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You searched for +publisher:"Georgia Southern University" +contributor:("Paul Brinson"). Showing records 1 – 28 of 28 total matches.

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Georgia Southern University

1. Poole, Janet L. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  ABSTRACT Educational leaders and district decision makers are faced with the challenge of providing support for at-risk students who are failing in traditional schools… (more)

Subjects/Keywords: alternative schools; alternative education; alternative programs; non-traditional education; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Poole, J. L. (2016). Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1486

Chicago Manual of Style (16th Edition):

Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1486.

MLA Handbook (7th Edition):

Poole, Janet L. “Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions.” 2016. Web. 21 Jul 2019.

Vancouver:

Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1486.

Council of Science Editors:

Poole JL. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1486


Georgia Southern University

2. Palmer, Judy E. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The needs of beginning teachers have been addressed both on the state and national level because of increasing concerns about teacher quality and teacher shortage… (more)

Subjects/Keywords: ETD; Mentoring; Teacher retention; Teacher attrition; Mentors; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Palmer, J. E. (2010). The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/362

Chicago Manual of Style (16th Edition):

Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/362.

MLA Handbook (7th Edition):

Palmer, Judy E. “The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District.” 2010. Web. 21 Jul 2019.

Vancouver:

Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/362.

Council of Science Editors:

Palmer JE. The Impact of Mentoring on Beginning Teachers in a Rural Northeast Georgia School District. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/362


Georgia Southern University

3. Martin, Shawn Terese. Relationship Between the Leadership Styles of Principals and School Culture.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant… (more)

Subjects/Keywords: ETD; Laissez-faire leadership; Leadership styles; School culture; Transactional leadership; Transformational leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Martin, S. T. (2009). Relationship Between the Leadership Styles of Principals and School Culture. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/269

Chicago Manual of Style (16th Edition):

Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/269.

MLA Handbook (7th Edition):

Martin, Shawn Terese. “Relationship Between the Leadership Styles of Principals and School Culture.” 2009. Web. 21 Jul 2019.

Vancouver:

Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/269.

Council of Science Editors:

Martin ST. Relationship Between the Leadership Styles of Principals and School Culture. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/269


Georgia Southern University

4. Mascolo, Laurie B. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  The field of leadership has yielded boundless research studies across disciplines, with a plethora in the business and political realms. The medical field and… (more)

Subjects/Keywords: ETD; princicpal effectiveness; transformational leadership; humor styles; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Mascolo, L. B. (2014). Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1173

Chicago Manual of Style (16th Edition):

Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1173.

MLA Handbook (7th Edition):

Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Web. 21 Jul 2019.

Vancouver:

Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1173.

Council of Science Editors:

Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1173


Georgia Southern University

5. Sutcliff, Catherine P. Secondary Students' Perceptions of Teacher Quality.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 This study examined the perceptions of secondary students and teacher quality during their years in high school. The study sought to compare responses among males… (more)

Subjects/Keywords: ETD; Teacher quality; Secondary students; Student perceptions; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Sutcliff, C. P. (2011). Secondary Students' Perceptions of Teacher Quality. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/391

Chicago Manual of Style (16th Edition):

Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/391.

MLA Handbook (7th Edition):

Sutcliff, Catherine P. “Secondary Students' Perceptions of Teacher Quality.” 2011. Web. 21 Jul 2019.

Vancouver:

Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/391.

Council of Science Editors:

Sutcliff CP. Secondary Students' Perceptions of Teacher Quality. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/391


Georgia Southern University

6. Dominy, Sandra T. Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 Business and social sectors have identified characteristics of exemplary leaders. In 2006, the Georgia Department of Education established criteria for a Georgia High Performance Principal,… (more)

Subjects/Keywords: ETD; Georgia high performance principals; Exemplary leaders; Effective leadership; Principal leadership characteristics; Qualitative research; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Dominy, S. T. (2009). Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/284

Chicago Manual of Style (16th Edition):

Dominy, Sandra T. “Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/284.

MLA Handbook (7th Edition):

Dominy, Sandra T. “Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders.” 2009. Web. 21 Jul 2019.

Vancouver:

Dominy ST. Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/284.

Council of Science Editors:

Dominy ST. Leadership Characteristics of Georgia High Performance Middle School Principals Compared to Collins' Level 5 Leaders. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/284


Georgia Southern University

7. Owen, Allison Taylor. Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The impact of teacher absenteeism is all encompassing. Teacher absenteeism affects student achievement and behavior as well as the morale of other teachers. It strains… (more)

Subjects/Keywords: ETD; Absenteeism; Attendance; Leadership; Absenteeism (Labor); Teacher effectiveness; Educational leadership; Substitute teachers; School environment; School management and organization; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Owen, A. T. (2010). Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/326

Chicago Manual of Style (16th Edition):

Owen, Allison Taylor. “Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/326.

MLA Handbook (7th Edition):

Owen, Allison Taylor. “Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School.” 2010. Web. 21 Jul 2019.

Vancouver:

Owen AT. Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/326.

Council of Science Editors:

Owen AT. Leadership Practices That Influence Teacher Attendance in a Low and High Teacher Absentee School. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/326


Georgia Southern University

8. Spence, Robert Scott. The Effects of Inclusion on the Academic Achievement of Regular Education Students.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The academic performance of regular education students placed in an inclusive setting with special education students was compared to the academic performance of regular education… (more)

Subjects/Keywords: ETD; Special education inclusion; Inclusion; Special education collaboration; Special education co-teaching; Academic achievement; Effects of inclusion; Co-teaching; Special education practices; Math achievement; Reading achievement; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Spence, R. S. (2010). The Effects of Inclusion on the Academic Achievement of Regular Education Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/369

Chicago Manual of Style (16th Edition):

Spence, Robert Scott. “The Effects of Inclusion on the Academic Achievement of Regular Education Students.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/369.

MLA Handbook (7th Edition):

Spence, Robert Scott. “The Effects of Inclusion on the Academic Achievement of Regular Education Students.” 2010. Web. 21 Jul 2019.

Vancouver:

Spence RS. The Effects of Inclusion on the Academic Achievement of Regular Education Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/369.

Council of Science Editors:

Spence RS. The Effects of Inclusion on the Academic Achievement of Regular Education Students. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/369


Georgia Southern University

9. Topper, Jennifer C. The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  This quantitative, non-experimental, correlational study examined the relationship between secondary school staff perceptions of their school’s effectiveness and the change in student literacy over… (more)

Subjects/Keywords: Adolescent literacy; Professional Learning Community; SPSLCQ; Comparative growth; staff perceptions; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Topper, J. C. (2016). The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1498

Chicago Manual of Style (16th Edition):

Topper, Jennifer C. “The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1498.

MLA Handbook (7th Edition):

Topper, Jennifer C. “The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement.” 2016. Web. 21 Jul 2019.

Vancouver:

Topper JC. The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1498.

Council of Science Editors:

Topper JC. The Relationship between Secondary Schools' PLC Characteristics and Literacy Achievement. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1498


Georgia Southern University

10. Talley, Gloria Suvon. Perceptions of the Impact of Coaching on Principal Performance.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 The leadership abilities and competencies of school leaders matter more today than ever with increasing accountability, complex challenges, and dwindling resources. The purpose of this… (more)

Subjects/Keywords: ETD; Critical incident; Coaching; Reflection; No Child Left Behind; Protégé; Mentor; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Talley, G. S. (2011). Perceptions of the Impact of Coaching on Principal Performance. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/340

Chicago Manual of Style (16th Edition):

Talley, Gloria Suvon. “Perceptions of the Impact of Coaching on Principal Performance.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/340.

MLA Handbook (7th Edition):

Talley, Gloria Suvon. “Perceptions of the Impact of Coaching on Principal Performance.” 2011. Web. 21 Jul 2019.

Vancouver:

Talley GS. Perceptions of the Impact of Coaching on Principal Performance. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/340.

Council of Science Editors:

Talley GS. Perceptions of the Impact of Coaching on Principal Performance. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/340


Georgia Southern University

11. Veland, Todd Douglas. A Study of Leadership Dispositions of Transformational Leaders in Georgia High School.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

  Education reform has reached new levels of urgency and accountability over the last decade. The role a principal plays in leading the direction of… (more)

Subjects/Keywords: ETD; High school principals; Leadership theories; Transformational leadership; Educational leadership programs; Georgia high schools; Elementary and Middle and Secondary Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Veland, T. D. (2012). A Study of Leadership Dispositions of Transformational Leaders in Georgia High School. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/814

Chicago Manual of Style (16th Edition):

Veland, Todd Douglas. “A Study of Leadership Dispositions of Transformational Leaders in Georgia High School.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/814.

MLA Handbook (7th Edition):

Veland, Todd Douglas. “A Study of Leadership Dispositions of Transformational Leaders in Georgia High School.” 2012. Web. 21 Jul 2019.

Vancouver:

Veland TD. A Study of Leadership Dispositions of Transformational Leaders in Georgia High School. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/814.

Council of Science Editors:

Veland TD. A Study of Leadership Dispositions of Transformational Leaders in Georgia High School. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/814


Georgia Southern University

12. Parks, Naesha. The Impact of Response to Intervention on Special Education Identification.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

 Response to intervention is a process designed to provide students with interventions before they are identified as students who are served through special education services… (more)

Subjects/Keywords: ETD; Response-to-intervention; Special education; Tiers of intervention; Administrative leadership; School wide intervention; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Parks, N. (2011). The Impact of Response to Intervention on Special Education Identification. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/385

Chicago Manual of Style (16th Edition):

Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/385.

MLA Handbook (7th Edition):

Parks, Naesha. “The Impact of Response to Intervention on Special Education Identification.” 2011. Web. 21 Jul 2019.

Vancouver:

Parks N. The Impact of Response to Intervention on Special Education Identification. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/385.

Council of Science Editors:

Parks N. The Impact of Response to Intervention on Special Education Identification. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/385


Georgia Southern University

13. Main, Ronald Edwin. A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 The purpose of this study was to determine the perceptions of principals, teachers, and parents regarding the use of commercial fundraising methods in Georgia's public… (more)

Subjects/Keywords: ETD; Appropriation of space; Electronic marketing; Exclusive contracts; Fundraising; Sponsorship of programs and activities; Incentive program; Sponsored educational materials; Direct sales and affinity programs; Schoolhouse commercialism; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Main, R. E. (2010). A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/353

Chicago Manual of Style (16th Edition):

Main, Ronald Edwin. “A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/353.

MLA Handbook (7th Edition):

Main, Ronald Edwin. “A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools.” 2010. Web. 21 Jul 2019.

Vancouver:

Main RE. A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/353.

Council of Science Editors:

Main RE. A Study of the Perceptions of Stakeholders Regarding Commercial Fundraising in Georgia's Public Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/353


Georgia Southern University

14. Warnock, Denise B. An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2015, Georgia Southern University

  “Teachers are by far the most important in-school factor in determining whether our students succeed and our nation’s schools improve” (Education Trust, 2009. p.… (more)

Subjects/Keywords: ETD; Teacher Effectiveness; Teacher Evaluation; Principals’ Perception; Educational Assessment, Evaluation, and Research; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Warnock, D. B. (2015). An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1295

Chicago Manual of Style (16th Edition):

Warnock, Denise B. “An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System.” 2015. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1295.

MLA Handbook (7th Edition):

Warnock, Denise B. “An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System.” 2015. Web. 21 Jul 2019.

Vancouver:

Warnock DB. An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System. [Internet] [Doctoral dissertation]. Georgia Southern University; 2015. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1295.

Council of Science Editors:

Warnock DB. An Evaluation of Principals’ Perceptions of Georgia’s Teacher Keys Effectiveness System. [Doctoral Dissertation]. Georgia Southern University; 2015. Available from: https://digitalcommons.georgiasouthern.edu/etd/1295


Georgia Southern University

15. Sasser, Alissa. Novice Teachers' Perception of Mentoring and Teacher Retention.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  Acclimating to the field of education, particularly during the first five years, is significantly challenging for novice teachers. In order to ease the transition… (more)

Subjects/Keywords: Mentoring; Novice teacher; teacher attrition; teacher induction; teacher retention; Education

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APA (6th Edition):

Sasser, A. (2018). Novice Teachers' Perception of Mentoring and Teacher Retention. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1709

Chicago Manual of Style (16th Edition):

Sasser, Alissa. “Novice Teachers' Perception of Mentoring and Teacher Retention.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1709.

MLA Handbook (7th Edition):

Sasser, Alissa. “Novice Teachers' Perception of Mentoring and Teacher Retention.” 2018. Web. 21 Jul 2019.

Vancouver:

Sasser A. Novice Teachers' Perception of Mentoring and Teacher Retention. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1709.

Council of Science Editors:

Sasser A. Novice Teachers' Perception of Mentoring and Teacher Retention. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1709


Georgia Southern University

16. Stewart, Kevin Patrick. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2010, Georgia Southern University

 In Georgia, there is no separate endorsement or required specialized teacher certification for adapted physical educators. Because of this absence, the resulting span of personnel… (more)

Subjects/Keywords: ETD; Adapted physical education; IDEA 2004; Program evaluation; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Stewart, K. P. (2010). The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/371

Chicago Manual of Style (16th Edition):

Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/371.

MLA Handbook (7th Edition):

Stewart, Kevin Patrick. “The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools.” 2010. Web. 21 Jul 2019.

Vancouver:

Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/371.

Council of Science Editors:

Stewart KP. The Relationship Between Teacher Certification and Perceptions of Adapted Physical Education Program Practices in Metropolitan Atlanta Public Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/371


Georgia Southern University

17. Samon, Shelley Arnett. Factors That Correlate with the Use of Technology in Georgia's Elementary Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this quantitative study was to investigate the relationship of different factors, including leadership, on Georgia elementary teachers' technology use. The researcher investigated… (more)

Subjects/Keywords: ETD; Educational technology; Technology in education; Technology integration; Technology for instructional purposes; School principals' attitudes towards technology; Educational technology; Georgia; Elementary schools; Technological innovations; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Samon, S. A. (2009). Factors That Correlate with the Use of Technology in Georgia's Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/413

Chicago Manual of Style (16th Edition):

Samon, Shelley Arnett. “Factors That Correlate with the Use of Technology in Georgia's Elementary Schools.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/413.

MLA Handbook (7th Edition):

Samon, Shelley Arnett. “Factors That Correlate with the Use of Technology in Georgia's Elementary Schools.” 2009. Web. 21 Jul 2019.

Vancouver:

Samon SA. Factors That Correlate with the Use of Technology in Georgia's Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/413.

Council of Science Editors:

Samon SA. Factors That Correlate with the Use of Technology in Georgia's Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/413

18. Thompson, James A., IV. Instructional Technology Integration and Situational Interest in Math.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  Motivating students to be engaged in learning, especially in math, has been a perennial challenge for educators. Over the past 20 years, instructional technology… (more)

Subjects/Keywords: ETD; instructional technology; situational interest; math; student perceptions; middle school; Curriculum and Instruction; Education; Elementary and Middle and Secondary Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…like to thank the other members of my committee, Dr. Jason LaFrance and Dr. Paul Brinson… 

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APA (6th Edition):

Thompson, James A., I. (2014). Instructional Technology Integration and Situational Interest in Math. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1191

Chicago Manual of Style (16th Edition):

Thompson, James A., IV. “Instructional Technology Integration and Situational Interest in Math.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1191.

MLA Handbook (7th Edition):

Thompson, James A., IV. “Instructional Technology Integration and Situational Interest in Math.” 2014. Web. 21 Jul 2019.

Vancouver:

Thompson, James A. I. Instructional Technology Integration and Situational Interest in Math. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1191.

Council of Science Editors:

Thompson, James A. I. Instructional Technology Integration and Situational Interest in Math. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1191

19. McMoy, Johnny H. Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System.

Degree: Doctor of Education in Education Administration (EdD), Department of Curriculum, Foundations, and Reading, 2014, Georgia Southern University

  This research project explores the predominant leadership characteristics among community college presidents as measured by Bass and Avolio’s transformational leadership continuum, the degree of… (more)

Subjects/Keywords: ETD; Transformational leadership; institutional culture; culture of efficacy; collective efficacy; MLQ; CE-SCALE; Community College Leadership; Teacher Education and Professional Development; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…committee, Dr. Lucinda Chance, Dr. Paul Brinson, and Dr. Georj Lewis. My committee offered timely… 

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APA (6th Edition):

McMoy, J. H. (2014). Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1145

Chicago Manual of Style (16th Edition):

McMoy, Johnny H. “Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1145.

MLA Handbook (7th Edition):

McMoy, Johnny H. “Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System.” 2014. Web. 21 Jul 2019.

Vancouver:

McMoy JH. Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1145.

Council of Science Editors:

McMoy JH. Transformational Leadership and a Culture of Efficacy: A Search for Correlation in the Alabama Two-Year College System. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1145

20. Squire-Kelly, Valerie Denise. The Relationship between Teacher Empowerment and Student Achievement.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2012, Georgia Southern University

 The purpose of this study is to determine the relationship between teacher empowerment and student achievement. Participants in this study were administered the School Participant… (more)

Subjects/Keywords: ETD; Teacher empowerment; Decision making; Professional growth; Status; Self-efficacy; Autonomy; Impact; Teachers; Teachers; Professional relationships; Educational leadership; Educational accountability; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Squire-Kelly, V. D. (2012). The Relationship between Teacher Empowerment and Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/406

Chicago Manual of Style (16th Edition):

Squire-Kelly, Valerie Denise. “The Relationship between Teacher Empowerment and Student Achievement.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/406.

MLA Handbook (7th Edition):

Squire-Kelly, Valerie Denise. “The Relationship between Teacher Empowerment and Student Achievement.” 2012. Web. 21 Jul 2019.

Vancouver:

Squire-Kelly VD. The Relationship between Teacher Empowerment and Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/406.

Council of Science Editors:

Squire-Kelly VD. The Relationship between Teacher Empowerment and Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/406

21. Sheppard, Joy Davis. Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2013, Georgia Southern University

  Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is determined how evaluations can be best used. According to… (more)

Subjects/Keywords: ETD; Teacher Evaluations; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…difference you made in my life. Dr. Paul Brinson and Dr.Yasar Bodur, Committee Members. You also… 

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APA (6th Edition):

Sheppard, J. D. (2013). Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/852

Chicago Manual of Style (16th Edition):

Sheppard, Joy Davis. “Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process.” 2013. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/852.

MLA Handbook (7th Edition):

Sheppard, Joy Davis. “Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process.” 2013. Web. 21 Jul 2019.

Vancouver:

Sheppard JD. Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process. [Internet] [Doctoral dissertation]. Georgia Southern University; 2013. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/852.

Council of Science Editors:

Sheppard JD. Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process. [Doctoral Dissertation]. Georgia Southern University; 2013. Available from: https://digitalcommons.georgiasouthern.edu/etd/852

22. Mayweather, Jessica. The Relationship between Mandatory School Uniforms and Attendance.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2013, Georgia Southern University

  The purpose of this study is to determine whether a relationship exists between the implementation of a mandatory uniform policy in an urban public… (more)

Subjects/Keywords: ETD; Student attendance; NCLB; Uniforms; Middle schools; Georgia; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Mayweather, J. (2013). The Relationship between Mandatory School Uniforms and Attendance. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/825

Chicago Manual of Style (16th Edition):

Mayweather, Jessica. “The Relationship between Mandatory School Uniforms and Attendance.” 2013. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/825.

MLA Handbook (7th Edition):

Mayweather, Jessica. “The Relationship between Mandatory School Uniforms and Attendance.” 2013. Web. 21 Jul 2019.

Vancouver:

Mayweather J. The Relationship between Mandatory School Uniforms and Attendance. [Internet] [Doctoral dissertation]. Georgia Southern University; 2013. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/825.

Council of Science Editors:

Mayweather J. The Relationship between Mandatory School Uniforms and Attendance. [Doctoral Dissertation]. Georgia Southern University; 2013. Available from: https://digitalcommons.georgiasouthern.edu/etd/825

23. Edenfield, Brenda D. Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2013, Georgia Southern University

  While federal and state leaders have been calling for increased instructional time, the U.S. has been undergoing an economic decline that has resulted in… (more)

Subjects/Keywords: ETD; Instruction; Economic decline; Educational funding; Educational Administration and Supervision; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…approval from system superintendents and the Georgia Southern University Internal Review Board… 

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APA (6th Edition):

Edenfield, B. D. (2013). Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/873

Chicago Manual of Style (16th Edition):

Edenfield, Brenda D. “Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students.” 2013. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/873.

MLA Handbook (7th Edition):

Edenfield, Brenda D. “Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students.” 2013. Web. 21 Jul 2019.

Vancouver:

Edenfield BD. Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2013. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/873.

Council of Science Editors:

Edenfield BD. Teacher Perceptions of the Impact of Reduced School Budgets on Their Ability to Meet Instructional Needs of Their Students. [Doctoral Dissertation]. Georgia Southern University; 2013. Available from: https://digitalcommons.georgiasouthern.edu/etd/873

24. Cone, Hollis Derek. Development and Support of Dual Language Policies.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  Teaching a second language is not a new idea. Bilingual education has gone through a metamorphosis over the years. The most current bilingual program… (more)

Subjects/Keywords: ETD; Dual Language; FLES; FLEX; Two-Way Immersion; Charter School; Bilingual, Multilingual, and Multicultural Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Cone, H. D. (2014). Development and Support of Dual Language Policies. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1172

Chicago Manual of Style (16th Edition):

Cone, Hollis Derek. “Development and Support of Dual Language Policies.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1172.

MLA Handbook (7th Edition):

Cone, Hollis Derek. “Development and Support of Dual Language Policies.” 2014. Web. 21 Jul 2019.

Vancouver:

Cone HD. Development and Support of Dual Language Policies. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1172.

Council of Science Editors:

Cone HD. Development and Support of Dual Language Policies. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1172


Georgia Southern University

25. Taylor, Aimée Claire. Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

 The following case study examined the existence of grade inflation at one high school in southeastern Georgia, South High School. This mixed methodology research study… (more)

Subjects/Keywords: ETD; Grade inflation; High school students ‡x Rating of; Grading standards; Standardized testing; Teacher evaluations; SAT; Grade point average; High school; High school; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Taylor, A. C. (2007). Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/414

Chicago Manual of Style (16th Edition):

Taylor, Aimée Claire. “Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/414.

MLA Handbook (7th Edition):

Taylor, Aimée Claire. “Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School.” 2007. Web. 21 Jul 2019.

Vancouver:

Taylor AC. Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/414.

Council of Science Editors:

Taylor AC. Grade Inflation: An Analysis of Teacher Perception, Grade Point Average, and Test Scores in one Southeastern Georgia High School. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/414


Georgia Southern University

26. Outlaw, James Craig. Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2008, Georgia Southern University

 In 2002, the Bush administration inaugurated its signature educational program, No Child Left Behind which included a provision to relax the restrictions of Title IX… (more)

Subjects/Keywords: ETD; Civil rights; Heterogeneous classes; Single sex classes; Single sex instruction; Single sex schools; Student achievement; Student behavior; Academic achievement; Public schools; Standardized tests; State standards; Gender issues; Stereotypes; Educational environment; Federal legislation; Learning differences; Single-sex schools; United States; Middle school eductaion; United States; Academic achievement; United States; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Outlaw, J. C. (2008). Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/276

Chicago Manual of Style (16th Edition):

Outlaw, James Craig. “Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools.” 2008. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/276.

MLA Handbook (7th Edition):

Outlaw, James Craig. “Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools.” 2008. Web. 21 Jul 2019.

Vancouver:

Outlaw JC. Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2008. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/276.

Council of Science Editors:

Outlaw JC. Examination of the Influence of Single Sex Instruction on Student Achievement and Behavior at Sixth Grade Level at Two Middle Schools. [Doctoral Dissertation]. Georgia Southern University; 2008. Available from: https://digitalcommons.georgiasouthern.edu/etd/276


Georgia Southern University

27. Colson, Sharon Renea. Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

 The purpose of this study was to explore beginning teachers' beliefs on their mentoring programs and to explain their perspectives. Face-to-face interviews were conducted with… (more)

Subjects/Keywords: ETD; Rural school system; Mentoring programs; Mentors; Mentoring in education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Colson, S. R. (2007). Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/304

Chicago Manual of Style (16th Edition):

Colson, Sharon Renea. “Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/304.

MLA Handbook (7th Edition):

Colson, Sharon Renea. “Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals.” 2007. Web. 21 Jul 2019.

Vancouver:

Colson SR. Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/304.

Council of Science Editors:

Colson SR. Elementary Teacher Mentoring in a Rural Georgia School System: The Impact on Teacher Retention and the Implication for Elementary School Principals. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/304


Georgia Southern University

28. Denney, Charles Arthur. General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2008, Georgia Southern University

 The purpose of this study was to discover the relationship between principals' experiences and athletic directors' experiences related to selected athletic department tasks. The overarching… (more)

Subjects/Keywords: ETD; Principal responsibilities; Athletic director responsibilities; Athletic department tasks; Athletic department task management; High school principals; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Denney, C. A. (2008). General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/309

Chicago Manual of Style (16th Edition):

Denney, Charles Arthur. “General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them.” 2008. Doctoral Dissertation, Georgia Southern University. Accessed July 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/309.

MLA Handbook (7th Edition):

Denney, Charles Arthur. “General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them.” 2008. Web. 21 Jul 2019.

Vancouver:

Denney CA. General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them. [Internet] [Doctoral dissertation]. Georgia Southern University; 2008. [cited 2019 Jul 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/309.

Council of Science Editors:

Denney CA. General Secondary School Principals' and Athletic Directors' Experiences Regarding the Priority of Selected Athletic Department Tasks and the Time Required to Accomplish Them. [Doctoral Dissertation]. Georgia Southern University; 2008. Available from: https://digitalcommons.georgiasouthern.edu/etd/309

.