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You searched for +publisher:"Temple University" +contributor:("DuCette, Joseph P."). Showing records 271 – 274 of 274 total matches.

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Temple University

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

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 20, 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. 20 Jun 2019.

Vancouver:

Branson-Davis KM. Activating the Power Within: Sponsorship Among Black Women Professionals. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 20]. 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

272. 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 20, 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. 20 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 20]. 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

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

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 20, 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. 20 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 20]. 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

274. Rausch-Aviles, Ann. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.

Degree: 2011, Temple University

 <p>CITE/Language Arts p><p>Ed.D. p><p>Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53… (more)

Subjects/Keywords: Reading Instruction; adolescent; flashcards; guided reading; high freqency words; vocabulary; word-mapping

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rausch-Aviles, A. (2011). The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,107001

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):

Rausch-Aviles, Ann. “The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.” 2011. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,107001.

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

MLA Handbook (7th Edition):

Rausch-Aviles, Ann. “The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers.” 2011. Web. 20 Jun 2019.

Vancouver:

Rausch-Aviles A. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,107001.

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

Council of Science Editors:

Rausch-Aviles A. The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,107001

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

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