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You searched for +publisher:"East Carolina University" +contributor:("Militello, Matthew"). Showing records 1 – 24 of 24 total matches.

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East Carolina University

1. Combs, Esther. AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION.

Degree: Doctor of Education in Educational Leadership, Educational Leadership, 2020, East Carolina University

 Bringing a community together for the purpose of healing creates a vision of hope. Translating this hope into a commitment for change requires intentional action… (more)

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APA (6th Edition):

Combs, E. (2020). AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/8575

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):

Combs, Esther. “AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION.” 2020. Thesis, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/8575.

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

MLA Handbook (7th Edition):

Combs, Esther. “AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION.” 2020. Web. 12 Aug 2020.

Vancouver:

Combs E. AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION. [Internet] [Thesis]. East Carolina University; 2020. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/8575.

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

Council of Science Editors:

Combs E. AUTHENTIC ENGAGEMENT: A RURAL COMMUNITY’S JOURNEY TO CROSS-SECTOR AGENCY COLLABORATION. [Thesis]. East Carolina University; 2020. Available from: http://hdl.handle.net/10342/8575

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


East Carolina University

2. Samberg, Mark Justin. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 A focus on Science, Technology, Engineering, and Math (STEM) education has been an ongoing trend in the United States for most of the last decade.… (more)

Subjects/Keywords: problem solving; Teachers – In-service training – United States; Computer science – Study and teaching; Critical thinking; Science – Study and teaching – United States; Technology – Study and teaching – United States; Engineering – Study and teaching – United States; Mathematics – Study and teaching – United States

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APA (6th Edition):

Samberg, M. J. (2018). PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6714

Chicago Manual of Style (16th Edition):

Samberg, Mark Justin. “PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.” 2018. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6714.

MLA Handbook (7th Edition):

Samberg, Mark Justin. “PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.” 2018. Web. 12 Aug 2020.

Vancouver:

Samberg MJ. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6714.

Council of Science Editors:

Samberg MJ. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6714


East Carolina University

3. Powell, Christie Marie. Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The increasing cultural and linguistic diversity of international schools presents challenges for students, teachers and administrators. Using a participatory action research (PAR) methodology that included… (more)

Subjects/Keywords: Culturally and Linguistically Responsive Practice; International schools; Middle school teachers; Educational leadership; Cultural pluralism

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APA (6th Edition):

Powell, C. M. (2019). Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7191

Chicago Manual of Style (16th Edition):

Powell, Christie Marie. “Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7191.

MLA Handbook (7th Edition):

Powell, Christie Marie. “Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice.” 2019. Web. 12 Aug 2020.

Vancouver:

Powell CM. Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7191.

Council of Science Editors:

Powell CM. Nimble or Not? Pivoting an International School to Embrace Culturally and Linguistically Diverse Practice. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7191


East Carolina University

4. Welch, James Ronald. MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The current study sought to understand the stress of the eighth grade to high school transition at the International School Bangkok (ISB) and make recommendations… (more)

Subjects/Keywords: Transition; middle school; stress; Thai; Japanese; Korean; American; internal pressure; High school freshmen – Mental health; International schools; Student adjustment

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APA (6th Edition):

Welch, J. R. (2019). MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7218

Chicago Manual of Style (16th Edition):

Welch, James Ronald. “MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7218.

MLA Handbook (7th Edition):

Welch, James Ronald. “MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS.” 2019. Web. 12 Aug 2020.

Vancouver:

Welch JR. MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7218.

Council of Science Editors:

Welch JR. MOVING FROM THE MIDDLE: AN EXPLORATION OF STUDENT EXPERIENCES TRANSITIONING TO HIGH SCHOOL IN INTERNATIONAL SETTINGS. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7218


East Carolina University

5. Rosenthal, Lihi. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Across the country, passionate educators strive to meet the needs of diverse students within welcoming and inclusive community schools. It is no easy feat. For… (more)

Subjects/Keywords: trauma-informed leadership; trauma-informed care; exclusionary discipline; Multicultural education – Washington (State); School children – Mental health – Washington (State); Communication in education

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APA (6th Edition):

Rosenthal, L. (2019). Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7224

Chicago Manual of Style (16th Edition):

Rosenthal, Lihi. “Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7224.

MLA Handbook (7th Edition):

Rosenthal, Lihi. “Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership.” 2019. Web. 12 Aug 2020.

Vancouver:

Rosenthal L. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7224.

Council of Science Editors:

Rosenthal L. Fits and Starts: One Elementary School's Journey toward Trauma-Informed Leadership. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7224


East Carolina University

6. Triplett, Mark. TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Purpose: This participatory action research study explores how the central office of an urban school district, and the leadership of a middle school, work collaboratively… (more)

Subjects/Keywords: coherence; alignment; central office; academic discussion; instruction; Urban schools – Administration; Middle school administrators; Professional learning communities

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APA (6th Edition):

Triplett, M. (2019). TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7614

Chicago Manual of Style (16th Edition):

Triplett, Mark. “TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7614.

MLA Handbook (7th Edition):

Triplett, Mark. “TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL.” 2019. Web. 12 Aug 2020.

Vancouver:

Triplett M. TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7614.

Council of Science Editors:

Triplett M. TALK SMART: A PARTICIPATORY ACTION RESEARCH PROJECT IMPLEMENTING ACADEMIC DISCOURSE IN AN URBAN MIDDLE SCHOOL. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7614


East Carolina University

7. Paryani, Prerna. Teaching Evaluation That Matters: A Participatory Process for Growth and Development.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The purpose of the project was to address changes in a teacher evaluation system that has persisted as the grammar of schooling regarding evaluation for… (more)

Subjects/Keywords: Grammar of Schooling; Teacher Evaluation; Teacher Evaluation Process; Student Engagement; Professional Learning Community; Peer Observations; Mutual Feedback; Experiential Learning; Teachers – Rating of; Motivation in education; Middle school teachers

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APA (6th Edition):

Paryani, P. (2019). Teaching Evaluation That Matters: A Participatory Process for Growth and Development. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7190

Chicago Manual of Style (16th Edition):

Paryani, Prerna. “Teaching Evaluation That Matters: A Participatory Process for Growth and Development.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7190.

MLA Handbook (7th Edition):

Paryani, Prerna. “Teaching Evaluation That Matters: A Participatory Process for Growth and Development.” 2019. Web. 12 Aug 2020.

Vancouver:

Paryani P. Teaching Evaluation That Matters: A Participatory Process for Growth and Development. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7190.

Council of Science Editors:

Paryani P. Teaching Evaluation That Matters: A Participatory Process for Growth and Development. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7190


East Carolina University

8. Hodgkins, Lawrence. HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS.

Degree: EdD, EDD-Educational Leadership, 2017, East Carolina University

 A college degree is an important gateway for entering our modern economy; the net value of a college degree is more than $800,000 above a… (more)

Subjects/Keywords: readiness; perspectives; Low-income college students – Attitudes; Prediction of scholastic success

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APA (6th Edition):

Hodgkins, L. (2017). HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6198

Chicago Manual of Style (16th Edition):

Hodgkins, Lawrence. “HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS.” 2017. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6198.

MLA Handbook (7th Edition):

Hodgkins, Lawrence. “HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS.” 2017. Web. 12 Aug 2020.

Vancouver:

Hodgkins L. HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS. [Internet] [Doctoral dissertation]. East Carolina University; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6198.

Council of Science Editors:

Hodgkins L. HEARING FROM THE 8%: PERCEPTIONS OF PRE-COLLEGE EXPERIENCES FROM SUCCESSFUL COLLEGE STUDENTS FROM LOW AND MODERATE SOCIOECONOMIC BACKGROUNDS. [Doctoral Dissertation]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6198


East Carolina University

9. Delano-Gemzik, Jennifer. TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION.

Degree: EdD, EDD-Educational Leadership, 2017, East Carolina University

 This study captured and obtained a deeper understanding of teachers’ perceptions regarding the elements that most impact their decision to remain in the profession. This… (more)

Subjects/Keywords: teacher retention; Teachers – North Carolina – Attitudes; Prediction of teacher success – North Carolina; Educational leadership – North Carolina

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APA (6th Edition):

Delano-Gemzik, J. (2017). TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6203

Chicago Manual of Style (16th Edition):

Delano-Gemzik, Jennifer. “TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION.” 2017. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6203.

MLA Handbook (7th Edition):

Delano-Gemzik, Jennifer. “TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION.” 2017. Web. 12 Aug 2020.

Vancouver:

Delano-Gemzik J. TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION. [Internet] [Doctoral dissertation]. East Carolina University; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6203.

Council of Science Editors:

Delano-Gemzik J. TEACHERS’ PERCEPTIONS ON THE ELEMENTS THAT MOST IMPACT TEACHER RETENTION. [Doctoral Dissertation]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6203


East Carolina University

10. Halligan, Kristin. Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Transdisciplinary, inquiry-based curriculum and pedagogy can positively affect teacher practice and student learning when educators collaboratively create a community of learners, engage in developing a… (more)

Subjects/Keywords: inquiry-based pedagogy; Educational change; Education – Study and teaching; Educational leadership; International schools; Inquiry-based learning

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APA (6th Edition):

Halligan, K. (2019). Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7188

Chicago Manual of Style (16th Edition):

Halligan, Kristin. “Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7188.

MLA Handbook (7th Edition):

Halligan, Kristin. “Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change.” 2019. Web. 12 Aug 2020.

Vancouver:

Halligan K. Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7188.

Council of Science Editors:

Halligan K. Collaborative Curriculum Development and Implementation: Inquiry-Based Learning as a Centerpiece for School Change. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7188


East Carolina University

11. Aguilera-Fort, Karling. RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The aim of the PAR project was to engage principals in meaningful professional learning opportunities that supported their growth and development as school and community… (more)

Subjects/Keywords: Evaluation as Growth and Development; Equity Centered Professional Learning Community; Community Learning Exchanges; School principals; Educational leadership

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APA (6th Edition):

Aguilera-Fort, K. (2019). RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7602

Chicago Manual of Style (16th Edition):

Aguilera-Fort, Karling. “RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7602.

MLA Handbook (7th Edition):

Aguilera-Fort, Karling. “RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY.” 2019. Web. 12 Aug 2020.

Vancouver:

Aguilera-Fort K. RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7602.

Council of Science Editors:

Aguilera-Fort K. RE-IMAGINING PRINCIPAL SUPPORT: A PARTICIPATORY ACTION RESEARCH PROJECT TO ENGAGE PRINCIPALS IN AN EQUITY-CENTERED PROFESSIONAL LEARNING COMMUNITY. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7602


East Carolina University

12. Hernandez, Janette. GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 To create conditions for high school principals and the principal supervisor to successfully lead career-themed pathways, a principal supervisor established a Community of Practice (CoP)… (more)

Subjects/Keywords: principal supervisor; adaptive leadership; community learning exchange; Educational leadership; High school principals; School administrators

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APA (6th Edition):

Hernandez, J. (2019). GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7223

Chicago Manual of Style (16th Edition):

Hernandez, Janette. “GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7223.

MLA Handbook (7th Edition):

Hernandez, Janette. “GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS.” 2019. Web. 12 Aug 2020.

Vancouver:

Hernandez J. GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7223.

Council of Science Editors:

Hernandez J. GOING AGAINST THE GRAIN: REIMAGINING THE ROLE OF HIGH SCHOOL PRINCIPALS AND PRINCIPAL SUPERVISOR AS ADAPTIVE LEADERS. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7223


East Carolina University

13. Richardson Garcia, Lori. Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 While many school leaders seek feedback from different constituent groups, few bring together students, teachers, and parents in decision-making conversations. The purpose of this participatory… (more)

Subjects/Keywords: Community Learning Exchange; Equity of Voice; Collaborative Decision-Making; Community Engagement; Student Voice; Parent Voice; Middle school education – Parent participation; Middle school students – Attitudes; International schools; Teacher-student relationships; Student participation in curriculum planning

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APA (6th Edition):

Richardson Garcia, L. (2019). Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7187

Chicago Manual of Style (16th Edition):

Richardson Garcia, Lori. “Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7187.

MLA Handbook (7th Edition):

Richardson Garcia, Lori. “Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School.” 2019. Web. 12 Aug 2020.

Vancouver:

Richardson Garcia L. Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7187.

Council of Science Editors:

Richardson Garcia L. Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7187


East Carolina University

14. Gardner, Lloyd Y. PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY.

Degree: EdD, EDD-Educational Leadership, 2016, East Carolina University

 The current study sought to identify and gain a deep understanding of the elements of mentoring support that experienced principals perceive to be most effective… (more)

Subjects/Keywords: principals perceptions; Mentoring in education; School principals – North Carolina – Attitudes; Educational leadership – North Carolina; Public schools – North Carolina

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APA (6th Edition):

Gardner, L. Y. (2016). PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/5383

Chicago Manual of Style (16th Edition):

Gardner, Lloyd Y. “PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY.” 2016. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/5383.

MLA Handbook (7th Edition):

Gardner, Lloyd Y. “PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY.” 2016. Web. 12 Aug 2020.

Vancouver:

Gardner LY. PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY. [Internet] [Doctoral dissertation]. East Carolina University; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/5383.

Council of Science Editors:

Gardner LY. PRINCIPALS’ PERCEPTIONS ABOUT THE ELEMENTS OF MENTORING SUPPORT THAT MOST IMPACT THE DEVELOPMENT OF A NEW PRINCIPAL’S LEADERSHIP CAPACITY. [Doctoral Dissertation]. East Carolina University; 2016. Available from: http://hdl.handle.net/10342/5383


East Carolina University

15. Moran, Elizabeth Hastings Payne. SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION.

Degree: EdD, EDD-Educational Leadership, 2017, East Carolina University

 Teacher shortage is a chronic problem across the United States today. As a result school districts struggle each year to appropriately staff their schools and… (more)

Subjects/Keywords: beginning teacher retention; School management and organization – United States; Employee retention – United States; Teacher turnover – United States – Prevention; First year teachers – Supply and demand – United States; School administrators – United States – Attitudes

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APA (6th Edition):

Moran, E. H. P. (2017). SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6207

Chicago Manual of Style (16th Edition):

Moran, Elizabeth Hastings Payne. “SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION.” 2017. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6207.

MLA Handbook (7th Edition):

Moran, Elizabeth Hastings Payne. “SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION.” 2017. Web. 12 Aug 2020.

Vancouver:

Moran EHP. SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION. [Internet] [Doctoral dissertation]. East Carolina University; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6207.

Council of Science Editors:

Moran EHP. SCHOOL AND DISTRICT LEADER PERCEPTIONS ON BEGINNING TEACHER SUPPORT AND RETENTION. [Doctoral Dissertation]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6207


East Carolina University

16. Woods-Weeks, Gloria. GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS.

Degree: EdD, EDD-Educational Leadership, 2017, East Carolina University

 This study used Q Methodology to identify and examine the Early College High School graduates’ perceptions of college readiness after completing year one of college.… (more)

Subjects/Keywords: college readiness; College preparation programs – United States; High school graduates – United States – Attitudes; Q technique

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APA (6th Edition):

Woods-Weeks, G. (2017). GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6497

Chicago Manual of Style (16th Edition):

Woods-Weeks, Gloria. “GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS.” 2017. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6497.

MLA Handbook (7th Edition):

Woods-Weeks, Gloria. “GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS.” 2017. Web. 12 Aug 2020.

Vancouver:

Woods-Weeks G. GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS. [Internet] [Doctoral dissertation]. East Carolina University; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6497.

Council of Science Editors:

Woods-Weeks G. GRADUATES OF AN EARLY COLLEGE HIGH SCHOOL: PERCEPTIONS OF COLLEGE READINESS. [Doctoral Dissertation]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6497


East Carolina University

17. Sorrells, Mark. BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 Program evaluation is an essential function for grant-seeking organizations, yet many struggle with measuring the impact of their work. The form of program evaluation is… (more)

Subjects/Keywords: philauthropic; capacity building; Educational evaluation – Research grants

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APA (6th Edition):

Sorrells, M. (2018). BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6713

Chicago Manual of Style (16th Edition):

Sorrells, Mark. “BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK.” 2018. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6713.

MLA Handbook (7th Edition):

Sorrells, Mark. “BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK.” 2018. Web. 12 Aug 2020.

Vancouver:

Sorrells M. BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6713.

Council of Science Editors:

Sorrells M. BUILDING GRANTEE CAPACITY THROUGH AN INNOVATIVE-PROCESS-DRIVEN, PEOPLE-CENTERED-EVALUATION FRAMEWORK. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6713


East Carolina University

18. Smith, Andre Charles. LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING.

Degree: EdD, EDD-Educational Leadership, 2016, East Carolina University

 The purpose of the current study was to determine educational leaders' perceptions of effective strategies for keeping long-term suspended students engaged in learning. As school… (more)

Subjects/Keywords: Student suspension; Educational leadership; Dropouts – Prevention; Educational counseling

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APA (6th Edition):

Smith, A. C. (2016). LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/5382

Chicago Manual of Style (16th Edition):

Smith, Andre Charles. “LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING.” 2016. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/5382.

MLA Handbook (7th Edition):

Smith, Andre Charles. “LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING.” 2016. Web. 12 Aug 2020.

Vancouver:

Smith AC. LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING. [Internet] [Doctoral dissertation]. East Carolina University; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/5382.

Council of Science Editors:

Smith AC. LONG-TERM SUSPENSIONS: EFFECTIVE STRATEGIES TO KEEP STUDENTS ENGAGED IN SCHOOLING. [Doctoral Dissertation]. East Carolina University; 2016. Available from: http://hdl.handle.net/10342/5382


East Carolina University

19. Killoran, Tosca. EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LĂOSHĪ �师 WITHIN AN INTERNATIONAL SCHOOL.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Educators within international school contexts are proponents of equity and believe that they listen to and advocate for the local teaching assistants, aides, and staff.… (more)

Subjects/Keywords: China; Community Learning Exchange; Co-teaching; Culture; Design Thinking; Educational Leadership; Equity; Education Policy; Fragility; IB; Innovation; International Baccalaureate; International Education; International Teaching; Leadership; Networked Innovation Communities; Participatory Action Research; Teaching Relationships; International schools; Teachers – China; Teachers, Foreign

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APA (6th Edition):

Killoran, T. (2019). EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LĂOSHĪ �师 WITHIN AN INTERNATIONAL SCHOOL. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7213

Chicago Manual of Style (16th Edition):

Killoran, Tosca. “EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LÄ‚OSHĪ è€�师 WITHIN AN INTERNATIONAL SCHOOL.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7213.

MLA Handbook (7th Edition):

Killoran, Tosca. “EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LÄ‚OSHĪ è€�师 WITHIN AN INTERNATIONAL SCHOOL.” 2019. Web. 12 Aug 2020.

Vancouver:

Killoran T. EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LĂOSHĪ �师 WITHIN AN INTERNATIONAL SCHOOL. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7213.

Council of Science Editors:

Killoran T. EQUITY AGENTS: CREATING AN INNOVATIVE LEARNING CULTURE WITH FOREIGN TEACHERS AND LĂOSHĪ �师 WITHIN AN INTERNATIONAL SCHOOL. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7213


East Carolina University

20. Simon, Ken. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Purpose: Inquiry-based pedagogy is rare within the educational landscape. It is even more rare for students who face multiple challenges to success, including racism and… (more)

Subjects/Keywords: equity; Deeper Learning; Inquiry-based learning; Education, Urban

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APA (6th Edition):

Simon, K. (2019). Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7610

Chicago Manual of Style (16th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7610.

MLA Handbook (7th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Web. 12 Aug 2020.

Vancouver:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7610.

Council of Science Editors:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7610


East Carolina University

21. Jethro, Jakki S. Calculating and Coaching School Organizational Health.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 To date, most studies of teacher turnover in high-poverty schools have focused on the characteristics of the students and their teachers, rather than on the… (more)

Subjects/Keywords: School Organizational Health Teacher Retention; Teacher turnover – North Carolina; Educational change – North Carolina; Educational leadership – North Carolina

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APA (6th Edition):

Jethro, J. S. (2018). Calculating and Coaching School Organizational Health. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6947

Chicago Manual of Style (16th Edition):

Jethro, Jakki S. “Calculating and Coaching School Organizational Health.” 2018. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/6947.

MLA Handbook (7th Edition):

Jethro, Jakki S. “Calculating and Coaching School Organizational Health.” 2018. Web. 12 Aug 2020.

Vancouver:

Jethro JS. Calculating and Coaching School Organizational Health. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/6947.

Council of Science Editors:

Jethro JS. Calculating and Coaching School Organizational Health. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6947


East Carolina University

22. Parker, Keith. AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Bilingual education is an emerging trend that can be found in many American public schools. Increasingly, schools are looking towards dual language immersion programs to… (more)

Subjects/Keywords: dual language immersion; Spanish immersion; Q Methodology; global education; Education, Bilingual – North Carolina – Dare County; Immersion method (Language teaching); Elementary school teachers – North Carolina – Dare County – Attitudes

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APA (6th Edition):

Parker, K. (2019). AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7186

Chicago Manual of Style (16th Edition):

Parker, Keith. “AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7186.

MLA Handbook (7th Edition):

Parker, Keith. “AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM.” 2019. Web. 12 Aug 2020.

Vancouver:

Parker K. AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7186.

Council of Science Editors:

Parker K. AN ANALYSIS OF THE PERCEPTIONS OF PARENTS AND EDUCATORS ON DARE COUNTY SCHOOLS’ SPANISH DUAL LANGUAGE IMMERSION PROGRAM. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7186


East Carolina University

23. Purser, Michael Allen. PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 This Focus of Practice aimed to create a new, equitable classroom environment for English Language Learner (ELL) students at the Thai Chinese International School. The… (more)

Subjects/Keywords: ThinkTrix; Socratic Seminars; English language – Study and teaching – Thailand; Educational leadership; International schools – Thailand; School environment

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APA (6th Edition):

Purser, M. A. (2019). PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7219

Chicago Manual of Style (16th Edition):

Purser, Michael Allen. “PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7219.

MLA Handbook (7th Edition):

Purser, Michael Allen. “PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS.” 2019. Web. 12 Aug 2020.

Vancouver:

Purser MA. PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7219.

Council of Science Editors:

Purser MA. PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7219


East Carolina University

24. LaFeldt, Jodi. You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Purpose: The caring professions, including those working in the field of special education, are at increased risk of compassion fatigue and burnout. As they take… (more)

Subjects/Keywords: caring professions; Special education educators – Health and hygiene; Self-care, Health

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APA (6th Edition):

LaFeldt, J. (2019). You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7185

Chicago Manual of Style (16th Edition):

LaFeldt, Jodi. “You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 12, 2020. http://hdl.handle.net/10342/7185.

MLA Handbook (7th Edition):

LaFeldt, Jodi. “You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors.” 2019. Web. 12 Aug 2020.

Vancouver:

LaFeldt J. You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10342/7185.

Council of Science Editors:

LaFeldt J. You Can't Give What You Don't Have: A Community of Care Among Special Education Supervisors. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7185

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