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You searched for +publisher:"Georgia Southern University" +contributor:("Teri Melton"). Showing records 1 – 14 of 14 total matches.

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Georgia Southern University

1. Johnson, Cleveland. Common Experiences African American Males Have En Route to Becoming Elementary Teachers.

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

 Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented,… (more)

Subjects/Keywords: ETD; African American male elementary teachers; Male teachers; Minority teachers; Teacher experiences; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Johnson, C. (2010). Common Experiences African American Males Have En Route to Becoming Elementary Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/322

Chicago Manual of Style (16th Edition):

Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/322.

MLA Handbook (7th Edition):

Johnson, Cleveland. “Common Experiences African American Males Have En Route to Becoming Elementary Teachers.” 2010. Web. 17 Sep 2019.

Vancouver:

Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2010. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/322.

Council of Science Editors:

Johnson C. Common Experiences African American Males Have En Route to Becoming Elementary Teachers. [Doctoral Dissertation]. Georgia Southern University; 2010. Available from: https://digitalcommons.georgiasouthern.edu/etd/322


Georgia Southern University

2. Simonez, Tenora J. Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2016, Georgia Southern University

  ABSTRACT The purpose of this study was to examine factors that contributed to student success in remedial education as perceived by faculty members and… (more)

Subjects/Keywords: Remedial Education; HBCUs; student success; financial issues; faculty members; administrators; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Psychology; Online and Distance Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Simonez, T. J. (2016). Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1485

Chicago Manual of Style (16th Edition):

Simonez, Tenora J. “Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1485.

MLA Handbook (7th Edition):

Simonez, Tenora J. “Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs.” 2016. Web. 17 Sep 2019.

Vancouver:

Simonez TJ. Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1485.

Council of Science Editors:

Simonez TJ. Remedial Education Programs and Student Success: Perceptions of Faculty and Administrators at HBCUs. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1485


Georgia Southern University

3. Senn, Farrah Rachele. Exploring the Connection between Christian Colleges' Mission and Finance.

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

  Two main issues currently threatening Christian colleges include mission conflict and financial viability, and research suggests that there is a relationship between these two.… (more)

Subjects/Keywords: Christian college mission; Christian college finance; College mission; Mission and finance; Financial health; Financial indicators; Educational Administration and Supervision; Educational Leadership; Higher Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Senn, F. R. (2016). Exploring the Connection between Christian Colleges' Mission and Finance. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1507

Chicago Manual of Style (16th Edition):

Senn, Farrah Rachele. “Exploring the Connection between Christian Colleges' Mission and Finance.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1507.

MLA Handbook (7th Edition):

Senn, Farrah Rachele. “Exploring the Connection between Christian Colleges' Mission and Finance.” 2016. Web. 17 Sep 2019.

Vancouver:

Senn FR. Exploring the Connection between Christian Colleges' Mission and Finance. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1507.

Council of Science Editors:

Senn FR. Exploring the Connection between Christian Colleges' Mission and Finance. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1507


Georgia Southern University

4. Johnson, Christopher Eugene. "Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League.

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

 The purpose of this study was to explore the non-academic strategies the Kappa Leadership and Developmental League uses to mentor African American males and the… (more)

Subjects/Keywords: ETD; African-American males; Achievement gap; Kappa leadership and developmental league; Academic and social achievement; Mentors; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Johnson, C. E. (2011). "Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/378

Chicago Manual of Style (16th Edition):

Johnson, Christopher Eugene. “"Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/378.

MLA Handbook (7th Edition):

Johnson, Christopher Eugene. “"Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League.” 2011. Web. 17 Sep 2019.

Vancouver:

Johnson CE. "Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/378.

Council of Science Editors:

Johnson CE. "Mentor Me To Mister" A Case Study of Mentoring through the Kappa Leadership and Developmental League. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/378


Georgia Southern University

5. Greenway, Gail H. Relationship Between School Climate and Student Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2017, Georgia Southern University

  Increasingly public schools in the United States are finding that factors beyond curriculum and instruction impact student achievement. Much research has been conducted on… (more)

Subjects/Keywords: School climate; Student Achievement; Middle schools; Curriculum and Instruction; Educational Leadership; 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):

Greenway, G. H. (2017). Relationship Between School Climate and Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1675

Chicago Manual of Style (16th Edition):

Greenway, Gail H. “Relationship Between School Climate and Student Achievement.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1675.

MLA Handbook (7th Edition):

Greenway, Gail H. “Relationship Between School Climate and Student Achievement.” 2017. Web. 17 Sep 2019.

Vancouver:

Greenway GH. Relationship Between School Climate and Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1675.

Council of Science Editors:

Greenway GH. Relationship Between School Climate and Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1675


Georgia Southern University

6. Ridley, Shyla D. The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers.

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

  Recruiting and attracting minorities into the teaching profession is difficult. Given the competitiveness of the current job market and the heavy emphasis on standardized… (more)

Subjects/Keywords: ETD; African American; Hispanic; Latino; Racial group; Ethnic group; Minority teachers; Selection and appointment; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Ridley, S. D. (2009). The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/363

Chicago Manual of Style (16th Edition):

Ridley, Shyla D. “The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/363.

MLA Handbook (7th Edition):

Ridley, Shyla D. “The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers.” 2009. Web. 17 Sep 2019.

Vancouver:

Ridley SD. The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/363.

Council of Science Editors:

Ridley SD. The Perspective of School Personnel in a Georgia School District Concerning the Recruitment of Minority Teachers. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/363


Georgia Southern University

7. Price, Jarvis J. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.

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

  The purpose of this study was to ascertain the relationship between teachers’ perception of data-driven instructional leadership and their sense of self-efficacy and anxiety… (more)

Subjects/Keywords: Principal Instructional Leadership; Data-Driven Decision-Making; Self-Efficacy; Anxiety; Georgia; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Price, J. J. (2018). The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1827

Chicago Manual of Style (16th Edition):

Price, Jarvis J. “The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1827.

MLA Handbook (7th Edition):

Price, Jarvis J. “The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.” 2018. Web. 17 Sep 2019.

Vancouver:

Price JJ. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1827.

Council of Science Editors:

Price JJ. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1827


Georgia Southern University

8. Morgan, Tequila Tranise. The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience.

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

  Despite the efforts of traditional high schools to educate all students, at-risk populations tend to lag behind their White and more affluent counterparts in… (more)

Subjects/Keywords: Early College; at-risk students; relationships; rigor; post-secondary education; student support; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Morgan, T. T. (2015). The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1330

Chicago Manual of Style (16th Edition):

Morgan, Tequila Tranise. “The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience.” 2015. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1330.

MLA Handbook (7th Edition):

Morgan, Tequila Tranise. “The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience.” 2015. Web. 17 Sep 2019.

Vancouver:

Morgan TT. The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience. [Internet] [Doctoral dissertation]. Georgia Southern University; 2015. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1330.

Council of Science Editors:

Morgan TT. The Road Less Traveled: Alumni Perceptions of the Georgia Early College High School Experience. [Doctoral Dissertation]. Georgia Southern University; 2015. Available from: https://digitalcommons.georgiasouthern.edu/etd/1330


Georgia Southern University

9. Cullum, Ashley W. Student Motivation and Intent to Take Online Courses.

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

  The Motivation Orientation Scale – Student Version (MO-SV) and Unified Theory of User Acceptance of Technology (UTAUT) were used to predict to what extent… (more)

Subjects/Keywords: Student Motivation; Behavioral Intent; Online Learning; Intrinsic Motivation; Extrinsic Motivation; Educational Administration and Supervision; Educational Leadership; Higher Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Cullum, A. W. (2016). Student Motivation and Intent to Take Online Courses. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1492

Chicago Manual of Style (16th Edition):

Cullum, Ashley W. “Student Motivation and Intent to Take Online Courses.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1492.

MLA Handbook (7th Edition):

Cullum, Ashley W. “Student Motivation and Intent to Take Online Courses.” 2016. Web. 17 Sep 2019.

Vancouver:

Cullum AW. Student Motivation and Intent to Take Online Courses. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1492.

Council of Science Editors:

Cullum AW. Student Motivation and Intent to Take Online Courses. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1492


Georgia Southern University

10. Erskine, June A. Charter School Governance: An Exploration of Autonomy and Board Effectiveness.

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

  Despite the increased numbers of charter schools each year, we understand very little about their governing boards. According to the Georgia Public Policy Foundation… (more)

Subjects/Keywords: Charter Schools; School leadership; effect size; Governance Effectiveness Quick Check; Matched pairs analysis; Educational Leadership; Other Educational Administration and Supervision; Urban Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Erskine, J. A. (2016). Charter School Governance: An Exploration of Autonomy and Board Effectiveness. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1503

Chicago Manual of Style (16th Edition):

Erskine, June A. “Charter School Governance: An Exploration of Autonomy and Board Effectiveness.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1503.

MLA Handbook (7th Edition):

Erskine, June A. “Charter School Governance: An Exploration of Autonomy and Board Effectiveness.” 2016. Web. 17 Sep 2019.

Vancouver:

Erskine JA. Charter School Governance: An Exploration of Autonomy and Board Effectiveness. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1503.

Council of Science Editors:

Erskine JA. Charter School Governance: An Exploration of Autonomy and Board Effectiveness. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1503


Georgia Southern University

11. Leaver, Kathleen Ann. RTI Implementation: Identifying the Barriers and Best Practices.

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

 Although the Individuals with Disabilities Improvement Act (IDEIA) was re-authorized in 2004 and permitted the use of RTI as part of the eligibility process, few… (more)

Subjects/Keywords: ETD; At-risk; Eligibility report; Evidence/Research-based interventions; Processing skills; Pyramid of interventions; Response to intervention; Learning disabilities; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Leaver, K. A. (2012). RTI Implementation: Identifying the Barriers and Best Practices. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/399

Chicago Manual of Style (16th Edition):

Leaver, Kathleen Ann. “RTI Implementation: Identifying the Barriers and Best Practices.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/399.

MLA Handbook (7th Edition):

Leaver, Kathleen Ann. “RTI Implementation: Identifying the Barriers and Best Practices.” 2012. Web. 17 Sep 2019.

Vancouver:

Leaver KA. RTI Implementation: Identifying the Barriers and Best Practices. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/399.

Council of Science Editors:

Leaver KA. RTI Implementation: Identifying the Barriers and Best Practices. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: https://digitalcommons.georgiasouthern.edu/etd/399

12. LeMay, John O, IV. Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2017, Georgia Southern University

  Research has shown that engagement, motivation, self-regulation, and their individual effects on student achievement are established factors that influence college students’ success. However, what… (more)

Subjects/Keywords: Engagement; Achievement; Motivation; Self-regulation; Sophomore students; Achievement gap; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Psychology; Higher Education; Higher Education Administration; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…achievement in a sample of first-time, full-time, Georgia Southern University sophomore students. To… …Procedures Georgia Southern University faculty members teaching sophomore-level courses during the… …Southern University. The relationships between engagement, motivation, and self-regulation may… …relationships could clarify what supports the achievement of sophomore students attending Georgia… 

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APA (6th Edition):

LeMay, John O, I. (2017). Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1666

Chicago Manual of Style (16th Edition):

LeMay, John O, IV. “Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1666.

MLA Handbook (7th Edition):

LeMay, John O, IV. “Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students.” 2017. Web. 17 Sep 2019.

Vancouver:

LeMay, John O I. Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1666.

Council of Science Editors:

LeMay, John O I. Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1666

13. Thompson, Adrian Miles. Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint.

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

 The purpose of this study was to examine how principals effectively manage to sustain RTI programs in environments of budgetary constraint. The researcher utilized a… (more)

Subjects/Keywords: ETD; RTI; Response to intervention; Elementary principals; Budget; Constraints; Funding; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…done it without her. I want to thank Dr. Teri Melton for serving on my committee as my… 

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

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APA (6th Edition):

Thompson, A. M. (2011). Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/373

Chicago Manual of Style (16th Edition):

Thompson, Adrian Miles. “Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/373.

MLA Handbook (7th Edition):

Thompson, Adrian Miles. “Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint.” 2011. Web. 17 Sep 2019.

Vancouver:

Thompson AM. Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/373.

Council of Science Editors:

Thompson AM. Tough Choices: How Principals Sustain Response to Intervention Programs During Times of Budgetary Constraint. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/373

14. Dasher, Samuel D, Jr. An Interactionist View of African American Males In Educational Leadership.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2017, Georgia Southern University

  During the segregation era, African American males held positions of leadership in schools in African American communities. When schools were integrated as a result… (more)

Subjects/Keywords: Principals; African American Males; Self-Image; Symbolic Interactionism; K-12 Principals; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Dasher, Samuel D, J. (2017). An Interactionist View of African American Males In Educational Leadership. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1634

Chicago Manual of Style (16th Edition):

Dasher, Samuel D, Jr. “An Interactionist View of African American Males In Educational Leadership.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed September 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1634.

MLA Handbook (7th Edition):

Dasher, Samuel D, Jr. “An Interactionist View of African American Males In Educational Leadership.” 2017. Web. 17 Sep 2019.

Vancouver:

Dasher, Samuel D J. An Interactionist View of African American Males In Educational Leadership. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Sep 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1634.

Council of Science Editors:

Dasher, Samuel D J. An Interactionist View of African American Males In Educational Leadership. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1634

.