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You searched for +publisher:"Georgia Tech" +contributor:("Henry, Gary"). Showing records 1 – 4 of 4 total matches.

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Georgia Tech

1. Dean, Kelley M. The effects of gifted programming on student achievement: differential results by race/ethnicity and income.

Degree: PhD, Public Policy, 2011, Georgia Tech

 The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this… (more)

Subjects/Keywords: Propensity score matching; Gifted programs; Student achievement; Growth models; Hierarchical linear models; Education; Ability grouping in education; Track system (Education); Education Demographic aspects

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APA (6th Edition):

Dean, K. M. (2011). The effects of gifted programming on student achievement: differential results by race/ethnicity and income. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/39642

Chicago Manual of Style (16th Edition):

Dean, Kelley M. “The effects of gifted programming on student achievement: differential results by race/ethnicity and income.” 2011. Doctoral Dissertation, Georgia Tech. Accessed February 20, 2019. http://hdl.handle.net/1853/39642.

MLA Handbook (7th Edition):

Dean, Kelley M. “The effects of gifted programming on student achievement: differential results by race/ethnicity and income.” 2011. Web. 20 Feb 2019.

Vancouver:

Dean KM. The effects of gifted programming on student achievement: differential results by race/ethnicity and income. [Internet] [Doctoral dissertation]. Georgia Tech; 2011. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1853/39642.

Council of Science Editors:

Dean KM. The effects of gifted programming on student achievement: differential results by race/ethnicity and income. [Doctoral Dissertation]. Georgia Tech; 2011. Available from: http://hdl.handle.net/1853/39642


Georgia Tech

2. Fortner, C. Kevin. Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data.

Degree: PhD, Public Policy, 2010, Georgia Tech

 This dissertation focuses on two distinct relationships: 1) classroom peer ability and student end-of-course test outcomes and 2) school tracking policy and student end-of-course test… (more)

Subjects/Keywords: Mediators; Peer effects; High school; Tracking; Education, Secondary; Prediction of scholastic success; Education and state

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APA (6th Edition):

Fortner, C. K. (2010). Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/37092

Chicago Manual of Style (16th Edition):

Fortner, C Kevin. “Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data.” 2010. Doctoral Dissertation, Georgia Tech. Accessed February 20, 2019. http://hdl.handle.net/1853/37092.

MLA Handbook (7th Edition):

Fortner, C Kevin. “Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data.” 2010. Web. 20 Feb 2019.

Vancouver:

Fortner CK. Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data. [Internet] [Doctoral dissertation]. Georgia Tech; 2010. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1853/37092.

Council of Science Editors:

Fortner CK. Within classroom peer effects and tracking: assessing the impact of classroom peer variation and ability tracking with disaggregated high school data. [Doctoral Dissertation]. Georgia Tech; 2010. Available from: http://hdl.handle.net/1853/37092

3. Oliver, Monica LaBelle. Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence.

Degree: PhD, Public Policy, 2008, Georgia Tech

 Organizational development is a central purpose of evaluation. Disasters and other emergency situations carry with them significant implications for evaluation, given that they are often… (more)

Subjects/Keywords: Evaluation influence; Evaluation use; NGOs; Evaluation; Non-governmental organizations; Organizational change; Disaster relief; Evaluation

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APA (6th Edition):

Oliver, M. L. (2008). Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/24629

Chicago Manual of Style (16th Edition):

Oliver, Monica LaBelle. “Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence.” 2008. Doctoral Dissertation, Georgia Tech. Accessed February 20, 2019. http://hdl.handle.net/1853/24629.

MLA Handbook (7th Edition):

Oliver, Monica LaBelle. “Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence.” 2008. Web. 20 Feb 2019.

Vancouver:

Oliver ML. Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence. [Internet] [Doctoral dissertation]. Georgia Tech; 2008. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1853/24629.

Council of Science Editors:

Oliver ML. Evaluation of emergency response: Humanitarian Aid Agencies and evaluation influence. [Doctoral Dissertation]. Georgia Tech; 2008. Available from: http://hdl.handle.net/1853/24629


Georgia Tech

4. Gordon, Craig S. Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue.

Degree: PhD, Public Policy - GIT-GSU Joint Degree, 2004, Georgia Tech

 The primary focus of this study is to conceptualize and to develop a series of empirical models testing various mechanisms that might explain how a… (more)

Subjects/Keywords: Agenda setting

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

APA (6th Edition):

Gordon, C. S. (2004). Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/5108

Chicago Manual of Style (16th Edition):

Gordon, Craig S. “Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue.” 2004. Doctoral Dissertation, Georgia Tech. Accessed February 20, 2019. http://hdl.handle.net/1853/5108.

MLA Handbook (7th Edition):

Gordon, Craig S. “Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue.” 2004. Web. 20 Feb 2019.

Vancouver:

Gordon CS. Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue. [Internet] [Doctoral dissertation]. Georgia Tech; 2004. [cited 2019 Feb 20]. Available from: http://hdl.handle.net/1853/5108.

Council of Science Editors:

Gordon CS. Mediating and Moderating the Agenda-Setting Process: Three Studies of the Air Quality Issue. [Doctoral Dissertation]. Georgia Tech; 2004. Available from: http://hdl.handle.net/1853/5108

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