Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Drexel University" +contributor:("School of Education"). Showing records 1 – 30 of 247 total matches.

[1] [2] [3] [4] [5] [6] [7] [8] [9]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Drexel University

1. Roller, Sarah Elizabeth. Transition Planning and Continuing Education for Students with Intellectual Disabilities.

Degree: 2016, Drexel University

The purpose of this study was to research the perspectives, perceptions, and knowledge base that teachers and support personnel had regarding how well the transition… (more)

Subjects/Keywords: Education; Continuing education; Educators

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roller, S. E. (2016). Transition Planning and Continuing Education for Students with Intellectual Disabilities. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7042

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):

Roller, Sarah Elizabeth. “Transition Planning and Continuing Education for Students with Intellectual Disabilities.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7042.

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

MLA Handbook (7th Edition):

Roller, Sarah Elizabeth. “Transition Planning and Continuing Education for Students with Intellectual Disabilities.” 2016. Web. 26 Apr 2019.

Vancouver:

Roller SE. Transition Planning and Continuing Education for Students with Intellectual Disabilities. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7042.

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

Council of Science Editors:

Roller SE. Transition Planning and Continuing Education for Students with Intellectual Disabilities. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7042

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


Drexel University

2. Gaines, Linda L. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.

Degree: 2016, Drexel University

Higher education learning management systems (LMS) incorporate web technologies into online courses to support student engagement with course content, the instructor, and peers. However, these… (more)

Subjects/Keywords: Education; Education, Higher; Student participation in administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gaines, L. L. (2016). Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7081

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):

Gaines, Linda L. “Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7081.

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

MLA Handbook (7th Edition):

Gaines, Linda L. “Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program.” 2016. Web. 26 Apr 2019.

Vancouver:

Gaines LL. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7081.

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

Council of Science Editors:

Gaines LL. Web-Based Technology Integration and Student Engagement in a Fully Online Graduate Program. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7081

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


Drexel University

3. Salay, Darla M. Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students.

Degree: 2018, Drexel University

In New Jersey and nationwide, legislative efforts require that schools refocus on teaching social emotional skills in order to meet the holistic needs of students… (more)

Subjects/Keywords: Educational counseling – Administration; Literacy – Study and teaching; Empathy in children; Picture books for children – Educational aspects

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Salay, D. M. (2018). Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7854

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):

Salay, Darla M. “Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students.” 2018. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7854.

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

MLA Handbook (7th Edition):

Salay, Darla M. “Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students.” 2018. Web. 26 Apr 2019.

Vancouver:

Salay DM. Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7854.

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

Council of Science Editors:

Salay DM. Walk In Their Shoes: How Picture Books and Critical Literacy Instruction Can Foster Empathy in First Grade Students. [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7854

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


Drexel University

4. Chou, Katherine. A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities.

Degree: 2018, Drexel University

University administrators regard technology transfer as their "Third Mission," because they benefit from more than a billion dollars in annual revenue stream through technology transfer… (more)

Subjects/Keywords: Education; Educational leadership; Entrepreneurship – Study and teaching (Higher); Technological innovations; Technology transfer

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chou, K. (2018). A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7857

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):

Chou, Katherine. “A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities.” 2018. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7857.

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

MLA Handbook (7th Edition):

Chou, Katherine. “A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities.” 2018. Web. 26 Apr 2019.

Vancouver:

Chou K. A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7857.

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

Council of Science Editors:

Chou K. A Quantitative Investigation of the Relationship between Technology Transfer Outreach Programs and Innovation Output at U.S. Research Universities. [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7857

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


Drexel University

5. Venello, Laura Elizabeth. Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction.

Degree: 2017, Drexel University

As the U.S. Congress continues to increase its demand for accountability and student outcomes, school districts are finding unique ways to meet these challenges in… (more)

Subjects/Keywords: Education; Educational counseling; Educational evaluation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Venello, L. E. (2017). Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7869

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):

Venello, Laura Elizabeth. “Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7869.

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

MLA Handbook (7th Edition):

Venello, Laura Elizabeth. “Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction.” 2017. Web. 26 Apr 2019.

Vancouver:

Venello LE. Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7869.

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

Council of Science Editors:

Venello LE. Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7869

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


Drexel University

6. Hertzog, Catherine E. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.

Degree: 2018, Drexel University

This phenomenological study explored the factors that affect the willingness of general education middle school teachers to include IDEA-eligible students who exhibit disruptive behaviors. Despite… (more)

Subjects/Keywords: Special education; Behavior disorders in children; Education for All Handicapped Children Act (United States); Inclusive education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hertzog, C. E. (2018). Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7875

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):

Hertzog, Catherine E. “Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.” 2018. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7875.

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

MLA Handbook (7th Edition):

Hertzog, Catherine E. “Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors.” 2018. Web. 26 Apr 2019.

Vancouver:

Hertzog CE. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7875.

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

Council of Science Editors:

Hertzog CE. Factors that Influence Middle School General Education Teachers' Attitudes Toward the Inclusion of IDEA-Eligible Students Who Exhibit Disruptive Behaviors. [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7875

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


Drexel University

7. Matranga, Anthony. Mathematics Teacher Professional Development as a Virtual Boundary Encounter.

Degree: 2017, Drexel University

Mathematics instruction in US schools is largely inconsistent with visions of research and policy, which suggest instruction should be student-centered, maintain high levels of cognitive… (more)

Subjects/Keywords: Mathematics teachers – Study and teaching; Community education; Mathematics – Study and teaching (Continuing education); Educational technology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matranga, A. (2017). Mathematics Teacher Professional Development as a Virtual Boundary Encounter. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7510

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):

Matranga, Anthony. “Mathematics Teacher Professional Development as a Virtual Boundary Encounter.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7510.

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

MLA Handbook (7th Edition):

Matranga, Anthony. “Mathematics Teacher Professional Development as a Virtual Boundary Encounter.” 2017. Web. 26 Apr 2019.

Vancouver:

Matranga A. Mathematics Teacher Professional Development as a Virtual Boundary Encounter. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7510.

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

Council of Science Editors:

Matranga A. Mathematics Teacher Professional Development as a Virtual Boundary Encounter. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7510

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


Drexel University

8. Baltz, Matthew Trevor. An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States.

Degree: 2017, Drexel University

The positive impact athletic participation has on an individual has been well established. Over the past decade, however, budgetary challenges presented by the public school(more)

Subjects/Keywords: Education; High school athletes – Attitudes; High school athletes – Psychology; School sports – Finance; Intramural sports – Management; Educational leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baltz, M. T. (2017). An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7514

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):

Baltz, Matthew Trevor. “An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7514.

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

MLA Handbook (7th Edition):

Baltz, Matthew Trevor. “An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States.” 2017. Web. 26 Apr 2019.

Vancouver:

Baltz MT. An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7514.

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

Council of Science Editors:

Baltz MT. An Analysis of the Attitudes, Beliefs, and Perceptions that Impact the Selection of Interscholastic Athletic Funding Methods Amongst High School Athletic Departments in the Northeast United States. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7514

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


Drexel University

9. MacDonald, Kristine. Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution.

Degree: 2017, Drexel University

For-profit institutions grew exponentially in population and demand in higher education in the 21st Century, yet have met tough times recently. With expedited, job-specific programs;… (more)

Subjects/Keywords: Education, Higher; For-profit universities and colleges; Nontraditional college students; Proprietary schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

MacDonald, K. (2017). Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7864

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):

MacDonald, Kristine. “Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7864.

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

MLA Handbook (7th Edition):

MacDonald, Kristine. “Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution.” 2017. Web. 26 Apr 2019.

Vancouver:

MacDonald K. Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7864.

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

Council of Science Editors:

MacDonald K. Factors Positively Influencing Persistence and Program Completion for Nontraditional Students Enrolled at a For-Profit Postsecondary Institution. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7864

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


Drexel University

10. Koch, Lindsay. Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model.

Degree: 2018, Drexel University

The purpose of this qualitative study was to examine parent involvement practices of the Early Beginnings Head Start program and to determine the impact that… (more)

Subjects/Keywords: Early childhood education; Literacy – Study and teaching; Reading – Parent participation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koch, L. (2018). Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7863

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):

Koch, Lindsay. “Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model.” 2018. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7863.

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

MLA Handbook (7th Edition):

Koch, Lindsay. “Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model.” 2018. Web. 26 Apr 2019.

Vancouver:

Koch L. Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7863.

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

Council of Science Editors:

Koch L. Parent Involvement in Early Childhood Education and its Impact on the Development of Early Language and Literacy Skills: An Exploration of One Head Start Program's Parent Involvement Model. [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7863

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


Drexel University

11. Hardisky, Michael Paul. "Tpack: technology integration and teacher perceptions".

Degree: 2018, Drexel University

As one considers the impact that technology has had on society as a whole, one might also question these changes as they pertain to the… (more)

Subjects/Keywords: Educational technology; Education; Educational evaluation; Educational innovations

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hardisky, M. P. (2018). "Tpack: technology integration and teacher perceptions". (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7860

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):

Hardisky, Michael Paul. “"Tpack: technology integration and teacher perceptions".” 2018. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7860.

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

MLA Handbook (7th Edition):

Hardisky, Michael Paul. “"Tpack: technology integration and teacher perceptions".” 2018. Web. 26 Apr 2019.

Vancouver:

Hardisky MP. "Tpack: technology integration and teacher perceptions". [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7860.

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

Council of Science Editors:

Hardisky MP. "Tpack: technology integration and teacher perceptions". [Thesis]. Drexel University; 2018. Available from: http://hdl.handle.net/1860/idea:7860

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


Drexel University

12. Santoro, Dana Suzanne. Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education.

Degree: 2017, Drexel University

Enrollment management plans have been researched and documented for the last fifty years and literature verifies that the use of these plans has only become… (more)

Subjects/Keywords: Education; School enrollment – Forecasting; Education, Higher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santoro, D. S. (2017). Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7483

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):

Santoro, Dana Suzanne. “Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7483.

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

MLA Handbook (7th Edition):

Santoro, Dana Suzanne. “Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education.” 2017. Web. 26 Apr 2019.

Vancouver:

Santoro DS. Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7483.

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

Council of Science Editors:

Santoro DS. Enrollment Management Strategies at Four-year Open Enrollment Institutions of Higher Education. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7483

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


Drexel University

13. Rank, Kim. Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role.

Degree: 2017, Drexel University

Recruitment and retention of special education teachers is a growing problem in the education field. According to the National Center for Education Statistics (NCES) from… (more)

Subjects/Keywords: Educational counseling – Administration; Employee retention; Special education teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rank, K. (2017). Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7461

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):

Rank, Kim. “Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7461.

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

MLA Handbook (7th Edition):

Rank, Kim. “Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role.” 2017. Web. 26 Apr 2019.

Vancouver:

Rank K. Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7461.

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

Council of Science Editors:

Rank K. Issues Regarding the Retention of Special Education Teachers With a Focus on the Principal's Role. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7461

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


Drexel University

14. Ulsh, Felicia Michele. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.

Degree: 2017, Drexel University

The chief goal of the present study was to identify teachers' perceptions of the teacher effectiveness system in Pennsylvania. The purpose of this descriptive study… (more)

Subjects/Keywords: Education; Educational counseling – Administration; Teacher effectiveness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ulsh, F. M. (2017). A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7466

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):

Ulsh, Felicia Michele. “A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7466.

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

MLA Handbook (7th Edition):

Ulsh, Felicia Michele. “A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System.” 2017. Web. 26 Apr 2019.

Vancouver:

Ulsh FM. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7466.

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

Council of Science Editors:

Ulsh FM. A Mixed Methods Study: Teacher Perceptions of the Pennsylvania Teacher Effectiveness System. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7466

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


Drexel University

15. O'Connor, Dianna Marie. A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty.

Degree: 2017, Drexel University

Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many… (more)

Subjects/Keywords: Education; Counseling in higher education; Educational counseling – Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

O'Connor, D. M. (2017). A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7487

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):

O'Connor, Dianna Marie. “A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7487.

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

MLA Handbook (7th Edition):

O'Connor, Dianna Marie. “A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty.” 2017. Web. 26 Apr 2019.

Vancouver:

O'Connor DM. A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7487.

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

Council of Science Editors:

O'Connor DM. A Phenomenological Study on Academic Advising: Perspectives of Community College Faculty. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7487

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


Drexel University

16. Weir, Michael Jerome. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.

Degree: 2017, Drexel University

In the United States, undergraduate underrepresented minority (URM) students tend to change out of declared majors in science, technology, engineering and math (STEM) disciplines at… (more)

Subjects/Keywords: Education; Counseling in higher education; Minorities – Education (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weir, M. J. (2017). A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7488

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):

Weir, Michael Jerome. “A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7488.

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

MLA Handbook (7th Edition):

Weir, Michael Jerome. “A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM.” 2017. Web. 26 Apr 2019.

Vancouver:

Weir MJ. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7488.

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

Council of Science Editors:

Weir MJ. A Study of The Influence of Advising on Underrepresented Minority Undergraduate Student Persistence in STEM. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7488

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


Drexel University

17. Gambone, Mollie Anne. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.

Degree: 2017, Drexel University

In a progressive learning environment, teachers know each student well and have the professional latitude to design curricula that encourage students to grow as individual… (more)

Subjects/Keywords: Educational leadership; Diversity in higher education; Progressive Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gambone, M. A. (2017). Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7505

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):

Gambone, Mollie Anne. “Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7505.

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

MLA Handbook (7th Edition):

Gambone, Mollie Anne. “Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school.” 2017. Web. 26 Apr 2019.

Vancouver:

Gambone MA. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7505.

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

Council of Science Editors:

Gambone MA. Trusted to teach: An ethnographic account of 'artisanal teachers' in a progressive high school. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7505

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


Drexel University

18. Joppy, Robyn S. An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations.

Degree: 2017, Drexel University

Non-profit human services organizations have a passion to serve people, and that passion is usually embedded in their mission, vision, and values. Although the federal… (more)

Subjects/Keywords: Educational leadership; Compliance; Moral education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joppy, R. S. (2017). An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7501

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):

Joppy, Robyn S. “An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7501.

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

MLA Handbook (7th Edition):

Joppy, Robyn S. “An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations.” 2017. Web. 26 Apr 2019.

Vancouver:

Joppy RS. An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7501.

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

Council of Science Editors:

Joppy RS. An Interactive Compliance Scorecard: Assessing The Impact On Non-Profit Human Services Organizations. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7501

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


Drexel University

19. Daniels, Terrence D. The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania.

Degree: 2017, Drexel University

Little is known about the long-term socio-economic impact of student loan debt on African-American graduates of the University of Phoenix who reside in Philadelphia, Pennsylvania.… (more)

Subjects/Keywords: Education; African Americans – Education; Universities and colleges – Alumni and alumnae; College students – Economic conditions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Daniels, T. D. (2017). The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7497

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):

Daniels, Terrence D. “The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7497.

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

MLA Handbook (7th Edition):

Daniels, Terrence D. “The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania.” 2017. Web. 26 Apr 2019.

Vancouver:

Daniels TD. The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7497.

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

Council of Science Editors:

Daniels TD. The Socio-Economic Impact of Student Loan Debt on African American Graduates of the University of Phoenix Residing in Philadelphia, Pennsylvania. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7497

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


Drexel University

20. Famiglietti, Robin Radke. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.

Degree: 2015, Drexel University

Women currently represent roughly half the national workforce, but only a relatively small percentage of these women ever achieve senior and executive level positions. This… (more)

Subjects/Keywords: Education; Glass ceiling (Employment discrimination); Organizational behavior; Mentoring in business

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Famiglietti, R. R. (2015). Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7197

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):

Famiglietti, Robin Radke. “Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.” 2015. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7197.

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

MLA Handbook (7th Edition):

Famiglietti, Robin Radke. “Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions.” 2015. Web. 26 Apr 2019.

Vancouver:

Famiglietti RR. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7197.

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

Council of Science Editors:

Famiglietti RR. Discerning the Glass Ceiling: A Phenomenological Study of the Glass Ceiling, Social Role Theory, Role Models, Mentors, Sponsors, and Champions. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:7197

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


Drexel University

21. Grooms, Crystal Melanie. Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni.

Degree: 2016, Drexel University

Funding for agriculture education leadership development programs was challenged by the governor of California for lack of value. Little is known about the long-term impact… (more)

Subjects/Keywords: Education; Agricultural education; Agriculture – Economic aspects – Study and teaching (Continuing education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grooms, C. M. (2016). Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7198

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):

Grooms, Crystal Melanie. “Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7198.

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

MLA Handbook (7th Edition):

Grooms, Crystal Melanie. “Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni.” 2016. Web. 26 Apr 2019.

Vancouver:

Grooms CM. Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7198.

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

Council of Science Editors:

Grooms CM. Agriculture Education: Does it Last a Lifetime?: A Mixed Methods Study Exploring the Long-Term Impact of Agriculture Education on Program Alumni. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7198

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


Drexel University

22. Kuncio, Cory Michael. How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?.

Degree: 2017, Drexel University

Recently enforced federal education laws that provide money in return for academic progress and improvement began a significant movement of increasing school accountability within every… (more)

Subjects/Keywords: Education; Education – Curricula; Mission statements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kuncio, C. M. (2017). How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7633

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):

Kuncio, Cory Michael. “How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7633.

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

MLA Handbook (7th Edition):

Kuncio, Cory Michael. “How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?.” 2017. Web. 26 Apr 2019.

Vancouver:

Kuncio CM. How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7633.

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

Council of Science Editors:

Kuncio CM. How Does Varsity Girls' Soccer Support the Mission Statement of A High School in Eastern Pennsylvania?. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7633

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


Drexel University

23. Wenger, Benjamin. Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership.

Degree: 2017, Drexel University

Shared superintendent agreements in Pennsylvania have emerged as the latest form of school district reorganization. The term "shared superintendent" refers to a superintendent who serves… (more)

Subjects/Keywords: Education; Educational leadership; School districts; School superintendents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wenger, B. (2017). Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7624

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):

Wenger, Benjamin. “Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7624.

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

MLA Handbook (7th Edition):

Wenger, Benjamin. “Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership.” 2017. Web. 26 Apr 2019.

Vancouver:

Wenger B. Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7624.

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

Council of Science Editors:

Wenger B. Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7624

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


Drexel University

24. Barysheva, Assia I. Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study.

Degree: 2017, Drexel University

University students' engagement in learning in the higher educational establishments has become a concern of policymakers. The purpose of this study was to generate a… (more)

Subjects/Keywords: Educational leadership; Competency-based education; Critical pedagogy; Teachers – Training of

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barysheva, A. I. (2017). Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7608

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):

Barysheva, Assia I. “Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7608.

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

MLA Handbook (7th Edition):

Barysheva, Assia I. “Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study.” 2017. Web. 26 Apr 2019.

Vancouver:

Barysheva AI. Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7608.

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

Council of Science Editors:

Barysheva AI. Successful Teaching Is the Way to Successful Learning in Higher Educational Institutions of the United States: A Grounded Theory Study. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7608

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


Drexel University

25. Linkes, Corrin M. Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School.

Degree: 2017, Drexel University

The purpose of this case study was to examine the academic return-to-learn procedures implemented by a Western Pennsylvania high school. The case study sought to… (more)

Subjects/Keywords: Education; Brain – Concussion; Special education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Linkes, C. M. (2017). Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7620

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):

Linkes, Corrin M. “Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School.” 2017. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7620.

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

MLA Handbook (7th Edition):

Linkes, Corrin M. “Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School.” 2017. Web. 26 Apr 2019.

Vancouver:

Linkes CM. Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School. [Internet] [Thesis]. Drexel University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7620.

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

Council of Science Editors:

Linkes CM. Return-to-Learn for Students Who Experience Concussions: A Case Study of a Western Pennsylvania High School. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7620

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


Drexel University

26. Lyles-Folkman, Kimberley. Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios.

Degree: 2013, Drexel University

 The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a… (more)

Subjects/Keywords: Education; Literacy; Computer-assisted instruction; Educational technology; 2000-2099

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lyles-Folkman, K. (2013). Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7039

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):

Lyles-Folkman, Kimberley. “Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios.” 2013. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7039.

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

MLA Handbook (7th Edition):

Lyles-Folkman, Kimberley. “Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios.” 2013. Web. 26 Apr 2019.

Vancouver:

Lyles-Folkman K. Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7039.

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

Council of Science Editors:

Lyles-Folkman K. Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/idea:7039

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


Drexel University

27. Sohmen, Victor S. Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects.

Degree: 2016, Drexel University

An existing Engineering Technology (ET) framework of Project-Based Learning (PBL) was examined for structure and rigor as a springboard to propose a robust PBL model,… (more)

Subjects/Keywords: Education; Project method in teaching; Educational leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sohmen, V. S. (2016). Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7043

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):

Sohmen, Victor S. “Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7043.

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

MLA Handbook (7th Edition):

Sohmen, Victor S. “Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects.” 2016. Web. 26 Apr 2019.

Vancouver:

Sohmen VS. Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7043.

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

Council of Science Editors:

Sohmen VS. Towards a Model of Accelerated Project-Based Learning (PBL) for Innovative Technology Projects. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7043

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


Drexel University

28. Papadopoulos, Dimitrios. Transitioning to Proof with Worked Examples.

Degree: 2016, Drexel University

Proof is an essential part of mathematical practice both for mathematicians and for students at the undergraduate and graduate levels. In transitioning from computation-based courses… (more)

Subjects/Keywords: Education; Proof theory; Education – Mathematical models

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Papadopoulos, D. (2016). Transitioning to Proof with Worked Examples. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7041

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):

Papadopoulos, Dimitrios. “Transitioning to Proof with Worked Examples.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7041.

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

MLA Handbook (7th Edition):

Papadopoulos, Dimitrios. “Transitioning to Proof with Worked Examples.” 2016. Web. 26 Apr 2019.

Vancouver:

Papadopoulos D. Transitioning to Proof with Worked Examples. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7041.

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

Council of Science Editors:

Papadopoulos D. Transitioning to Proof with Worked Examples. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7041

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


Drexel University

29. Wellington, EriCa. Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study.

Degree: 2016, Drexel University

This phenomenological study examined how African American middle school girls make meaning of the television programs they watch and how their television viewing patterns inform… (more)

Subjects/Keywords: Education; African Americans – Education; African American middle school students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wellington, E. (2016). Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7045

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):

Wellington, EriCa. “Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7045.

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

MLA Handbook (7th Edition):

Wellington, EriCa. “Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study.” 2016. Web. 26 Apr 2019.

Vancouver:

Wellington E. Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7045.

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

Council of Science Editors:

Wellington E. Television’s Effects on the Future Aspirations of African American Middle School Females: A Phenomenological Study. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7045

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


Drexel University

30. Parr, Tara L. A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms.

Degree: 2016, Drexel University

Research in the learning sciences continues to evolve with ongoing technological advancements that allow for a deeper understanding of brain function. Studies of brain activity… (more)

Subjects/Keywords: Education; Active learning; Educational psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Parr, T. L. (2016). A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7237

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):

Parr, Tara L. “A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms.” 2016. Thesis, Drexel University. Accessed April 26, 2019. http://hdl.handle.net/1860/idea:7237.

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

MLA Handbook (7th Edition):

Parr, Tara L. “A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms.” 2016. Web. 26 Apr 2019.

Vancouver:

Parr TL. A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1860/idea:7237.

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

Council of Science Editors:

Parr TL. A brain-targeted teaching framework: modeling the intended change in professional development to increase knowledge of learning sciences research and influence pedagogical change in K-12 public classrooms. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7237

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

[1] [2] [3] [4] [5] [6] [7] [8] [9]

.