handbook (7th Edition):

O'laughlin, Laura. “The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis.” 2013. Web. 21 Sep 2019.

Vancouver:

O'laughlin L. The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1114.

Council of Science Editors:

O'laughlin L. The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1114

12. Thompson, Ronald. A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS.

Degree: PhD, Educational Leadership, 2013, Clemson University

  This study presents a tool which uses the political philosophy of John Rawls to evaluate Title I of the Elementary and Secondary Education Act… (more)

Subjects/Keywords: educational justice; educational policy; ethics; John Rawls; political liberalism; Title I; Education

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APA (6th Edition):

Thompson, R. (2013). A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1131

Chicago Manual of Style (16th Edition):

Thompson, Ronald. “A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS.” 2013. Doctoral Dissertation, Clemson University. Accessed September 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1131.

MLA Handbook (7th Edition):

Thompson, Ronald. “A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS.” 2013. Web. 21 Sep 2019.

Vancouver:

Thompson R. A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS. [Internet] [Doctoral dissertation]. Clemson University; 2013. [cited 2019 Sep 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1131.

Council of Science Editors:

Thompson R. A RAWLSIAN INSTRUMENT FOR THE EVALUATION OF JUSTICE IN EDUCATIONAL POLICY DOCUMENTS. [Doctoral Dissertation]. Clemson University; 2013. Available from: https://tigerprints.clemson.edu/all_dissertations/1131

.