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You searched for +publisher:"Temple University" +contributor:("DuCette, Joseph P."). Showing records 1 – 30 of 274 total matches.

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Temple University

1. Gearhart, Sarah R. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.

Degree: PhD, 2018, Temple University

 <p>Urban Education p><p>This study examines the role of parental cultural capital as it pertains to whether a student attends a chosen school and whether the… (more)

Subjects/Keywords: Education policy;

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APA (6th Edition):

Gearhart, S. R. (2018). CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,492035

Chicago Manual of Style (16th Edition):

Gearhart, Sarah R. “CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,492035.

MLA Handbook (7th Edition):

Gearhart, Sarah R. “CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.” 2018. Web. 16 Jun 2019.

Vancouver:

Gearhart SR. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,492035.

Council of Science Editors:

Gearhart SR. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,492035


Temple University

2. Kirby, Moira. Prevalence of Self-Determination Content in Teacher Education Programs.

Degree: PhD, 2018, Temple University

 <p>Special Education p><p>Self-determination, as it applies to special education, has been studied extensively. While the effects of self-determination for students with disabilities are established, there… (more)

Subjects/Keywords: Special education; Teacher education; Secondary education;

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APA (6th Edition):

Kirby, M. (2018). Prevalence of Self-Determination Content in Teacher Education Programs. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,492207

Chicago Manual of Style (16th Edition):

Kirby, Moira. “Prevalence of Self-Determination Content in Teacher Education Programs.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,492207.

MLA Handbook (7th Edition):

Kirby, Moira. “Prevalence of Self-Determination Content in Teacher Education Programs.” 2018. Web. 16 Jun 2019.

Vancouver:

Kirby M. Prevalence of Self-Determination Content in Teacher Education Programs. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,492207.

Council of Science Editors:

Kirby M. Prevalence of Self-Determination Content in Teacher Education Programs. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,492207


Temple University

3. Ruff, Kenneth Lamont. Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students.

Degree: 2018, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>At the collegial level, academic advising has long been advocated as a scholarly activity based on its parallel to teaching. In fact,… (more)

Subjects/Keywords: Educational administration; Higher education;

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APA (6th Edition):

Ruff, K. L. (2018). Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,492299

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):

Ruff, Kenneth Lamont. “Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,492299.

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

MLA Handbook (7th Edition):

Ruff, Kenneth Lamont. “Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students.” 2018. Web. 16 Jun 2019.

Vancouver:

Ruff KL. Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,492299.

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

Council of Science Editors:

Ruff KL. Caseload Advising as Teaching: An Advising-Teaching Model to Improve the Retention and Persistence of First Year Students. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,492299

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


Temple University

4. Paris, Joseph. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.

Degree: 2018, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>Although many colleges and universities use a wide range of criteria to evaluate and select admissions applicants, much of the variance in… (more)

Subjects/Keywords: Higher education; Higher education administration; Educational tests & measurements;

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APA (6th Edition):

Paris, J. (2018). Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,494981

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):

Paris, Joseph. “Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,494981.

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

MLA Handbook (7th Edition):

Paris, Joseph. “Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.” 2018. Web. 16 Jun 2019.

Vancouver:

Paris J. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,494981.

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

Council of Science Editors:

Paris J. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,494981

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


Temple University

5. Selfridge, Stephen Mark. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.

Degree: PhD, 2018, Temple University

 <p>Music Education p><p>The purpose of this study was to examine the effect of instructional videos on the performance achievement of fifth grade instrumental students. The… (more)

Subjects/Keywords: Music education;

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APA (6th Edition):

Selfridge, S. M. (2018). THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,499562

Chicago Manual of Style (16th Edition):

Selfridge, Stephen Mark. “THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,499562.

MLA Handbook (7th Edition):

Selfridge, Stephen Mark. “THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.” 2018. Web. 16 Jun 2019.

Vancouver:

Selfridge SM. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,499562.

Council of Science Editors:

Selfridge SM. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,499562


Temple University

6. Kopicki, John Joseph. The Superintendency: A Turbulent Profession.

Degree: 2018, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>This mixed-method study analyzed and identified the impact heightened turbulence has on the profession of the superintendency and superintendent job satisfaction. More… (more)

Subjects/Keywords: Educational leadership

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APA (6th Edition):

Kopicki, J. J. (2018). The Superintendency: A Turbulent Profession. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,500297

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):

Kopicki, John Joseph. “The Superintendency: A Turbulent Profession.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,500297.

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

MLA Handbook (7th Edition):

Kopicki, John Joseph. “The Superintendency: A Turbulent Profession.” 2018. Web. 16 Jun 2019.

Vancouver:

Kopicki JJ. The Superintendency: A Turbulent Profession. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,500297.

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

Council of Science Editors:

Kopicki JJ. The Superintendency: A Turbulent Profession. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,500297

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


Temple University

7. Hartz, Ashley Marie. Teacher Perceptions of School Gun Violence.

Degree: PhD, 2018, Temple University

 <p>Educational Psychology p><p>The focus of my dissertation was to ascertain how teachers perceive the threat of school gun violence and determine what factors affect that… (more)

Subjects/Keywords: Educational psychology

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APA (6th Edition):

Hartz, A. M. (2018). Teacher Perceptions of School Gun Violence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,500938

Chicago Manual of Style (16th Edition):

Hartz, Ashley Marie. “Teacher Perceptions of School Gun Violence.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,500938.

MLA Handbook (7th Edition):

Hartz, Ashley Marie. “Teacher Perceptions of School Gun Violence.” 2018. Web. 16 Jun 2019.

Vancouver:

Hartz AM. Teacher Perceptions of School Gun Violence. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,500938.

Council of Science Editors:

Hartz AM. Teacher Perceptions of School Gun Violence. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,500938


Temple University

8. Brett, Aidan. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.

Degree: PhD, 2018, Temple University

 <p>Literacy & Learners p><p>This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that balance… (more)

Subjects/Keywords: Education; Language Arts; Teacher Education;

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APA (6th Edition):

Brett, A. (2018). SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,509326

Chicago Manual of Style (16th Edition):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,509326.

MLA Handbook (7th Edition):

Brett, Aidan. “SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS.” 2018. Web. 16 Jun 2019.

Vancouver:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,509326.

Council of Science Editors:

Brett A. SEEKING A BALANCE: THE IMPACT OF FOSTERING AUTHORIAL EMPATHY ON TEACHERS AND STUDENTS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,509326


Temple University

9. Branson-Davis, Keeya Michelle. Activating the Power Within: Sponsorship Among Black Women Professionals.

Degree: 2018, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>This study examined how Black women professionals activate their power by sponsoring other Black women to remediate the chronic problem of the… (more)

Subjects/Keywords: Educational leadership; Black studies; Women's studies;

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APA (6th Edition):

Branson-Davis, K. M. (2018). Activating the Power Within: Sponsorship Among Black Women Professionals. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,512849

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):

Branson-Davis, Keeya Michelle. “Activating the Power Within: Sponsorship Among Black Women Professionals.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,512849.

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

MLA Handbook (7th Edition):

Branson-Davis, Keeya Michelle. “Activating the Power Within: Sponsorship Among Black Women Professionals.” 2018. Web. 16 Jun 2019.

Vancouver:

Branson-Davis KM. Activating the Power Within: Sponsorship Among Black Women Professionals. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,512849.

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

Council of Science Editors:

Branson-Davis KM. Activating the Power Within: Sponsorship Among Black Women Professionals. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,512849

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


Temple University

10. Donley, Kevin Scott. Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children.

Degree: PhD, 2018, Temple University

 <p>Educational Psychology p><p>The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of… (more)

Subjects/Keywords: Educational technology; Computer science; Educational psychology;

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APA (6th Edition):

Donley, K. S. (2018). Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,514678

Chicago Manual of Style (16th Edition):

Donley, Kevin Scott. “Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children.” 2018. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,514678.

MLA Handbook (7th Edition):

Donley, Kevin Scott. “Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children.” 2018. Web. 16 Jun 2019.

Vancouver:

Donley KS. Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,514678.

Council of Science Editors:

Donley KS. Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,514678


Temple University

11. Lehrman, Patience. IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY.

Degree: 2018, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>The fastest-growing student population (ages 5-17) in U.S. schools today is children of immigrants, half of whom do not speak English and… (more)

Subjects/Keywords: Higher education; Educational administration

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APA (6th Edition):

Lehrman, P. (2018). IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,517837

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):

Lehrman, Patience. “IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,517837.

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

MLA Handbook (7th Edition):

Lehrman, Patience. “IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY.” 2018. Web. 16 Jun 2019.

Vancouver:

Lehrman P. IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,517837.

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

Council of Science Editors:

Lehrman P. IMMIGRANT OPTIMISM: INVESTIGATING COLLEGE ACHIEVEMENT IN ENGLISH LANGUAGE LEARNERS (ELLS) AT A FOUR YEAR UNIVERSITY. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,517837

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


Temple University

12. Morgan, Lyndsay Marie. LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP.

Degree: 2018, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>The achievement gap has been identified as a significant challenge faced by school districts across the nation and has been an item… (more)

Subjects/Keywords: Educational administration; Educational leadership; Education;

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

APA (6th Edition):

Morgan, L. M. (2018). LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,519423

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):

Morgan, Lyndsay Marie. “LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,519423.

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

MLA Handbook (7th Edition):

Morgan, Lyndsay Marie. “LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP.” 2018. Web. 16 Jun 2019.

Vancouver:

Morgan LM. LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,519423.

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

Council of Science Editors:

Morgan LM. LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,519423

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


Temple University

13. Konrad, Lubomyr Stefan. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.

Degree: 2018, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>This qualitative, phenomenological study examined teachers' experiences of the policy context of the fall of 2013 in the School District of Philadelphia.… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Konrad, L. S. (2018). CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,525526

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):

Konrad, Lubomyr Stefan. “CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.” 2018. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,525526.

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

MLA Handbook (7th Edition):

Konrad, Lubomyr Stefan. “CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.” 2018. Web. 16 Jun 2019.

Vancouver:

Konrad LS. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,525526.

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

Council of Science Editors:

Konrad LS. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,525526

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


Temple University

14. Bailey, Jarvis Lamar. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.

Degree: 2017, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Bailey, J. L. (2017). Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,453115

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):

Bailey, Jarvis Lamar. “Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,453115.

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

MLA Handbook (7th Edition):

Bailey, Jarvis Lamar. “Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.” 2017. Web. 16 Jun 2019.

Vancouver:

Bailey JL. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,453115.

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

Council of Science Editors:

Bailey JL. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,453115

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


Temple University

15. Boden, Joshua M. WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES.

Degree: PhD, 2017, Temple University

 <p>School Psychology p><p>As social technologies become more integrated into students’ lives, new means of communication have emerged, along with novel problem behaviors with significant consequences… (more)

Subjects/Keywords: Psychology;

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APA (6th Edition):

Boden, J. M. (2017). WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,455497

Chicago Manual of Style (16th Edition):

Boden, Joshua M. “WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES.” 2017. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,455497.

MLA Handbook (7th Edition):

Boden, Joshua M. “WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES.” 2017. Web. 16 Jun 2019.

Vancouver:

Boden JM. WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,455497.

Council of Science Editors:

Boden JM. WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,455497


Temple University

16. DiGiacomo, Pat. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and… (more)

Subjects/Keywords: Nursing; Higher education;

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APA (6th Edition):

DiGiacomo, P. (2017). Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,458025

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):

DiGiacomo, Pat. “Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,458025.

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

MLA Handbook (7th Edition):

DiGiacomo, Pat. “Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.” 2017. Web. 16 Jun 2019.

Vancouver:

DiGiacomo P. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,458025.

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

Council of Science Editors:

DiGiacomo P. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,458025

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


Temple University

17. Jacquelin, Noelle. Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>The purpose of this study was to examine the relationship between the self-perceived emotional-social intelligence and the self-perceived leadership characteristics of New… (more)

Subjects/Keywords: Educational leadership; Cognitive psychology; Organizational behavior;

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APA (6th Edition):

Jacquelin, N. (2017). Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,461321

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):

Jacquelin, Noelle. “Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,461321.

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

MLA Handbook (7th Edition):

Jacquelin, Noelle. “Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts.” 2017. Web. 16 Jun 2019.

Vancouver:

Jacquelin N. Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,461321.

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

Council of Science Editors:

Jacquelin N. Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,461321

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


Temple University

18. May, Janet Marie. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.

Degree: 2017, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it… (more)

Subjects/Keywords: Educational leadership; Education; Teacher education;

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APA (6th Edition):

May, J. M. (2017). Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,464371

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):

May, Janet Marie. “Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,464371.

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

MLA Handbook (7th Edition):

May, Janet Marie. “Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers.” 2017. Web. 16 Jun 2019.

Vancouver:

May JM. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,464371.

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

Council of Science Editors:

May JM. Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,464371

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


Temple University

19. Vizza, Jill Pinnola. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.

Degree: 2017, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

Vizza, J. P. (2017). PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,468008

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):

Vizza, Jill Pinnola. “PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,468008.

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

MLA Handbook (7th Edition):

Vizza, Jill Pinnola. “PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING.” 2017. Web. 16 Jun 2019.

Vancouver:

Vizza JP. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,468008.

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

Council of Science Editors:

Vizza JP. PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,468008

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


Temple University

20. Walsh, Jonathan Thomas. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in… (more)

Subjects/Keywords: Educational leadership

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APA (6th Edition):

Walsh, J. T. (2017). THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,468140

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):

Walsh, Jonathan Thomas. “THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,468140.

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

MLA Handbook (7th Edition):

Walsh, Jonathan Thomas. “THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.” 2017. Web. 16 Jun 2019.

Vancouver:

Walsh JT. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,468140.

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

Council of Science Editors:

Walsh JT. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,468140

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


Temple University

21. Lucey, Erin Michelle. An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder.

Degree: PhD, 2017, Temple University

 <p>School Psychology p><p>This study investigated the relationship between selected adolescent characteristics and treatment completion in a large, national sample of adolescents receiving substance misuse treatment… (more)

Subjects/Keywords: Psychology;

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APA (6th Edition):

Lucey, E. M. (2017). An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,437435

Chicago Manual of Style (16th Edition):

Lucey, Erin Michelle. “An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder.” 2017. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,437435.

MLA Handbook (7th Edition):

Lucey, Erin Michelle. “An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder.” 2017. Web. 16 Jun 2019.

Vancouver:

Lucey EM. An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,437435.

Council of Science Editors:

Lucey EM. An Exploration of the Relationship between Adolescents' Characteristics and Treatment Completion for Substance Use Disorder. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,437435


Temple University

22. Etlen, III, James Samuel. A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>Abstract of the Study Schools are faced with the challenge of identifying creative ways to ensure the success of all students. The… (more)

Subjects/Keywords: Educational leadership

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

APA (6th Edition):

Etlen, III, J. S. (2017). A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,429010

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):

Etlen, III, James Samuel. “A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,429010.

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

MLA Handbook (7th Edition):

Etlen, III, James Samuel. “A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL.” 2017. Web. 16 Jun 2019.

Vancouver:

Etlen, III JS. A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,429010.

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

Council of Science Editors:

Etlen, III JS. A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,429010

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


Temple University

23. Gale, Matthew Ryan. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.

Degree: 2017, Temple University

 <p>Educational Administration p><p>Ed.D. p><p>Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are… (more)

Subjects/Keywords: Educational administration; Educational leadership; Education;

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APA (6th Edition):

Gale, M. R. (2017). PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,429561

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):

Gale, Matthew Ryan. “PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,429561.

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

MLA Handbook (7th Edition):

Gale, Matthew Ryan. “PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS.” 2017. Web. 16 Jun 2019.

Vancouver:

Gale MR. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,429561.

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

Council of Science Editors:

Gale MR. PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,429561

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


Temple University

24. King, Donnalyn Patricia. THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically,… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

King, D. P. (2017). THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,435077

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):

King, Donnalyn Patricia. “THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,435077.

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

MLA Handbook (7th Edition):

King, Donnalyn Patricia. “THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS.” 2017. Web. 16 Jun 2019.

Vancouver:

King DP. THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,435077.

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

Council of Science Editors:

King DP. THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,435077

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


Temple University

25. Lee, Benhee. Korean Students' Motivation to Pursue Higher Education in the United States.

Degree: PhD, 2017, Temple University

 <p>Educational Psychology p><p>The purpose of the study was to investigate the motivation of South Korean college students who come to the United States to study.… (more)

Subjects/Keywords: Educational psychology

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

APA (6th Edition):

Lee, B. (2017). Korean Students' Motivation to Pursue Higher Education in the United States. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,436600

Chicago Manual of Style (16th Edition):

Lee, Benhee. “Korean Students' Motivation to Pursue Higher Education in the United States.” 2017. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,436600.

MLA Handbook (7th Edition):

Lee, Benhee. “Korean Students' Motivation to Pursue Higher Education in the United States.” 2017. Web. 16 Jun 2019.

Vancouver:

Lee B. Korean Students' Motivation to Pursue Higher Education in the United States. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,436600.

Council of Science Editors:

Lee B. Korean Students' Motivation to Pursue Higher Education in the United States. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,436600


Temple University

26. Abdullah, Quaiser. Marital Satisfaction and Religiosity in the African-American Muslim Community.

Degree: PhD, 2017, Temple University

 <p>Educational Psychology p><p>The current study examined the relationship between religiosity, spirituality and marital satisfaction among Muslims who identified as African-American or Black to identify the… (more)

Subjects/Keywords: Individual & family studies; African American studies; Religion;

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

APA (6th Edition):

Abdullah, Q. (2017). Marital Satisfaction and Religiosity in the African-American Muslim Community. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,421783

Chicago Manual of Style (16th Edition):

Abdullah, Quaiser. “Marital Satisfaction and Religiosity in the African-American Muslim Community.” 2017. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,421783.

MLA Handbook (7th Edition):

Abdullah, Quaiser. “Marital Satisfaction and Religiosity in the African-American Muslim Community.” 2017. Web. 16 Jun 2019.

Vancouver:

Abdullah Q. Marital Satisfaction and Religiosity in the African-American Muslim Community. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,421783.

Council of Science Editors:

Abdullah Q. Marital Satisfaction and Religiosity in the African-American Muslim Community. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,421783


Temple University

27. Alba, Katie. PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>School districts are charged with the task of providing America’s youth with the most well-rounded education so that they can grow into… (more)

Subjects/Keywords: Education policy; Education; Health education;

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APA (6th Edition):

Alba, K. (2017). PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,422444

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):

Alba, Katie. “PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,422444.

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

MLA Handbook (7th Edition):

Alba, Katie. “PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION.” 2017. Web. 16 Jun 2019.

Vancouver:

Alba K. PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,422444.

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

Council of Science Editors:

Alba K. PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,422444

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


Temple University

28. Anderson, Garth Orlando. School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>The study was conducted using a qualitative case study design. It examined the perceptions and responses of leadership to the National Education… (more)

Subjects/Keywords: Educational leadership;

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

APA (6th Edition):

Anderson, G. O. (2017). School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,422871

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):

Anderson, Garth Orlando. “School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,422871.

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

MLA Handbook (7th Edition):

Anderson, Garth Orlando. “School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica.” 2017. Web. 16 Jun 2019.

Vancouver:

Anderson GO. School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,422871.

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

Council of Science Editors:

Anderson GO. School Leadership Response to External Evaluation: A Case Study of the National Education Inspectorate in Jamaica. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,422871

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


Temple University

29. Oswald Fowler, Anne Michele. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.

Degree: 2017, Temple University

 <p>Educational Leadership p><p>Ed.D. p><p>This study assessed the most valid predictors of success of students entering into an undergraduate teacher preparation program in the Commonwealth of… (more)

Subjects/Keywords: Educational leadership; Higher education administration;

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

APA (6th Edition):

Oswald Fowler, A. M. (2017). Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,440453

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):

Oswald Fowler, Anne Michele. “Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.” 2017. Thesis, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,440453.

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

MLA Handbook (7th Edition):

Oswald Fowler, Anne Michele. “Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.” 2017. Web. 16 Jun 2019.

Vancouver:

Oswald Fowler AM. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,440453.

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

Council of Science Editors:

Oswald Fowler AM. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,440453

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


Temple University

30. Riddle, Shayna Auerbach. Orthographic Skills in English Language Learners and Students with Learning Disabilities.

Degree: PhD, 2017, Temple University

 <p>Special Education p><p>This study investigates orthographic skills in students with learning disabilities (LD), English Language Learning (ELL) students and their typical-achieving, native-English speaking (TYP) peers… (more)

Subjects/Keywords: Special education; English as a second language;

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

APA (6th Edition):

Riddle, S. A. (2017). Orthographic Skills in English Language Learners and Students with Learning Disabilities. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,443403

Chicago Manual of Style (16th Edition):

Riddle, Shayna Auerbach. “Orthographic Skills in English Language Learners and Students with Learning Disabilities.” 2017. Doctoral Dissertation, Temple University. Accessed June 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,443403.

MLA Handbook (7th Edition):

Riddle, Shayna Auerbach. “Orthographic Skills in English Language Learners and Students with Learning Disabilities.” 2017. Web. 16 Jun 2019.

Vancouver:

Riddle SA. Orthographic Skills in English Language Learners and Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,443403.

Council of Science Editors:

Riddle SA. Orthographic Skills in English Language Learners and Students with Learning Disabilities. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,443403

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