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You searched for +publisher:"Georgia State University" +contributor:("Deron Boyles"). Showing records 1 – 30 of 37 total matches.

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Georgia State University

1. Anderson, Morgan. Humanization in the Digital Age: A Critique of Technophilia in Education.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about… (more)

Subjects/Keywords: technology; critical pedagogy; critical technology studies; humanization

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APA (6th Edition):

Anderson, M. (2018). Humanization in the Digital Age: A Critique of Technophilia in Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/183

Chicago Manual of Style (16th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/183.

MLA Handbook (7th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Web. 24 Jun 2019.

Vancouver:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/183.

Council of Science Editors:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/183


Georgia State University

2. Camara, Nathan Joshua. Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  There has been an increasing number of students with learning disabilities attending colleges and universities over the past two decades.  As a result of… (more)

Subjects/Keywords: Disabilities; Special Education; Higher Education; Social and Medical Model; Resource Center; Stigma; Education; Education Policy

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APA (6th Edition):

Camara, N. J. (2011). Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/79

Chicago Manual of Style (16th Edition):

Camara, Nathan Joshua. “Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/79.

MLA Handbook (7th Edition):

Camara, Nathan Joshua. “Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education.” 2011. Web. 24 Jun 2019.

Vancouver:

Camara NJ. Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/79.

Council of Science Editors:

Camara NJ. Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/79


Georgia State University

3. Napoleon, Kerri B. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  Change all but defines the late nineteenth and early twentieth centuries in American history. In the midst of these tumultuous times, America experienced a… (more)

Subjects/Keywords: Fred Morrow Fling; Source Method; History Education; Social Studies Education; Philosophy of Education; Historical Method; Scientific History; Progressive Era Education

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APA (6th Edition):

Napoleon, K. B. (2016). Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/26

Chicago Manual of Style (16th Edition):

Napoleon, Kerri B. “Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.” 2016. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/mse_diss/26.

MLA Handbook (7th Edition):

Napoleon, Kerri B. “Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way.” 2016. Web. 24 Jun 2019.

Vancouver:

Napoleon KB. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/mse_diss/26.

Council of Science Editors:

Napoleon KB. Piecing Together the Puzzle of the Past: A Biographical Research Project on "Doing History" the Fred Morrow Fling Way. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/26


Georgia State University

4. Chu, Zduy. The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2016, Georgia State University

  First-year experience programs on college and university campuses are designed to support the academic, social, and institutional transition needs of the first-year student. Retention… (more)

Subjects/Keywords: Student retention; Orientation camp; First-year experience; Camp FYRE; First-year residential experience

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APA (6th Edition):

Chu, Z. (2016). The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/147

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):

Chu, Zduy. “The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support.” 2016. Thesis, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/147.

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

MLA Handbook (7th Edition):

Chu, Zduy. “The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support.” 2016. Web. 24 Jun 2019.

Vancouver:

Chu Z. The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support. [Internet] [Thesis]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/147.

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

Council of Science Editors:

Chu Z. The First Year Experience on an Urban Campus: A Case Study Exploring the Impact of First Year Programs on Student Perceptions of Belonging, Adjustment, Success, and Support. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/147

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


Georgia State University

5. Pethel, Robert. Professional Profiles, Pedagogic Practices, and the Future of Guitar Education.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  In recent decades, guitar education has emerged as a discipline in PreK-12 institutions alongside “traditional” music education such as band, orchestra, and chorus. Despite… (more)

Subjects/Keywords: Guitar; Guitar educator; Guitar education; Thematic analysis; Best practices; Exemplary educator; Curriculum; Pedagogy; Teacher preparation; Teacher identity; Democratic education; Teacher background

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APA (6th Edition):

Pethel, R. (2016). Professional Profiles, Pedagogic Practices, and the Future of Guitar Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/24

Chicago Manual of Style (16th Edition):

Pethel, Robert. “Professional Profiles, Pedagogic Practices, and the Future of Guitar Education.” 2016. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/mse_diss/24.

MLA Handbook (7th Edition):

Pethel, Robert. “Professional Profiles, Pedagogic Practices, and the Future of Guitar Education.” 2016. Web. 24 Jun 2019.

Vancouver:

Pethel R. Professional Profiles, Pedagogic Practices, and the Future of Guitar Education. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/mse_diss/24.

Council of Science Editors:

Pethel R. Professional Profiles, Pedagogic Practices, and the Future of Guitar Education. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/24

6. Hawkins, Rhonda. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  ABSTRACT This study examined the effectiveness of the Arrowsmith Program at an Atlanta area private school during 2011-2014 school years. A mixed-methods investigation was… (more)

Subjects/Keywords: neuroplasticity; learning disabilities; Arrowsmith program

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APA (6th Edition):

Hawkins, R. (2015). A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/130

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):

Hawkins, Rhonda. “A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.” 2015. Thesis, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/130.

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

MLA Handbook (7th Edition):

Hawkins, Rhonda. “A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta.” 2015. Web. 24 Jun 2019.

Vancouver:

Hawkins R. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/130.

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

Council of Science Editors:

Hawkins R. A Comprehensive Examination of the Arrowsmith Program At One Private School in Atlanta. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/130

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


Georgia State University

7. Yrigollen-Robbins, Michelle. Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  Schools in the Atlanta area are experiencing a significant influx of Latinx populations (Odem & Browne, 2011). Even though educators and school systems are… (more)

Subjects/Keywords: Latinx parental involvement; counterstories; critical race theory; Atlanta.

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APA (6th Edition):

Yrigollen-Robbins, M. (2018). Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/190

Chicago Manual of Style (16th Edition):

Yrigollen-Robbins, Michelle. “Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/190.

MLA Handbook (7th Edition):

Yrigollen-Robbins, Michelle. “Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools.” 2018. Web. 24 Jun 2019.

Vancouver:

Yrigollen-Robbins M. Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/190.

Council of Science Editors:

Yrigollen-Robbins M. Unheard Voices: Counterstories of Latinx Immigrant Parents’ Experiences Navigating Metro Atlanta Public Schools. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/190


Georgia State University

8. Fynn-Aikins, Xylecia. Teacher Reflective Practice As A Response To Technical Rationalism.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

  The purpose of this study was to examine how an African American teacher in an urban school used reflection to inform her pedagogical practice… (more)

Subjects/Keywords: INDEX WORDS: Autoethnography; Character Portrait; Journal; Pedagogy; Poetry; Reflection; Reflective Practice; Self-Study; Subjectivity; Technical Rationalism; Technicism; Urban Education

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APA (6th Edition):

Fynn-Aikins, X. (2016). Teacher Reflective Practice As A Response To Technical Rationalism. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/193

Chicago Manual of Style (16th Edition):

Fynn-Aikins, Xylecia. “Teacher Reflective Practice As A Response To Technical Rationalism.” 2016. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/193.

MLA Handbook (7th Edition):

Fynn-Aikins, Xylecia. “Teacher Reflective Practice As A Response To Technical Rationalism.” 2016. Web. 24 Jun 2019.

Vancouver:

Fynn-Aikins X. Teacher Reflective Practice As A Response To Technical Rationalism. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/193.

Council of Science Editors:

Fynn-Aikins X. Teacher Reflective Practice As A Response To Technical Rationalism. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/193


Georgia State University

9. Keehn, Gabriel. Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  "Individualism" is a term that evokes a wide range of responses, particularly when deployed in the context of American history and society, with its… (more)

Subjects/Keywords: anarchism; neoliberalism; critical pedagogy; individualism; subjectivity; Max Stirner

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APA (6th Edition):

Keehn, G. (2018). Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/178

Chicago Manual of Style (16th Edition):

Keehn, Gabriel. “Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/178.

MLA Handbook (7th Edition):

Keehn, Gabriel. “Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity.” 2018. Web. 24 Jun 2019.

Vancouver:

Keehn G. Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/178.

Council of Science Editors:

Keehn G. Rescuing the Individual from Neoliberalism: Education, Anarchism, and Subjectivity. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/178


Georgia State University

10. Harris, Darin Scott. Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 This dissertation examines Tift College, formerly in Forsyth, Georgia, and the problems Tift faced as Georgia Baptist's women's college. Many of these difficulties were a… (more)

Subjects/Keywords: Baptist education; southern women's education; women's college; Education; Education Policy

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APA (6th Edition):

Harris, D. S. (2009). Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/42

Chicago Manual of Style (16th Edition):

Harris, Darin Scott. “Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/42.

MLA Handbook (7th Edition):

Harris, Darin Scott. “Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women.” 2009. Web. 24 Jun 2019.

Vancouver:

Harris DS. Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/42.

Council of Science Editors:

Harris DS. Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/42


Georgia State University

11. Langley, David W. Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes.

Degree: PhD, Middle and Secondary Education, 2014, Georgia State University

  The purposes of this study were (a) to explore the individualized meanings of creativity of students within choral ensembles; and (b) to identify the… (more)

Subjects/Keywords: Creativity; Chorus; Music Education; Perceptions; High School; Middle School

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APA (6th Edition):

Langley, D. W. (2014). Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/135

Chicago Manual of Style (16th Edition):

Langley, David W. “Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes.” 2014. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/msit_diss/135.

MLA Handbook (7th Edition):

Langley, David W. “Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes.” 2014. Web. 24 Jun 2019.

Vancouver:

Langley DW. Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/msit_diss/135.

Council of Science Editors:

Langley DW. Students' and Teachers' Perceptions of the Engagement of Creativity in Secondary Choral Ensemble Classes. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/135


Georgia State University

12. Rashford, Jared Michael. Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 The purpose of this study is to examine philosophical hermeneutics as a referent for student understanding of Nature-of-Science (NOS) concepts. Rather than focus on a… (more)

Subjects/Keywords: Gadamer; philosophical analysis; understanding science; hermeneutics; nature of science; student understanding; Education

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APA (6th Edition):

Rashford, J. M. (2009). Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/51

Chicago Manual of Style (16th Edition):

Rashford, Jared Michael. “Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/msit_diss/51.

MLA Handbook (7th Edition):

Rashford, Jared Michael. “Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts.” 2009. Web. 24 Jun 2019.

Vancouver:

Rashford JM. Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/msit_diss/51.

Council of Science Editors:

Rashford JM. Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/51


Georgia State University

13. Smith, Cristy Sellers. "Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  This dissertation uses oral history narratives to explore the educational experiences of students with disabilities that attended school between 1975 when the Individuals with… (more)

Subjects/Keywords: Oral History; Special Education; History of Education; Education-Life Narratives; Disability Studies

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APA (6th Edition):

Smith, C. S. (2018). "Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/175

Chicago Manual of Style (16th Edition):

Smith, Cristy Sellers. “"Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/175.

MLA Handbook (7th Edition):

Smith, Cristy Sellers. “"Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005.” 2018. Web. 24 Jun 2019.

Vancouver:

Smith CS. "Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/175.

Council of Science Editors:

Smith CS. "Because I'm Regular, Too": Educational-Life Narratives of Metro-Atlanta Students in Special Education, 1975-2005. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/175


Georgia State University

14. Keith, RuAnn Rae. Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication.

Degree: PhD, Communication, 2009, Georgia State University

 American political culture has virtually precluded public discussion about the fundamental weaknesses of capitalism, forcing media reformers to argue defensively that commercial broadcasting is a… (more)

Subjects/Keywords: epistemic authority; noncommercial spheres; democratized mass media; weight of expertise; discursive norms; imperfect communication; formalized expression; sign vehicles; ideology of professionalism; Communication

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APA (6th Edition):

Keith, R. R. (2009). Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/communication_diss/16

Chicago Manual of Style (16th Edition):

Keith, RuAnn Rae. “Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/communication_diss/16.

MLA Handbook (7th Edition):

Keith, RuAnn Rae. “Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication.” 2009. Web. 24 Jun 2019.

Vancouver:

Keith RR. Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/communication_diss/16.

Council of Science Editors:

Keith RR. Constructing Professionalism: Reifying the Historical Inevitability of Commercialization in Mass Media Communication. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/communication_diss/16


Georgia State University

15. Benjamin, Elissa M. Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention,… (more)

Subjects/Keywords: RTI; intervention; policy; implementation; education; elementary; Education; Education Policy

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APA (6th Edition):

Benjamin, E. M. (2011). Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/78

Chicago Manual of Style (16th Edition):

Benjamin, Elissa M. “Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/78.

MLA Handbook (7th Edition):

Benjamin, Elissa M. “Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation.” 2011. Web. 24 Jun 2019.

Vancouver:

Benjamin EM. Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/78.

Council of Science Editors:

Benjamin EM. Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/78


Georgia State University

16. Wilson, Serena Celeste. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

  HAVEN FOR ALL HUNGRY SOULS: THE INFLUENCE OF THE AFRICAN METHODIST EPISCOPAL CHURCH AND THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS ON MORRIS BROWN… (more)

Subjects/Keywords: Morris Brown College; Accreditation; AME Church; SACS; Historically Black Colleges and Universities; Atlanta University Center; Education; Education Policy

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APA (6th Edition):

Wilson, S. C. (2009). Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/31

Chicago Manual of Style (16th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/31.

MLA Handbook (7th Edition):

Wilson, Serena Celeste. “Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College.” 2009. Web. 24 Jun 2019.

Vancouver:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/31.

Council of Science Editors:

Wilson SC. Haven for all Hungry Souls: The Influence of the African Methodist Episcopal Church and the Southern Association of Colleges and Schools on Morris Brown College. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/31


Georgia State University

17. Happel, Alison A. Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club.

Degree: PhD, Educational Policy Studies, 2012, Georgia State University

  The institution of schooling is one of the most formative spaces in which young people learn about gender norms and expectations. Rather than being… (more)

Subjects/Keywords: ethnography; feminism; girls' studies; critical theory; poststructuralism; qualitative research; Education; Education Policy

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APA (6th Edition):

Happel, A. A. (2012). Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/91

Chicago Manual of Style (16th Edition):

Happel, Alison A. “Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club.” 2012. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/91.

MLA Handbook (7th Edition):

Happel, Alison A. “Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club.” 2012. Web. 24 Jun 2019.

Vancouver:

Happel AA. Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/91.

Council of Science Editors:

Happel AA. Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/eps_diss/91


Georgia State University

18. Kopkas, Jeremy M. Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  In this dissertation I examine the discourse of music educators as it relates to musical aesthetics in the United States from the creation of… (more)

Subjects/Keywords: music education; music education history; music education philosophy; aesthetics; musical aesthetics; music education as aesthetic eduation; music educators national conference; music supervisors national conference; Education; Education Policy

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APA (6th Edition):

Kopkas, J. M. (2011). Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/81

Chicago Manual of Style (16th Edition):

Kopkas, Jeremy M. “Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/81.

MLA Handbook (7th Edition):

Kopkas, Jeremy M. “Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958.” 2011. Web. 24 Jun 2019.

Vancouver:

Kopkas JM. Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/81.

Council of Science Editors:

Kopkas JM. Soundings: Musical Aesthetics in Music Education Discourse from 1907 to 1958. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/81


Georgia State University

19. Gibson, Adrian T. Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The purpose of this study was to investigate the perceptions of eighth grade band students about high school band programs and the influence of… (more)

Subjects/Keywords: Band; Retention; Transition; Music Education; High School; Middle School

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APA (6th Edition):

Gibson, A. T. (2016). Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/20

Chicago Manual of Style (16th Edition):

Gibson, Adrian T. “Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles.” 2016. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/mse_diss/20.

MLA Handbook (7th Edition):

Gibson, Adrian T. “Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles.” 2016. Web. 24 Jun 2019.

Vancouver:

Gibson AT. Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/mse_diss/20.

Council of Science Editors:

Gibson AT. Students' Perceptions of High School Band Programs, Their Marching Bands, and Factors That Lead to Intended Enrollment in These Ensembles. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/20


Georgia State University

20. Ryckeley, Rebecca. The Rural School Project of the Rosenwald Fund, 1934-1946.

Degree: PhD, Educational Policy Studies, 2015, Georgia State University

  In this dissertation I examine the work implemented by officers of the Rosenwald Fund after the school building program ended in 1932. Based on… (more)

Subjects/Keywords: Rosenwald Schools; History of Rural Education; History Higher Education; Pre-Service Teacher Education

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APA (6th Edition):

Ryckeley, R. (2015). The Rural School Project of the Rosenwald Fund, 1934-1946. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/133

Chicago Manual of Style (16th Edition):

Ryckeley, Rebecca. “The Rural School Project of the Rosenwald Fund, 1934-1946.” 2015. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/133.

MLA Handbook (7th Edition):

Ryckeley, Rebecca. “The Rural School Project of the Rosenwald Fund, 1934-1946.” 2015. Web. 24 Jun 2019.

Vancouver:

Ryckeley R. The Rural School Project of the Rosenwald Fund, 1934-1946. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/133.

Council of Science Editors:

Ryckeley R. The Rural School Project of the Rosenwald Fund, 1934-1946. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/133


Georgia State University

21. Harmon, Brian K. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

  There is a continuing low number of Black male teachers in the public school system nationally and they are often employed in urban, low-income,… (more)

Subjects/Keywords: Black Male Teachers; African American Male Teachers; Predominantly White School Districts; Attrition; Retention; Disadvantaged School Districts; Affluent School Districts

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APA (6th Edition):

Harmon, B. K. (2018). Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/189

Chicago Manual of Style (16th Edition):

Harmon, Brian K. “Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/189.

MLA Handbook (7th Edition):

Harmon, Brian K. “Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District.” 2018. Web. 24 Jun 2019.

Vancouver:

Harmon BK. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/189.

Council of Science Editors:

Harmon BK. Examining the “Just-us” League: A Heuristic Inquiry of African American Male Teachers in a Predominantly White School District. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/189


Georgia State University

22. McPherson, Mary E. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 The rise of women’s volunteer organizations can be linked to the social changes that the United States was undergoing during the Progressive Era. The movement… (more)

Subjects/Keywords: women in the progressive era; women and philanthropy; women's clubs; Georgia Federation of Women's Clubs; General Federation of Women's Clubs; atlanta woman's club; progressive era; free kindergartens; student aid foundation; Education; Education Policy

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APA (6th Edition):

McPherson, M. E. (2009). Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/60

Chicago Manual of Style (16th Edition):

McPherson, Mary E. “Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/60.

MLA Handbook (7th Edition):

McPherson, Mary E. “Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.” 2009. Web. 24 Jun 2019.

Vancouver:

McPherson ME. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/60.

Council of Science Editors:

McPherson ME. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/60


Georgia State University

23. Logsdon, Leann F. Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  Arts education must continually provide justification for its inclusion in the K-12 curriculum. This dissertation utilizes philosophical and conceptual analysis to probe the tensions,… (more)

Subjects/Keywords: John Dewey; arts education; arts policy; arts advocacy; educational policy; philosophy of education; Education; Education Policy

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APA (6th Edition):

Logsdon, L. F. (2011). Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/74

Chicago Manual of Style (16th Edition):

Logsdon, Leann F. “Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/74.

MLA Handbook (7th Edition):

Logsdon, Leann F. “Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism.” 2011. Web. 24 Jun 2019.

Vancouver:

Logsdon LF. Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/74.

Council of Science Editors:

Logsdon LF. Re-imagining Arts-centered Inquiry as Pragmatic Instrumentalism. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/74


Georgia State University

24. May, Sabrina Kaye. The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 Research in the field of school curriculum and national organizations such as the National Council for the Social Studies and the National Council for Teachers… (more)

Subjects/Keywords: inquiry-based instruction; curriciulum; elementary education; Education; Education Policy

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APA (6th Edition):

May, S. K. (2009). The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/63

Chicago Manual of Style (16th Edition):

May, Sabrina Kaye. “The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/63.

MLA Handbook (7th Edition):

May, Sabrina Kaye. “The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School.” 2009. Web. 24 Jun 2019.

Vancouver:

May SK. The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/63.

Council of Science Editors:

May SK. The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/63


Georgia State University

25. Shildneck, Barry P. Female Students and Achievement in Secondary School Mathematics.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre… (more)

Subjects/Keywords: Female Students; Achievement; Gender; Phenomenology; Postmodern Feminism; Secondary School Mathematics; Standpoint Theory; Success; Education

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APA (6th Edition):

Shildneck, B. P. (2009). Female Students and Achievement in Secondary School Mathematics. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/59

Chicago Manual of Style (16th Edition):

Shildneck, Barry P. “Female Students and Achievement in Secondary School Mathematics.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/msit_diss/59.

MLA Handbook (7th Edition):

Shildneck, Barry P. “Female Students and Achievement in Secondary School Mathematics.” 2009. Web. 24 Jun 2019.

Vancouver:

Shildneck BP. Female Students and Achievement in Secondary School Mathematics. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/msit_diss/59.

Council of Science Editors:

Shildneck BP. Female Students and Achievement in Secondary School Mathematics. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/59


Georgia State University

26. Webb, Horace P. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2009, Georgia State University

 Doing and learning science are social activities that require certain language, activities, and values. Both constitute what Gee (2005) calls Discourses. The language of learning… (more)

Subjects/Keywords: Inquiry; Extracurricular Project; Critical Discourse Analysis; Education

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APA (6th Edition):

Webb, H. P. (2009). Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/49

Chicago Manual of Style (16th Edition):

Webb, Horace P. “Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/msit_diss/49.

MLA Handbook (7th Edition):

Webb, Horace P. “Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project.” 2009. Web. 24 Jun 2019.

Vancouver:

Webb HP. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/msit_diss/49.

Council of Science Editors:

Webb HP. Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/msit_diss/49

27. Davis, Dackri. Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions.

Degree: PhD, Educational Policy Studies, 2014, Georgia State University

  Amelia Earhart opened the skies for many female pilots in the 1930s. It was because of her that many young women followed their reverie… (more)

Subjects/Keywords: Women's Airforce Service Pilots; Women in the Military; Women in Education; Gender Discrimination; Gender and the Military

…Policy Studies in the College of Education Georgia State University Atlanta, GA 2014… …Copyright by Dackri D. Davis 2014 ACKNOWLEDGMENTS I wish to thank the faculty at Georgia State… …endeavor. Dr. Deron Boyles’ ability to make me think, ponder, question, and think some more, I… …University for allowing me the opportunity to pursue this dream. I wish to especially thank Dr… 

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APA (6th Edition):

Davis, D. (2014). Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/110

Chicago Manual of Style (16th Edition):

Davis, Dackri. “Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions.” 2014. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/110.

MLA Handbook (7th Edition):

Davis, Dackri. “Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions.” 2014. Web. 24 Jun 2019.

Vancouver:

Davis D. Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/110.

Council of Science Editors:

Davis D. Navigating Discrimination: A Historical Examination of Womens’ Experiences of Discrimination and Triumph within the United States Military and Higher Educational Institutions. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/eps_diss/110

28. Davis, Mary Elizabeth A. How School-Delivered, Non-Instructional Services Become Formalized:One School System's History.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

  Public schooling in the Unites States of America has long been the site of more than just meeting the academic needs of the country’s… (more)

Subjects/Keywords: non-instructional services; historical case study; non-academic services; social services in public school

…guidance and instruction of the faculty and staff at Georgia State University. I am particularly… …Policy Studies Department. I am also indebted to Deron Boyles for guiding me to the conclusion… 

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APA (6th Edition):

Davis, M. E. A. (2016). How School-Delivered, Non-Instructional Services Become Formalized:One School System's History. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/145

Chicago Manual of Style (16th Edition):

Davis, Mary Elizabeth A. “How School-Delivered, Non-Instructional Services Become Formalized:One School System's History.” 2016. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/145.

MLA Handbook (7th Edition):

Davis, Mary Elizabeth A. “How School-Delivered, Non-Instructional Services Become Formalized:One School System's History.” 2016. Web. 24 Jun 2019.

Vancouver:

Davis MEA. How School-Delivered, Non-Instructional Services Become Formalized:One School System's History. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/145.

Council of Science Editors:

Davis MEA. How School-Delivered, Non-Instructional Services Become Formalized:One School System's History. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/145


Georgia State University

29. Block, Judy. Benefits or Harms of No Child Left Behind.

Degree: PhD, Educational Policy Studies, 2006, Georgia State University

  ABSTRACT BENEFITS OR HARMS OF NO CHILD LEFT BEHIND by Judy Block The No Child Left Behind Act of 2001 reauthorizes and extensively amends… (more)

Subjects/Keywords: Students with Disabilities; No Child Left Behind; Parental Choice; Corporatization of Schools; K-12 Policy; Principle of Double Effect; Education; Education Policy

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APA (6th Edition):

Block, J. (2006). Benefits or Harms of No Child Left Behind. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/5

Chicago Manual of Style (16th Edition):

Block, Judy. “Benefits or Harms of No Child Left Behind.” 2006. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/5.

MLA Handbook (7th Edition):

Block, Judy. “Benefits or Harms of No Child Left Behind.” 2006. Web. 24 Jun 2019.

Vancouver:

Block J. Benefits or Harms of No Child Left Behind. [Internet] [Doctoral dissertation]. Georgia State University; 2006. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/5.

Council of Science Editors:

Block J. Benefits or Harms of No Child Left Behind. [Doctoral Dissertation]. Georgia State University; 2006. Available from: https://scholarworks.gsu.edu/eps_diss/5

30. Cole, Jeremy. The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education.

Degree: PhD, Educational Policy Studies, 2015, Georgia State University

  Since 1962, the World Bank has involved itself in higher education discourse and practice through the provision of loans and grants to developing nations.… (more)

Subjects/Keywords: World Bank; Higher education; History; Global knowledge economy; Morocco; Indonesia

…College of Education Georgia State University Atlanta, GA 2015 Copyright by Jeremy B. Cole… …2015 ACKNOWLEDGEMENTS I am particularly grateful to Dr. Deron Boyles for guiding me through… 

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APA (6th Edition):

Cole, J. (2015). The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/119

Chicago Manual of Style (16th Edition):

Cole, Jeremy. “The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education.” 2015. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/eps_diss/119.

MLA Handbook (7th Edition):

Cole, Jeremy. “The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education.” 2015. Web. 24 Jun 2019.

Vancouver:

Cole J. The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/eps_diss/119.

Council of Science Editors:

Cole J. The Power and Peril of Global Professionalization: The Global Knowledge Economy, The World Bank, and Higher Education. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/119

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