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You searched for +publisher:"Drexel University" +contributor:("Gould, John M."). Showing records 1 – 23 of 23 total matches.

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Drexel University

1. Gilroy, Nina M. A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies.

Degree: 2013, Drexel University

Having a reading deficiency is an unfortunate reality for many students across the United States. Slavin et al. (2008) state that more than 3000 students… (more)

Subjects/Keywords: Education; Reading disability; Reading – Remedial teaching; Educational leadership and management

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

APA (6th Edition):

Gilroy, N. M. (2013). A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4309

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):

Gilroy, Nina M. “A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies.” 2013. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/4309.

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

MLA Handbook (7th Edition):

Gilroy, Nina M. “A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies.” 2013. Web. 22 Oct 2020.

Vancouver:

Gilroy NM. A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies. [Internet] [Thesis]. Drexel University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/4309.

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

Council of Science Editors:

Gilroy NM. A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4309

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

2. Lorfink, Rebecca L. Discovering connections between creativity and time management in twenty-first century teaching.

Degree: 2012, Drexel University

The purpose of this study was to determine links between creativity and time management in secondary education within a standards-based environment. Connections between time management… (more)

Subjects/Keywords: Education; Creativity – Teaching; Education, Secondary – Time management

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APA (6th Edition):

Lorfink, R. L. (2012). Discovering connections between creativity and time management in twenty-first century teaching. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3984

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):

Lorfink, Rebecca L. “Discovering connections between creativity and time management in twenty-first century teaching.” 2012. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/3984.

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

MLA Handbook (7th Edition):

Lorfink, Rebecca L. “Discovering connections between creativity and time management in twenty-first century teaching.” 2012. Web. 22 Oct 2020.

Vancouver:

Lorfink RL. Discovering connections between creativity and time management in twenty-first century teaching. [Internet] [Thesis]. Drexel University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/3984.

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

Council of Science Editors:

Lorfink RL. Discovering connections between creativity and time management in twenty-first century teaching. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3984

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

3. Canfield, Barbara. A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College.

Degree: 2013, Drexel University

There are a large number of students entering college underprepared for college-level mathematics (Carnegie Foundation for the Advancement of Teaching , 2011). While this problem… (more)

Subjects/Keywords: Education; Mathematics – Study and teaching (Higher); Mathematics – Underprepared college students; Educational leadership and management

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APA (6th Edition):

Canfield, B. (2013). A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4271

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):

Canfield, Barbara. “A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College.” 2013. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/4271.

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

MLA Handbook (7th Edition):

Canfield, Barbara. “A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College.” 2013. Web. 22 Oct 2020.

Vancouver:

Canfield B. A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College. [Internet] [Thesis]. Drexel University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/4271.

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

Council of Science Editors:

Canfield B. A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4271

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

4. Rand, Lauren Elizabeth. The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students.

Degree: 2013, Drexel University

 No Child Left Behind legislation and high stakes testing have increased the pressure for public schools to ensure academic achievement for all students. Each year,… (more)

Subjects/Keywords: Education; United States. No Child Left Behind Act of 2001; Academic achievement – Testing; Educational leadership and management

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

APA (6th Edition):

Rand, L. E. (2013). The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4284

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):

Rand, Lauren Elizabeth. “The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students.” 2013. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/4284.

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

MLA Handbook (7th Edition):

Rand, Lauren Elizabeth. “The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students.” 2013. Web. 22 Oct 2020.

Vancouver:

Rand LE. The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students. [Internet] [Thesis]. Drexel University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/4284.

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

Council of Science Editors:

Rand LE. The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4284

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

5. Shaffer, Cheryl Ann. How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?.

Degree: 2012, Drexel University

The purpose of this research was to understand the development of teachers' perception of self-efficacy as a result of reflective conversations conducted between a principal/school… (more)

Subjects/Keywords: Education; Teachers – Self-efficacy; Teachers – Training of

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APA (6th Edition):

Shaffer, C. A. (2012). How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4073

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):

Shaffer, Cheryl Ann. “How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?.” 2012. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/4073.

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

MLA Handbook (7th Edition):

Shaffer, Cheryl Ann. “How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?.” 2012. Web. 22 Oct 2020.

Vancouver:

Shaffer CA. How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?. [Internet] [Thesis]. Drexel University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/4073.

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

Council of Science Editors:

Shaffer CA. How do reflective conversations between a principal and a teacher promote teachers' perceptions of self-efficacy?. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/4073

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


Drexel University

6. Corrigan, Connie. A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College.

Degree: 2017, Drexel University

Most literature about student-centered teaching focuses on classroom techniques and student assessment. Another important element is the meaning educators ascribe to the transition to a… (more)

Subjects/Keywords: Education, Higher – Administration; Educational anthropology; Student-centered teaching

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APA (6th Edition):

Corrigan, C. (2017). A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7371

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):

Corrigan, Connie. “A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College.” 2017. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/idea:7371.

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

MLA Handbook (7th Edition):

Corrigan, Connie. “A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College.” 2017. Web. 22 Oct 2020.

Vancouver:

Corrigan C. A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/idea:7371.

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

Council of Science Editors:

Corrigan C. A Phenomenological Study: Faculty Members' Perception of Change Related To Embracing Student-Centered Teaching in a Private College. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7371

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


Drexel University

7. Vadell, Kathryn. The Influence of Academic Coaching on the Retention of Distance Education Students.

Degree: 2016, Drexel University

As distance education grows increasingly popular, higher educational institutions are finding it more challenging to retain this population than face-to-face students. Academic coaching has emerged… (more)

Subjects/Keywords: Educational leadership; School management and organization; Education, Higher; Educational technology; Distance education; Perception; Retention (Psychology)

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APA (6th Edition):

Vadell, K. (2016). The Influence of Academic Coaching on the Retention of Distance Education Students. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7793

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):

Vadell, Kathryn. “The Influence of Academic Coaching on the Retention of Distance Education Students.” 2016. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/idea:7793.

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

MLA Handbook (7th Edition):

Vadell, Kathryn. “The Influence of Academic Coaching on the Retention of Distance Education Students.” 2016. Web. 22 Oct 2020.

Vancouver:

Vadell K. The Influence of Academic Coaching on the Retention of Distance Education Students. [Internet] [Thesis]. Drexel University; 2016. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/idea:7793.

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

Council of Science Editors:

Vadell K. The Influence of Academic Coaching on the Retention of Distance Education Students. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7793

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


Drexel University

8. Pasternack, Ian Scott. A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners.

Degree: 2017, Drexel University

In the US over the last three decades the use of a language other than English at home has increased by an astounding 148 percent,… (more)

Subjects/Keywords: Education; English language – Study and teaching (Secondary); Teachers – Attitudes

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APA (6th Edition):

Pasternack, I. S. (2017). A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7621

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):

Pasternack, Ian Scott. “A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners.” 2017. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/idea:7621.

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

MLA Handbook (7th Edition):

Pasternack, Ian Scott. “A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners.” 2017. Web. 22 Oct 2020.

Vancouver:

Pasternack IS. A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/idea:7621.

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

Council of Science Editors:

Pasternack IS. A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7621

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


Drexel University

9. Guy-Homas, Timotheus. A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program.

Degree: 2018, Drexel University

During the past two decades, public high schools in the United States have received an influx of Hispanic students. Many of these students fail to… (more)

Subjects/Keywords: Educational psychology – Research; Education, Bilingual; Hispanic American high school students; Mentoring in education

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APA (6th Edition):

Guy-Homas, T. (2018). A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8071

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):

Guy-Homas, Timotheus. “A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A8071.

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

MLA Handbook (7th Edition):

Guy-Homas, Timotheus. “A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program.” 2018. Web. 22 Oct 2020.

Vancouver:

Guy-Homas T. A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8071.

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

Council of Science Editors:

Guy-Homas T. A Phenomenological Study: The Experiences of At-Risk Hispanic Student Participants In A Philadelphia After School Mentoring Program. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8071

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


Drexel University

10. Munteanu, Mihaela Catalina. Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study.

Degree: 2018, Drexel University

Clinical practice guidelines (CPGs) have been developed for almost all tumor types including lymphoma by medical and professional organizations. The CPGs have been developed to… (more)

Subjects/Keywords: Education; Educational leadership; Comorbidity; Medicine – Practice – Standards; Mixed methods research

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APA (6th Edition):

Munteanu, M. C. (2018). Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A7983

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):

Munteanu, Mihaela Catalina. “Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A7983.

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

MLA Handbook (7th Edition):

Munteanu, Mihaela Catalina. “Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study.” 2018. Web. 22 Oct 2020.

Vancouver:

Munteanu MC. Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7983.

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

Council of Science Editors:

Munteanu MC. Understanding the Most Frequently Experienced Barriers to the Adherence of Lymphoma Clinical Practice Guidelines (CPGs) and Their Effect on the Lymphoma Physicians' Utilization of CPGs: An Explanatory Mixed-Methods Study. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7983

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


Drexel University

11. Ciancia, Janean. An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming.

Degree: 2018, Drexel University

An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming The U.S. Department of Education estimates there are more than… (more)

Subjects/Keywords: Educational leadership; Gifted children – Education – Research; Gifted children – Education – Curricula

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

APA (6th Edition):

Ciancia, J. (2018). An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8052

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):

Ciancia, Janean. “An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A8052.

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

MLA Handbook (7th Edition):

Ciancia, Janean. “An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming.” 2018. Web. 22 Oct 2020.

Vancouver:

Ciancia J. An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8052.

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

Council of Science Editors:

Ciancia J. An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8052

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


Drexel University

12. Coccia, Jacqueline Pfluger. The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration.

Degree: 2018, Drexel University

It is essential for leaders to establish trust in order to cultivate relationships and drive positive change within their organizations. Men and women leaders experience… (more)

Subjects/Keywords: Educational leadership; Gender issues in education; Stereotypes (Social psychology); Women – Education (Higher)

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APA (6th Edition):

Coccia, J. P. (2018). The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9341

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):

Coccia, Jacqueline Pfluger. “The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9341.

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

MLA Handbook (7th Edition):

Coccia, Jacqueline Pfluger. “The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration.” 2018. Web. 22 Oct 2020.

Vancouver:

Coccia JP. The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9341.

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

Council of Science Editors:

Coccia JP. The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9341

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


Drexel University

13. Smalls II, Donovan Avony. A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience.

Degree: 2019, Drexel University

The purpose of this qualitative grounded theory was to explore what Division II collegiate basketball coaches understand a balanced academic, social, and athletic student-athlete experience… (more)

Subjects/Keywords: Sports administration; Educational leadership; Academic achievement; College sports for women; Coaching (Athletics) – Study and teaching

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

APA (6th Edition):

Smalls II, D. A. (2019). A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9375

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):

Smalls II, Donovan Avony. “A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience.” 2019. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9375.

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

MLA Handbook (7th Edition):

Smalls II, Donovan Avony. “A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience.” 2019. Web. 22 Oct 2020.

Vancouver:

Smalls II DA. A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9375.

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

Council of Science Editors:

Smalls II DA. A Qualitative Grounded Theory: Exploring Factors That Influence Division II Collegiate Basketball Coaches When Implementing a Balanced Academic, Social, and Athletic Student-Athlete Experience. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9375

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


Drexel University

14. Propper, Jonathan Dale. Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement.

Degree: 2019, Drexel University

Although research indicates the establishment and sustainability of a positive school climate contribute to school improvement, school leaders do not always assess and properly analyze… (more)

Subjects/Keywords: Educational leadership; Educational tests and measurements; Educational evaluation; School improvement programs – Evaluation

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APA (6th Edition):

Propper, J. D. (2019). Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9500

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):

Propper, Jonathan Dale. “Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement.” 2019. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9500.

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

MLA Handbook (7th Edition):

Propper, Jonathan Dale. “Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement.” 2019. Web. 22 Oct 2020.

Vancouver:

Propper JD. Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9500.

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

Council of Science Editors:

Propper JD. Assessing and Analyzing Stakeholder Perceptions of School Climate: Discovering Perceptual Congruence to Inform School Improvement. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9500

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


Drexel University

15. Matik, Christine Ann. A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks.

Degree: 2017, Drexel University

The purpose of this study was to explore how third grade students experience challenging tasks. The study utilized a phenomenological approach to allow the researcher… (more)

Subjects/Keywords: Educational counseling – Administration; Education, Elementary; Resilience (Personality trait)

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APA (6th Edition):

Matik, C. A. (2017). A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A7988

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):

Matik, Christine Ann. “A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks.” 2017. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A7988.

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

MLA Handbook (7th Edition):

Matik, Christine Ann. “A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks.” 2017. Web. 22 Oct 2020.

Vancouver:

Matik CA. A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks. [Internet] [Thesis]. Drexel University; 2017. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7988.

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

Council of Science Editors:

Matik CA. A Phenomenological Study: Understanding the Experiences of Third Grade Students with Higher-Order Ambiguous Tasks. [Thesis]. Drexel University; 2017. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7988

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


Drexel University

16. Stunder, Stephen J. How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success.

Degree: 2018, Drexel University

How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success This study examined the… (more)

Subjects/Keywords: School management and organization; Educational counseling – Administration; Curriculum planning; Learning disabled children – Education; Special education

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

APA (6th Edition):

Stunder, S. J. (2018). How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8046

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):

Stunder, Stephen J. “How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A8046.

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

MLA Handbook (7th Edition):

Stunder, Stephen J. “How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success.” 2018. Web. 22 Oct 2020.

Vancouver:

Stunder SJ. How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8046.

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

Council of Science Editors:

Stunder SJ. How participation in a learning difference program in an independent school affects students' academic and emotional progress and definition of success. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8046

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


Drexel University

17. Purnell, David R. Transitioning to and Sustaining an Inquiry Based Pedagogy.

Degree: 2018, Drexel University

Much has been studied and written with regard to inquiry and why this is a strong and beneficial method of instruction given the current focus… (more)

Subjects/Keywords: Educational counseling – Administration; Educational leadership; Critical pedagogy; Professional development for teachers

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APA (6th Edition):

Purnell, D. R. (2018). Transitioning to and Sustaining an Inquiry Based Pedagogy. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A7929

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):

Purnell, David R. “Transitioning to and Sustaining an Inquiry Based Pedagogy.” 2018. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A7929.

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

MLA Handbook (7th Edition):

Purnell, David R. “Transitioning to and Sustaining an Inquiry Based Pedagogy.” 2018. Web. 22 Oct 2020.

Vancouver:

Purnell DR. Transitioning to and Sustaining an Inquiry Based Pedagogy. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7929.

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

Council of Science Editors:

Purnell DR. Transitioning to and Sustaining an Inquiry Based Pedagogy. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A7929

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


Drexel University

18. Manifold, Carey. Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies.

Degree: 2020, Drexel University

Community colleges have traditionally struggled with student retention. A growing subset of today's community college students seek degree programs that will not only fortify their… (more)

Subjects/Keywords: School management and organization; Education, Higher; Counseling in higher education; Dropouts – Prevention

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

APA (6th Edition):

Manifold, C. (2020). Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:11278

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):

Manifold, Carey. “Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies.” 2020. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/idea:11278.

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

MLA Handbook (7th Edition):

Manifold, Carey. “Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies.” 2020. Web. 22 Oct 2020.

Vancouver:

Manifold C. Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies. [Internet] [Thesis]. Drexel University; 2020. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/idea:11278.

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

Council of Science Editors:

Manifold C. Relationships Matter: Improving Student Engagement and Retention with Marketing Strategies. [Thesis]. Drexel University; 2020. Available from: http://hdl.handle.net/1860/idea:11278

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


Drexel University

19. Blackshear, Gwendolyn. Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students.

Degree: 2019, Drexel University

Over the summer months students forfeit their reading skills when not engaged in literacy activity. This loss of reading skill is much more pronounced in… (more)

Subjects/Keywords: Early childhood education; Summer reading programs; Education, Elementary

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

APA (6th Edition):

Blackshear, G. (2019). Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A11013

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):

Blackshear, Gwendolyn. “Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students.” 2019. Thesis, Drexel University. Accessed October 22, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A11013.

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

MLA Handbook (7th Edition):

Blackshear, Gwendolyn. “Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students.” 2019. Web. 22 Oct 2020.

Vancouver:

Blackshear G. Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Oct 22]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A11013.

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

Council of Science Editors:

Blackshear G. Teacher and Parent Perceptions Of The Effectiveness of a Summer Reading Program Engaging Urban Low-Income Elementary Students. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A11013

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


Drexel University

20. Jones, Jacqueline Banks. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.

Degree: 2014, Drexel University

The purpose of this qualitative, phenomenological study will be to explore the lived experiences of African American adults about their perceptions of the potential influences… (more)

Subjects/Keywords: Education; African American parents; African American students; Urban schools

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

APA (6th Edition):

Jones, J. B. (2014). Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6880

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, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/idea:6880.

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

MLA Handbook (7th Edition):

Jones, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Web. 22 Oct 2020.

Vancouver:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Internet] [Thesis]. Drexel University; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/idea:6880.

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

Council of Science Editors:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6880

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


Drexel University

21. Klinger, Mary A. A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience.

Degree: 2012, Drexel University

 Over the past four decades, researchers have been focusing on the question – why do some people thrive in the face of adversity while others… (more)

Subjects/Keywords: Education; Resilience (Personality trait); Career development

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

APA (6th Edition):

Klinger, M. A. (2012). A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3979

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):

Klinger, Mary A. “A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience.” 2012. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/3979.

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

MLA Handbook (7th Edition):

Klinger, Mary A. “A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience.” 2012. Web. 22 Oct 2020.

Vancouver:

Klinger MA. A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience. [Internet] [Thesis]. Drexel University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/3979.

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

Council of Science Editors:

Klinger MA. A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3979

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

22. Lappi, Shelly J. Examining student-adult relationships during K-12 school age years.

Degree: 2012, Drexel University

This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus,… (more)

Subjects/Keywords: Education; Teacher-student relationships; Resilience (Personality trait)

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

APA (6th Edition):

Lappi, S. J. (2012). Examining student-adult relationships during K-12 school age years. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3798

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):

Lappi, Shelly J. “Examining student-adult relationships during K-12 school age years.” 2012. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/3798.

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

MLA Handbook (7th Edition):

Lappi, Shelly J. “Examining student-adult relationships during K-12 school age years.” 2012. Web. 22 Oct 2020.

Vancouver:

Lappi SJ. Examining student-adult relationships during K-12 school age years. [Internet] [Thesis]. Drexel University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/3798.

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

Council of Science Editors:

Lappi SJ. Examining student-adult relationships during K-12 school age years. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3798

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

23. Lemmon, Sandra Lynn. Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators.

Degree: 2013, Drexel University

Over the years, building administrators have received some form of training in preparation for their job as a principal. The methods and relevance of these… (more)

Subjects/Keywords: Education; Educational leadership; Elementary school principals; High school principals; Educational leadership and management

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

APA (6th Edition):

Lemmon, S. L. (2013). Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4278

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):

Lemmon, Sandra Lynn. “Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators.” 2013. Thesis, Drexel University. Accessed October 22, 2020. http://hdl.handle.net/1860/4278.

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

MLA Handbook (7th Edition):

Lemmon, Sandra Lynn. “Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators.” 2013. Web. 22 Oct 2020.

Vancouver:

Lemmon SL. Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators. [Internet] [Thesis]. Drexel University; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1860/4278.

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

Council of Science Editors:

Lemmon SL. Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/4278

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

.