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You searched for +publisher:"Drexel University" +contributor:("Gould, John"). Showing records 1 – 19 of 19 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 (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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Gilroy NM. A Phenomenological Study of the Experiences of Middle School Students with Reading Deficiencies. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Mar 25]. 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


Drexel University

2. Reed, Michael J. An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania.

Degree: 2015, Drexel University

Instructional coaching has been recognized as a research-based professional development model that improves teacher practice and increases student achievement. The problem is that most secondary… (more)

Subjects/Keywords: Education; Career development – Case studies; Teacher effectiveness; Educational leadership and management

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APA (6th Edition):

Reed, M. J. (2015). An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6436

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):

Reed, Michael J. “An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania.” 2015. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6436.

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

MLA Handbook (7th Edition):

Reed, Michael J. “An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania.” 2015. Web. 25 Mar 2019.

Vancouver:

Reed MJ. An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6436.

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

Council of Science Editors:

Reed MJ. An Explanatory Mixed-Methods Study of How Classroom Teachers Perceive Instructional Coaching at an Urban High School in Pennsylvania. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6436

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


Drexel University

3. Barnett, Lise-Pauline Milton. Understanding employees' experiences of leadership-training programs within a community college.

Degree: 2015, Drexel University

The behaviors of an organization's leaders create a clarity and unity of purpose within the organization to create a more cohesive organization (Davies, Hides &… (more)

Subjects/Keywords: Education; Educational leadership; Leadership – Study and teaching; Educational leadership and management

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APA (6th Edition):

Barnett, L. M. (2015). Understanding employees' experiences of leadership-training programs within a community college. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6416

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):

Barnett, Lise-Pauline Milton. “Understanding employees' experiences of leadership-training programs within a community college.” 2015. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6416.

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

MLA Handbook (7th Edition):

Barnett, Lise-Pauline Milton. “Understanding employees' experiences of leadership-training programs within a community college.” 2015. Web. 25 Mar 2019.

Vancouver:

Barnett LM. Understanding employees' experiences of leadership-training programs within a community college. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6416.

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

Council of Science Editors:

Barnett LM. Understanding employees' experiences of leadership-training programs within a community college. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6416

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


Drexel University

4. Cygan, Brian L. Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college.

Degree: 2014, Drexel University

Many colleges and universities struggle with enrollment management challenges, which in turn create escalating financial pressures. One important aspect of this multifaceted problem that is… (more)

Subjects/Keywords: Education; Education, Higher – Administration; Vocational education; Educational leadership and management

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APA (6th Edition):

Cygan, B. L. (2014). Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6017

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):

Cygan, Brian L. “Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college.” 2014. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6017.

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

MLA Handbook (7th Edition):

Cygan, Brian L. “Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college.” 2014. Web. 25 Mar 2019.

Vancouver:

Cygan BL. Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6017.

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

Council of Science Editors:

Cygan BL. Technical college choice: an action research, mixed methods study of influences on the enrollment decisions of students admitted to a technical college. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6017

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


Drexel University

5. Moyer, Timothy M. The impact of recess on elementary school academics and behavior.

Degree: 2014, Drexel University

This dissertation examines the impact that removing recess has on both academics and behavior of students in the elementary school setting. Through this examination, conclusions… (more)

Subjects/Keywords: Education; Academic achievement; School recess breaks; Educational leadership and management; Education

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APA (6th Edition):

Moyer, T. M. (2014). The impact of recess on elementary school academics and behavior. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6046

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):

Moyer, Timothy M. “The impact of recess on elementary school academics and behavior.” 2014. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6046.

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

MLA Handbook (7th Edition):

Moyer, Timothy M. “The impact of recess on elementary school academics and behavior.” 2014. Web. 25 Mar 2019.

Vancouver:

Moyer TM. The impact of recess on elementary school academics and behavior. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6046.

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

Council of Science Editors:

Moyer TM. The impact of recess on elementary school academics and behavior. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6046

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


Drexel University

6. Krause, Carl Lance. An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania.

Degree: 2015, Drexel University

This research study was an interpretative phenomenological analysis of the impact bullying and cyber-bullying had on students, their caregivers, their families and how these incidents… (more)

Subjects/Keywords: Education; Cyberbullying – Public schools – Pennsylvania; Cyberbullying – Rural schools – Pennsylvania; Educational leadership and management

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APA (6th Edition):

Krause, C. L. (2015). An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6428

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):

Krause, Carl Lance. “An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania.” 2015. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6428.

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

MLA Handbook (7th Edition):

Krause, Carl Lance. “An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania.” 2015. Web. 25 Mar 2019.

Vancouver:

Krause CL. An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6428.

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

Council of Science Editors:

Krause CL. An Interpretative Phenomenological Analysis Study on the Effects of Cyberbullying on Public School Children in Central Pennsylvania. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6428

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


Drexel University

7. Egner, Patricia Lauren. An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District.

Degree: 2015, Drexel University

This is an Interpretive Phenomenological Analysis based in Hermeneutics and Qualitative research techniques. The co-teaching phenomenon came into popularity in the late 20th century after… (more)

Subjects/Keywords: Education; Teaching teams; Special education; Educational leadership and management

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APA (6th Edition):

Egner, P. L. (2015). An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6621

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):

Egner, Patricia Lauren. “An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District.” 2015. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/idea:6621.

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

MLA Handbook (7th Edition):

Egner, Patricia Lauren. “An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District.” 2015. Web. 25 Mar 2019.

Vancouver:

Egner PL. An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/idea:6621.

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

Council of Science Editors:

Egner PL. An Interpretive Phenomenological Analysis: Understanding the Co-teaching Phenomenon at a Rural-Suburban School District. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6621

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


Drexel University

8. 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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Vadell K. The Influence of Academic Coaching on the Retention of Distance Education Students. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Mar 25]. 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

9. 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 (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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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


Drexel University

10. 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 (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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

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

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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Pasternack IS. A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Mar 25]. 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

12. 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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

13. Ellis, Brian E. Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program.

Degree: 2014, Drexel University

 Despite a decade of reform driven by the NCLB legislation, there continues to be a significant gap in mathematics achievement between race/ethnicity and socioeconomic groupings… (more)

Subjects/Keywords: Education; Mathematics – Academic achievement – Cross-cultural studies; Educational leadership and management

…me in my efforts with this dissertation. From Drexel University: Dr. Gould who inspired me… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Ellis, B. E. (2014). Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4435

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):

Ellis, Brian E. “Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program.” 2014. Thesis, Drexel University. Accessed March 25, 2019. http://hdl.handle.net/1860/4435.

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

MLA Handbook (7th Edition):

Ellis, Brian E. “Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program.” 2014. Web. 25 Mar 2019.

Vancouver:

Ellis BE. Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1860/4435.

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

Council of Science Editors:

Ellis BE. Examining The Effects Of General Level Course Elimination And Tracking On Student Growth And Achievement In A Suburban High School Mathematics Program. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/4435

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

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

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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Lorfink RL. Discovering connections between creativity and time management in twenty-first century teaching. [Internet] [Thesis]. Drexel University; 2012. [cited 2019 Mar 25]. 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

15. 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

…Developmental Mathematics at a Community College Barbara Canfield, Ed.D. Drexel University. August… 

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

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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

16. 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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Rand LE. The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Mar 25]. 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

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

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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

18. 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)

Drexel University IRB Letter… 

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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 March 25, 2019. 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. 25 Mar 2019.

Vancouver:

Lappi SJ. Examining student-adult relationships during K-12 school age years. [Internet] [Thesis]. Drexel University; 2012. [cited 2019 Mar 25]. 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

19. 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 March 25, 2019. 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. 25 Mar 2019.

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 2019 Mar 25]. 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

.