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You searched for +publisher:"Indiana University of Pennsylvania" +contributor:("Kelli Paquette"). Showing records 1 – 23 of 23 total matches.

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Indiana University of Pennsylvania

1. Sottile, Kathleen M. Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  New York State is in the midst of vast education reform. This Education reform has produced an environment in which the traditional roles of… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Sottile, K. M. (2014). Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/363

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):

Sottile, Kathleen M. “Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State.” 2014. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/363.

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

MLA Handbook (7th Edition):

Sottile, Kathleen M. “Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State.” 2014. Web. 25 Aug 2019.

Vancouver:

Sottile KM. Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/363.

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

Council of Science Editors:

Sottile KM. Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers and Teacher Leadership in New York State. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/363

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


Indiana University of Pennsylvania

2. Hartbauer, Keith A. Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  This study’s purpose was to examine the academic, behavioral, and financial effectiveness of Pennsylvania in-house alternative education programs to off-site alternative education programs. Pennsylvania(more)

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APA (6th Edition):

Hartbauer, K. A. (2015). Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1310

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):

Hartbauer, Keith A. “Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis.” 2015. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1310.

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

MLA Handbook (7th Edition):

Hartbauer, Keith A. “Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis.” 2015. Web. 25 Aug 2019.

Vancouver:

Hartbauer KA. Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1310.

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

Council of Science Editors:

Hartbauer KA. Examining the Academic, Behavioral, and Financial Effectiveness of In-House Alternative Education Programs Compared to Off-Site Programs: A Quantitative Analysis. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/1310

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


Indiana University of Pennsylvania

3. Rosenberg, Joseph. Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development.… (more)

Subjects/Keywords: advisor; fraternity; Komives; leadership; mentoring; SLOI; Educational Leadership; Higher Education

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APA (6th Edition):

Rosenberg, J. (2016). Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1433

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):

Rosenberg, Joseph. “Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?.” 2016. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1433.

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

MLA Handbook (7th Edition):

Rosenberg, Joseph. “Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?.” 2016. Web. 25 Aug 2019.

Vancouver:

Rosenberg J. Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1433.

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

Council of Science Editors:

Rosenberg J. Leadership Development Among Fraternity Presidents: Can Leadership Be Learned?. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1433

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


Indiana University of Pennsylvania

4. Durst, Jacqueline. An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  This descriptive study investigates the relationships between athletic training students’ perceptions of their undergraduate program director’s leadership behaviors (model, inspire, challenge, enable, and encourage)… (more)

Subjects/Keywords: Athletic Training; Board of Certification; Education; Leadership; Leadership Practices Inventory; Program Director; Education; Higher Education

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APA (6th Edition):

Durst, J. (2016). An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1448

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):

Durst, Jacqueline. “An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination.” 2016. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1448.

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

MLA Handbook (7th Edition):

Durst, Jacqueline. “An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination.” 2016. Web. 25 Aug 2019.

Vancouver:

Durst J. An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1448.

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

Council of Science Editors:

Durst J. An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1448

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


Indiana University of Pennsylvania

5. Faust, Luke E. A Study of Grit and Self-Efficacy in Students in Developmental Placements.

Degree: Ded, 2017, Indiana University of Pennsylvania

  This mixed methods study examines the impact of grit and self-efficacy and the factors of these constructs on the performance of students at-risk. Grit… (more)

Subjects/Keywords: developmental education; developmental student; first year college students; grit; mixed-methods; self-efficacy; Education; Educational Leadership; School Psychology

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APA (6th Edition):

Faust, L. E. (2017). A Study of Grit and Self-Efficacy in Students in Developmental Placements. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1513

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):

Faust, Luke E. “A Study of Grit and Self-Efficacy in Students in Developmental Placements.” 2017. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1513.

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

MLA Handbook (7th Edition):

Faust, Luke E. “A Study of Grit and Self-Efficacy in Students in Developmental Placements.” 2017. Web. 25 Aug 2019.

Vancouver:

Faust LE. A Study of Grit and Self-Efficacy in Students in Developmental Placements. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1513.

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

Council of Science Editors:

Faust LE. A Study of Grit and Self-Efficacy in Students in Developmental Placements. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1513

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


Indiana University of Pennsylvania

6. Blackburn, Michelle Durkin. Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School.

Degree: Ded, Professional Studies in Education, 2012, Indiana University of Pennsylvania

  With the push for adequate yearly progress (AYP), educators must find cost-effective strategies improve learning for all students. Tutoring has been found to be… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Blackburn, M. D. (2012). Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/521

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):

Blackburn, Michelle Durkin. “Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School.” 2012. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/521.

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

MLA Handbook (7th Edition):

Blackburn, Michelle Durkin. “Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School.” 2012. Web. 25 Aug 2019.

Vancouver:

Blackburn MD. Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School. [Internet] [Thesis]. Indiana University of Pennsylvania; 2012. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/521.

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

Council of Science Editors:

Blackburn MD. Pre-Service Teachers as Tutors: Influencing Reading Achievement Among 1st and 2nd Grade Students in a Low Income School. [Thesis]. Indiana University of Pennsylvania; 2012. Available from: https://knowledge.library.iup.edu/etd/521

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


Indiana University of Pennsylvania

7. Bednarski, Michael S. Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  For over 150 years General Richard S. Ewell's decision not to attack Cemetery Hill on the first day of the battle of Gettysburg has… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Bednarski, M. S. (2014). Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/516

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):

Bednarski, Michael S. “Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1.” 2014. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/516.

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

MLA Handbook (7th Edition):

Bednarski, Michael S. “Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1.” 2014. Web. 25 Aug 2019.

Vancouver:

Bednarski MS. Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/516.

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

Council of Science Editors:

Bednarski MS. Revisiting Lieutenant General Richard S. Ewell's Decision not to Attack Cemetery Hill on the First Day of the Battle of Gettysburg: A Study Viewed Through the Theoretical Lenses of Sun Tzu, Antoine Jomini, and the US Army Field Manual 3-0, C1. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/516

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


Indiana University of Pennsylvania

8. Sewell-Allen, Cornelia. A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  This phenomenological study explores college students’ perceptions of formal and informal support systems, as well as to explore the impact of informal counseling on… (more)

Subjects/Keywords: African-American; counseling; persistence

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APA (6th Edition):

Sewell-Allen, C. (2018). A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1663

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):

Sewell-Allen, Cornelia. “A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions.” 2018. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1663.

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

MLA Handbook (7th Edition):

Sewell-Allen, Cornelia. “A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions.” 2018. Web. 25 Aug 2019.

Vancouver:

Sewell-Allen C. A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1663.

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

Council of Science Editors:

Sewell-Allen C. A Phenomenological Study of Informal Counseling Practices on the Persistence of African-American College Students at Two Predominantly-White Institutions. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1663

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


Indiana University of Pennsylvania

9. Hipple, Peter. A Quantitative Study of Factors That Contribute to High School Students' Non-Completion.

Degree: Ded, Professional Studies in Education, 2019, Indiana University of Pennsylvania

  The purpose of this quantitative study was to identify contributing factors that can predict high school non-completion. Data were collected through an online survey,… (more)

Subjects/Keywords: dropout; non-completion; non-graduate; parents; peers; school

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APA (6th Edition):

Hipple, P. (2019). A Quantitative Study of Factors That Contribute to High School Students' Non-Completion. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1688

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):

Hipple, Peter. “A Quantitative Study of Factors That Contribute to High School Students' Non-Completion.” 2019. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1688.

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

MLA Handbook (7th Edition):

Hipple, Peter. “A Quantitative Study of Factors That Contribute to High School Students' Non-Completion.” 2019. Web. 25 Aug 2019.

Vancouver:

Hipple P. A Quantitative Study of Factors That Contribute to High School Students' Non-Completion. [Internet] [Thesis]. Indiana University of Pennsylvania; 2019. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1688.

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

Council of Science Editors:

Hipple P. A Quantitative Study of Factors That Contribute to High School Students' Non-Completion. [Thesis]. Indiana University of Pennsylvania; 2019. Available from: https://knowledge.library.iup.edu/etd/1688

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


Indiana University of Pennsylvania

10. Potutschnig, Daniel. How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures.

Degree: Ded, Professional Studies in Education, 2019, Indiana University of Pennsylvania

  The public school system in Pennsylvania has experienced academic and financial challenges over the past 10 years. In June 2006, the state government passed… (more)

Subjects/Keywords: cost per student; school district expenditures; school funding; School Performance Profile (SPP) score

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APA (6th Edition):

Potutschnig, D. (2019). How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1689

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):

Potutschnig, Daniel. “How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures.” 2019. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1689.

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

MLA Handbook (7th Edition):

Potutschnig, Daniel. “How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures.” 2019. Web. 25 Aug 2019.

Vancouver:

Potutschnig D. How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures. [Internet] [Thesis]. Indiana University of Pennsylvania; 2019. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1689.

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

Council of Science Editors:

Potutschnig D. How Much Is Enough? A Study of Pennsylvania School Performance Profile Scores and School District Expenditures. [Thesis]. Indiana University of Pennsylvania; 2019. Available from: https://knowledge.library.iup.edu/etd/1689

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


Indiana University of Pennsylvania

11. Zirkel, Tara L. Applicant Perceptions of Community College Admissions and Enrollment Terminology.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  This study is quantitative and descriptive, meaning participants have been asked to respond to questions based upon how they feel in the present time,… (more)

Subjects/Keywords: admissions; community college; enrollment barriers; first generation; jargon; terminology

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APA (6th Edition):

Zirkel, T. L. (2018). Applicant Perceptions of Community College Admissions and Enrollment Terminology. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1682

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):

Zirkel, Tara L. “Applicant Perceptions of Community College Admissions and Enrollment Terminology.” 2018. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1682.

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

MLA Handbook (7th Edition):

Zirkel, Tara L. “Applicant Perceptions of Community College Admissions and Enrollment Terminology.” 2018. Web. 25 Aug 2019.

Vancouver:

Zirkel TL. Applicant Perceptions of Community College Admissions and Enrollment Terminology. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1682.

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

Council of Science Editors:

Zirkel TL. Applicant Perceptions of Community College Admissions and Enrollment Terminology. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1682

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


Indiana University of Pennsylvania

12. Sherman, Katharine. Teacher Implementation of the Daily 5 Reading Framework.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  This descriptive, qualitative case study examined how eight teachers in two school districts implemented the Daily 5 reading framework into their first and second… (more)

Subjects/Keywords: Daily 5; elementary reading; literacy; reading framework; teacher implementation

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APA (6th Edition):

Sherman, K. (2018). Teacher Implementation of the Daily 5 Reading Framework. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1640

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):

Sherman, Katharine. “Teacher Implementation of the Daily 5 Reading Framework.” 2018. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1640.

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

MLA Handbook (7th Edition):

Sherman, Katharine. “Teacher Implementation of the Daily 5 Reading Framework.” 2018. Web. 25 Aug 2019.

Vancouver:

Sherman K. Teacher Implementation of the Daily 5 Reading Framework. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1640.

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

Council of Science Editors:

Sherman K. Teacher Implementation of the Daily 5 Reading Framework. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1640

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


Indiana University of Pennsylvania

13. O'Donnell, Kevin, Jr. School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  This quantitative research study examines teachers’ professional commitment through the administration of the Organizational Commitment Questionnaire (OCQ) (Mowday, Steers, and Porter 1979) to teachers… (more)

Subjects/Keywords: Organizational Climate Index; Organizational Commitment Questionnaire; school climate; teacher commitment

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APA (6th Edition):

O'Donnell, Kevin, J. (2018). School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1642

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):

O'Donnell, Kevin, Jr. “School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania.” 2018. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1642.

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

MLA Handbook (7th Edition):

O'Donnell, Kevin, Jr. “School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania.” 2018. Web. 25 Aug 2019.

Vancouver:

O'Donnell, Kevin J. School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1642.

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

Council of Science Editors:

O'Donnell, Kevin J. School Climate and Teacher Commitment in Title I Qualifying School Districts in Pennsylvania. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1642

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


Indiana University of Pennsylvania

14. Tatar, Justin A. Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This study set out to examine if a difference existed among three generations and citizenship and/ or between town vitalities and citizenship. Prior work… (more)

Subjects/Keywords: citizen attributes; citizenship; citizenship education; community; generation; town vitality; Political Science; Public Policy; Sociology

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APA (6th Edition):

Tatar, J. A. (2017). Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1572

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):

Tatar, Justin A. “Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities.” 2017. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1572.

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

MLA Handbook (7th Edition):

Tatar, Justin A. “Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities.” 2017. Web. 25 Aug 2019.

Vancouver:

Tatar JA. Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1572.

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

Council of Science Editors:

Tatar JA. Civic Engagement: Generational Differences in Engagement of Citizens in Their Communities. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1572

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


Indiana University of Pennsylvania

15. Venatta, Susan Hutzler. The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  This study identified the leadership traits of The Reverend Doctor W.A.R. Goodwin that allowed his vision of the restoration of an entire city to… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Venatta, S. H. (2014). The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/891

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):

Venatta, Susan Hutzler. “The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?.” 2014. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/891.

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

MLA Handbook (7th Edition):

Venatta, Susan Hutzler. “The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?.” 2014. Web. 25 Aug 2019.

Vancouver:

Venatta SH. The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/891.

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

Council of Science Editors:

Venatta SH. The Reverend Doctor William Archer Rutherfoord Goodwin: Can Leadership Resurrect and Restore the Past?. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/891

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


Indiana University of Pennsylvania

16. Sitter, Susan E. Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  This study identified the family, education, religious, and socio-political influences of Rosa Parks that shaped her leadership prior to her refusal to move from… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Sitter, S. E. (2015). Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/895

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):

Sitter, Susan E. “Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership.” 2015. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/895.

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

MLA Handbook (7th Edition):

Sitter, Susan E. “Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership.” 2015. Web. 25 Aug 2019.

Vancouver:

Sitter SE. Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/895.

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

Council of Science Editors:

Sitter SE. Rosa Parks 1913-1955: How Family, Education, Religion, and Socio-Political Influences Shaped Her Leadership. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/895

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


Indiana University of Pennsylvania

17. Gardner, Earlston Kinzie, III. Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  Nurses, who assume the role of educator, experience different levels of CS, CF, or BO regardless of their age, years of experience as an… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Gardner, Earlston Kinzie, I. (2015). Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/834

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):

Gardner, Earlston Kinzie, III. “Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty.” 2015. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/834.

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

MLA Handbook (7th Edition):

Gardner, Earlston Kinzie, III. “Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty.” 2015. Web. 25 Aug 2019.

Vancouver:

Gardner, Earlston Kinzie I. Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/834.

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

Council of Science Editors:

Gardner, Earlston Kinzie I. Differences in Perceptions of Compassion Fatigue, Compassion Satisfaction, and Burnout Among Nurse Faculty. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/834

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


Indiana University of Pennsylvania

18. Myers, Jacqueline M. Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  Interactive storybook reading is a component of literacy instruction that offers children the opportunity to talk about the story before, during, and after the… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Myers, J. M. (2015). Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/248

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):

Myers, Jacqueline M. “Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue.” 2015. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/248.

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

MLA Handbook (7th Edition):

Myers, Jacqueline M. “Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue.” 2015. Web. 25 Aug 2019.

Vancouver:

Myers JM. Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/248.

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

Council of Science Editors:

Myers JM. Interactive Read-Alouds: A Qualitative Study of Kindergarten Students' Analytic Dialogue. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/248

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


Indiana University of Pennsylvania

19. Shulsky, Kristie L. The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism.

Degree: Ded, Professional Studies in Education, 2015, Indiana University of Pennsylvania

  With the increasing number of children being diagnosed with autism and the influx of these students in the public school system, the percentage of… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Shulsky, K. L. (2015). The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/769

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):

Shulsky, Kristie L. “The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism.” 2015. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/769.

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

MLA Handbook (7th Edition):

Shulsky, Kristie L. “The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism.” 2015. Web. 25 Aug 2019.

Vancouver:

Shulsky KL. The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism. [Internet] [Thesis]. Indiana University of Pennsylvania; 2015. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/769.

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

Council of Science Editors:

Shulsky KL. The Perspectives of Teachers on Intervention Strategies Used in Inclusive Settings With Elementary-Aged Children With Autism. [Thesis]. Indiana University of Pennsylvania; 2015. Available from: https://knowledge.library.iup.edu/etd/769

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


Indiana University of Pennsylvania

20. Lane, Allen, Sr. Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  Studies have suggested that the impact of formal and informal mentoring programs have had a positive impact on young African American males from K-12.… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Lane, Allen, S. (2017). Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1519

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):

Lane, Allen, Sr. “Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed.” 2017. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1519.

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

MLA Handbook (7th Edition):

Lane, Allen, Sr. “Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed.” 2017. Web. 25 Aug 2019.

Vancouver:

Lane, Allen S. Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1519.

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

Council of Science Editors:

Lane, Allen S. Mentoring at the College Level: A Qualitative Study Examining the Perceptions of African American Men Who Hold a Four-Year Degree and are Professionally Employed. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1519

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


Indiana University of Pennsylvania

21. Maslyk, Jacie. A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement.

Degree: Ded, Professional Studies in Education, 2012, Indiana University of Pennsylvania

  In the current age of accountability, there are increasing pressures on building principals to raise standardized test scores. School administrators must identify and implement… (more)

Subjects/Keywords: Undefined

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APA (6th Edition):

Maslyk, J. (2012). A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/245

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):

Maslyk, Jacie. “A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement.” 2012. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/245.

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

MLA Handbook (7th Edition):

Maslyk, Jacie. “A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement.” 2012. Web. 25 Aug 2019.

Vancouver:

Maslyk J. A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2012. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/245.

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

Council of Science Editors:

Maslyk J. A Qualitative Study of Blue Ribbon Elementary School Principals: Perspectives on Promoting Student Achievement. [Thesis]. Indiana University of Pennsylvania; 2012. Available from: https://knowledge.library.iup.edu/etd/245

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


Indiana University of Pennsylvania

22. Nichols, Pamela M. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  Program administrators of academic mentoring programs for African American male community college students contend that mentoring provides a means to increase retention and improve… (more)

Subjects/Keywords: African American academic mentoring; African American male mentoring; African American males; community college completion African American males; community college mentoring African American males; mentoring; African American Studies; Educational Sociology; Psychology

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APA (6th Edition):

Nichols, P. M. (2017). Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1516

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):

Nichols, Pamela M. “Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.” 2017. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/1516.

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

MLA Handbook (7th Edition):

Nichols, Pamela M. “Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative.” 2017. Web. 25 Aug 2019.

Vancouver:

Nichols PM. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/1516.

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

Council of Science Editors:

Nichols PM. Community College Completion: A Qualitative Study of African American Community College Mentors and Past African American Male Participants in an Academic Mentoring Initiative. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1516

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


Indiana University of Pennsylvania

23. Rockey, Rebecca D. An Observational Study Of Pre-Service Teachers' Classroom Management Strategies.

Degree: Ded, Professional Studies in Education, 2008, Indiana University of Pennsylvania

  Employee attrition is disproportionately higher in the field of education, especially among novice teachers (Liu & Meyer, 2005). A recent survey of American teachers,… (more)

Subjects/Keywords: Undefined

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

APA (6th Edition):

Rockey, R. D. (2008). An Observational Study Of Pre-Service Teachers' Classroom Management Strategies. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/584

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):

Rockey, Rebecca D. “An Observational Study Of Pre-Service Teachers' Classroom Management Strategies.” 2008. Thesis, Indiana University of Pennsylvania. Accessed August 25, 2019. https://knowledge.library.iup.edu/etd/584.

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

MLA Handbook (7th Edition):

Rockey, Rebecca D. “An Observational Study Of Pre-Service Teachers' Classroom Management Strategies.” 2008. Web. 25 Aug 2019.

Vancouver:

Rockey RD. An Observational Study Of Pre-Service Teachers' Classroom Management Strategies. [Internet] [Thesis]. Indiana University of Pennsylvania; 2008. [cited 2019 Aug 25]. Available from: https://knowledge.library.iup.edu/etd/584.

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

Council of Science Editors:

Rockey RD. An Observational Study Of Pre-Service Teachers' Classroom Management Strategies. [Thesis]. Indiana University of Pennsylvania; 2008. Available from: https://knowledge.library.iup.edu/etd/584

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

.