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You searched for +publisher:"Temple University" +contributor:("Sanford-DeShields, Jayminn"). Showing records 1 – 28 of 28 total matches.

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Temple University

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

Degree: PhD, 2018, Temple University

Educational Psychology

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

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 October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,500938.

MLA Handbook (7th Edition):

Hartz, Ashley Marie. “Teacher Perceptions of School Gun Violence.” 2018. Web. 22 Oct 2019.

Vancouver:

Hartz AM. Teacher Perceptions of School Gun Violence. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Oct 22]. 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

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

Degree: 2017, Temple University

Educational Leadership

Ed.D.

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 October 22, 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. 22 Oct 2019.

Vancouver:

Jacquelin N. Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Oct 22]. 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

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

Degree: 2017, Temple University

Educational Administration

Ed.D.

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 October 22, 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. 22 Oct 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 Oct 22]. 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

4. Principato, Karen Rita. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.

Degree: 2010, Temple University

Educational Administration

Ed.D.

This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade… (more)

Subjects/Keywords: Education, Administration; Education, Curriculum and Instruction; Education, Elementary; achievement; co-teaching; intervention; literacy; team teaching

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APA (6th Edition):

Principato, K. R. (2010). A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,72228

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):

Principato, Karen Rita. “A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.” 2010. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,72228.

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

MLA Handbook (7th Edition):

Principato, Karen Rita. “A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist.” 2010. Web. 22 Oct 2019.

Vancouver:

Principato KR. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,72228.

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

Council of Science Editors:

Principato KR. A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,72228

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


Temple University

5. Waters, Eric Leftwich. A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program.

Degree: 2010, Temple University

Educational Administration

Ed.D.

Asynchronous online credit recovery programs have been implemented in public schools across the United States for a variety of reasons. In this… (more)

Subjects/Keywords: Education, Administration; Educational leadership; African American Female; Alternative education; Credit Recovery; Disruptive Innovation Theory; Technology; Urban Education

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APA (6th Edition):

Waters, E. L. (2010). A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,76385

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):

Waters, Eric Leftwich. “A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program.” 2010. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,76385.

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

MLA Handbook (7th Edition):

Waters, Eric Leftwich. “A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program.” 2010. Web. 22 Oct 2019.

Vancouver:

Waters EL. A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,76385.

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

Council of Science Editors:

Waters EL. A Qualitative Analysis of African American Female High School Graduates' Perceptions of Participating in an Asynchronous Credit Recovery Program. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,76385

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


Temple University

6. Breedlove, Crystal V. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.

Degree: PhD, 2010, Temple University

Urban Education

African American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions;… (more)

Subjects/Keywords: Education, Secondary; Education, Teacher Training; classroom management; culturally responsive practices; disciplinary moments; discipline gap; emotions in class; perception of culture

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APA (6th Edition):

Breedlove, C. V. (2010). Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,85905

Chicago Manual of Style (16th Edition):

Breedlove, Crystal V. “Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.” 2010. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,85905.

MLA Handbook (7th Edition):

Breedlove, Crystal V. “Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms.” 2010. Web. 22 Oct 2019.

Vancouver:

Breedlove CV. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,85905.

Council of Science Editors:

Breedlove CV. Subjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,85905


Temple University

7. Ketzenberg, Laurie. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

This ethnographic study focuses on a community college VESL program in the Pacific Northwest that attempts to address the critical employment needs… (more)

Subjects/Keywords: English as a Second Language; Education, Community College; Education, Vocational; access; community college; ESL; immigrants; reproduction; vocational education

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APA (6th Edition):

Ketzenberg, L. (2010). Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,93722

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):

Ketzenberg, Laurie. “Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.” 2010. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,93722.

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

MLA Handbook (7th Edition):

Ketzenberg, Laurie. “Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.” 2010. Web. 22 Oct 2019.

Vancouver:

Ketzenberg L. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,93722.

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

Council of Science Editors:

Ketzenberg L. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,93722

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


Temple University

8. Soler II, Joseph Lewis. SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2010, Temple University

Urban Education

An analysis of President George W. Bush's first Secretary of Education Rod Paige's speeches in 2001 explains the way in which the Bush… (more)

Subjects/Keywords: Education Policy; Public Policy; Language, Rhetoric and Composition; Federal Policy; George Lakoff; Moral Politics; No Child Left Behind; Rhetoric; Rod Paige

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APA (6th Edition):

Soler II, J. L. (2010). SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,94322

Chicago Manual of Style (16th Edition):

Soler II, Joseph Lewis. “SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND.” 2010. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,94322.

MLA Handbook (7th Edition):

Soler II, Joseph Lewis. “SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND.” 2010. Web. 22 Oct 2019.

Vancouver:

Soler II JL. SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,94322.

Council of Science Editors:

Soler II JL. SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,94322


Temple University

9. Santoro, Elizabeth Ann. Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts.

Degree: 2011, Temple University

Educational Administration

Ed.D.

This qualitative study explored the reasons why suburban district leaders opted for full-day or half-day kindergarten programming in a sample of four… (more)

Subjects/Keywords: Educational Administration; Early Childhood Education; decision making of district leaders; district leaderhsip; early childhood education; full-day kindergarten; half-day kindergarten; kindergarten policy

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APA (6th Edition):

Santoro, E. A. (2011). Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,117167

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):

Santoro, Elizabeth Ann. “Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts.” 2011. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,117167.

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

MLA Handbook (7th Edition):

Santoro, Elizabeth Ann. “Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts.” 2011. Web. 22 Oct 2019.

Vancouver:

Santoro EA. Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,117167.

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

Council of Science Editors:

Santoro EA. Full-Day Kindergarten: A Case Study on the Perceptions of District Leaders in Four Suburban Pennsylvania School Districts. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,117167

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


Temple University

10. Priolo, Gino Rosario. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.

Degree: 2010, Temple University

Educational Administration

Ed.D.

The goal of this study was to better understand the perspective of administrators on accountability and high stakes testing - what effect… (more)

Subjects/Keywords: Educational Administration; Accountability; High Stakes Testing; No Child Left Behind; Perceptions; Principals

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

APA (6th Edition):

Priolo, G. R. (2010). HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,118860

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):

Priolo, Gino Rosario. “HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.” 2010. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,118860.

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

MLA Handbook (7th Edition):

Priolo, Gino Rosario. “HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.” 2010. Web. 22 Oct 2019.

Vancouver:

Priolo GR. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,118860.

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

Council of Science Editors:

Priolo GR. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,118860

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


Temple University

11. Mojica, Tammy Christina. An Examination of English Language Proficiency and Achievement Test Outcomes.

Degree: 2013, Temple University

Educational Leadership

Ed.D.

The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; Educational administration;

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APA (6th Edition):

Mojica, T. C. (2013). An Examination of English Language Proficiency and Achievement Test Outcomes. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,244005

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):

Mojica, Tammy Christina. “An Examination of English Language Proficiency and Achievement Test Outcomes.” 2013. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,244005.

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

MLA Handbook (7th Edition):

Mojica, Tammy Christina. “An Examination of English Language Proficiency and Achievement Test Outcomes.” 2013. Web. 22 Oct 2019.

Vancouver:

Mojica TC. An Examination of English Language Proficiency and Achievement Test Outcomes. [Internet] [Thesis]. Temple University; 2013. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,244005.

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

Council of Science Editors:

Mojica TC. An Examination of English Language Proficiency and Achievement Test Outcomes. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,244005

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


Temple University

12. Morales-Williams, Erin Maurisa. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.

Degree: PhD, 2014, Temple University

Urban Education

Feminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification,… (more)

Subjects/Keywords: Women's studies; African American studies; Pedagogy;

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APA (6th Edition):

Morales-Williams, E. M. (2014). Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,271903

Chicago Manual of Style (16th Edition):

Morales-Williams, Erin Maurisa. “Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.” 2014. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,271903.

MLA Handbook (7th Edition):

Morales-Williams, Erin Maurisa. “Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality.” 2014. Web. 22 Oct 2019.

Vancouver:

Morales-Williams EM. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,271903.

Council of Science Editors:

Morales-Williams EM. Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,271903


Temple University

13. Baldwin-Rana, Brandi Michelle. Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms.

Degree: PhD, 2015, Temple University

Urban Education

Interpersonal communication practices of teachers have been recognized as having a significant impact on the relational dynamics between teachers and students; however, the… (more)

Subjects/Keywords: Education; Communication;

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

APA (6th Edition):

Baldwin-Rana, B. M. (2015). Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,332297

Chicago Manual of Style (16th Edition):

Baldwin-Rana, Brandi Michelle. “Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms.” 2015. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,332297.

MLA Handbook (7th Edition):

Baldwin-Rana, Brandi Michelle. “Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms.” 2015. Web. 22 Oct 2019.

Vancouver:

Baldwin-Rana BM. Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,332297.

Council of Science Editors:

Baldwin-Rana BM. Confirming and Disconfirming Communication Practices of Teachers in Urban Classrooms. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,332297


Temple University

14. Gould-Taylor, Sally. Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography.

Degree: PhD, 2016, Temple University

Urban Education

This ethnographic study examines the relationships between cultural commodities and identity formation in a Jamaican rural locale. This study represents 24 months of… (more)

Subjects/Keywords: Education; Cultural anthropology; Caribbean studies;

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APA (6th Edition):

Gould-Taylor, S. (2016). Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,370445

Chicago Manual of Style (16th Edition):

Gould-Taylor, Sally. “Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography.” 2016. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,370445.

MLA Handbook (7th Edition):

Gould-Taylor, Sally. “Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography.” 2016. Web. 22 Oct 2019.

Vancouver:

Gould-Taylor S. Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,370445.

Council of Science Editors:

Gould-Taylor S. Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,370445


Temple University

15. Donnelly, Michael William. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a… (more)

Subjects/Keywords: Elementary education; Education;

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APA (6th Edition):

Donnelly, M. W. (2016). Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,381157

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):

Donnelly, Michael William. “Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.” 2016. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,381157.

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

MLA Handbook (7th Edition):

Donnelly, Michael William. “Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.” 2016. Web. 22 Oct 2019.

Vancouver:

Donnelly MW. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,381157.

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

Council of Science Editors:

Donnelly MW. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,381157

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


Temple University

16. Temperley, Austin Jacob. Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA.

Degree: 2016, Temple University

Educational Administration

Ed.D.

This study was designed to understand how ACSI certified Christian School leaders in Arizona lead their schools. There are a variety of… (more)

Subjects/Keywords: Educational administration; Religious education;

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APA (6th Edition):

Temperley, A. J. (2016). Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,389143

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):

Temperley, Austin Jacob. “Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA.” 2016. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,389143.

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

MLA Handbook (7th Edition):

Temperley, Austin Jacob. “Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA.” 2016. Web. 22 Oct 2019.

Vancouver:

Temperley AJ. Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,389143.

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

Council of Science Editors:

Temperley AJ. Servant Leadership as Defined by K-12 ACSI Christian School Administrators in Arizona, USA. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,389143

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


Temple University

17. Hassinger, Robert Eugene. No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

As more schools consider ways to help students to develop not only academically but also socially and emotionally, school personnel look to… (more)

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

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APA (6th Edition):

Hassinger, R. E. (2016). No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,397819

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):

Hassinger, Robert Eugene. “No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education.” 2016. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,397819.

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

MLA Handbook (7th Edition):

Hassinger, Robert Eugene. “No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education.” 2016. Web. 22 Oct 2019.

Vancouver:

Hassinger RE. No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,397819.

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

Council of Science Editors:

Hassinger RE. No Child is an Island: A Study of the Effect on Student Sense of Belonging Through Their Participation in a Formal Program of Character Education. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,397819

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


Temple University

18. McGloin, Alexis Marie. The effects of school uniforms on school climate in elementary school.

Degree: 2009, Temple University

Educational Administration

Ed.D.

This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public… (more)

Subjects/Keywords: Education, Administration; climate; elementary; school; uniforms

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APA (6th Edition):

McGloin, A. M. (2009). The effects of school uniforms on school climate in elementary school. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,25362

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):

McGloin, Alexis Marie. “The effects of school uniforms on school climate in elementary school.” 2009. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,25362.

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

MLA Handbook (7th Edition):

McGloin, Alexis Marie. “The effects of school uniforms on school climate in elementary school.” 2009. Web. 22 Oct 2019.

Vancouver:

McGloin AM. The effects of school uniforms on school climate in elementary school. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,25362.

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

Council of Science Editors:

McGloin AM. The effects of school uniforms on school climate in elementary school. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,25362

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


Temple University

19. Mwembo, Lombe Mukalanga. Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia.

Degree: PhD, 2009, Temple University

Urban Education

This dissertation describes the educational experiences of Congolese immigrant families and their children attending Philadelphia K-12 schools. The objectives of the study were… (more)

Subjects/Keywords: Education, Bilingual and Multicultural; Accommodation without assimilation; African immigrants; assimilation; Congolese families

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APA (6th Edition):

Mwembo, L. M. (2009). Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,27789

Chicago Manual of Style (16th Edition):

Mwembo, Lombe Mukalanga. “Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia.” 2009. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,27789.

MLA Handbook (7th Edition):

Mwembo, Lombe Mukalanga. “Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia.” 2009. Web. 22 Oct 2019.

Vancouver:

Mwembo LM. Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,27789.

Council of Science Editors:

Mwembo LM. Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,27789


Temple University

20. Feldman, Rachel B. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.

Degree: 2009, Temple University

Educational Administration

Ed.D.

This study examines primary grade retention as it is utilized in one suburban school district as an intervention for low achievement. Since… (more)

Subjects/Keywords: Education, Elementary; Education, Early Childhood; Education, General; academic intervention; developmental readiness; grade retention; primary grade retention; retention; social promotion

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APA (6th Edition):

Feldman, R. B. (2009). The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,28565

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):

Feldman, Rachel B. “The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.” 2009. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,28565.

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

MLA Handbook (7th Edition):

Feldman, Rachel B. “The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention.” 2009. Web. 22 Oct 2019.

Vancouver:

Feldman RB. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,28565.

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

Council of Science Editors:

Feldman RB. The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,28565

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


Temple University

21. Goodrich-Small, Jemry L. The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District.

Degree: 2009, Temple University

Educational Administration

Ed.D.

The Harrisburg (PA) city schools had been failing for many years, plagued by bad student performance on standardized tests, high absenteeism, poor… (more)

Subjects/Keywords: Education, Administration; attitudes of administrators; Harrisburg school district; job stress; mayoral takeovers; school turbulence

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APA (6th Edition):

Goodrich-Small, J. L. (2009). The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,30301

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):

Goodrich-Small, Jemry L. “The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District.” 2009. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,30301.

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

MLA Handbook (7th Edition):

Goodrich-Small, Jemry L. “The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District.” 2009. Web. 22 Oct 2019.

Vancouver:

Goodrich-Small JL. The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,30301.

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

Council of Science Editors:

Goodrich-Small JL. The Impact of the Mayoral Takeover on the Attitudes of the Administrators in the Harrisburg School District. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,30301

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


Temple University

22. Monacella, Dawn. Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students.

Degree: 2009, Temple University

Educational Administration

Ed.D.

This qualitative study examined how 12 principals view their role as challengers of the propensity for social reproduction in the poor communities… (more)

Subjects/Keywords: Education, Administration; moral leadership; multiple ethical paradigms

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APA (6th Edition):

Monacella, D. (2009). Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,32507

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):

Monacella, Dawn. “Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students.” 2009. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,32507.

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

MLA Handbook (7th Edition):

Monacella, Dawn. “Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students.” 2009. Web. 22 Oct 2019.

Vancouver:

Monacella D. Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,32507.

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

Council of Science Editors:

Monacella D. Principals, social reproduction, and moral leadership: An examination of how principals working in poor communities provide opportunities for their students. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,32507

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


Temple University

23. Jayaraman, Uma Devi. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent… (more)

Subjects/Keywords: Education, Sciences; Chemistry education; Implementation; professional development; reform practices; research-based practices; Urban high school

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APA (6th Edition):

Jayaraman, U. D. (2009). Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,39882

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):

Jayaraman, Uma Devi. “Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.” 2009. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,39882.

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

MLA Handbook (7th Edition):

Jayaraman, Uma Devi. “Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers.” 2009. Web. 22 Oct 2019.

Vancouver:

Jayaraman UD. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,39882.

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

Council of Science Editors:

Jayaraman UD. Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,39882

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


Temple University

24. Hafiz-Wahid, Fatima. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.

Degree: PhD, 2010, Temple University

Urban Education

This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban… (more)

Subjects/Keywords: Education, Teacher Training; Psychology, Developmental; Emotions; Pedagogy; Professional Development; Retention; Urban Education; White Teachers

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APA (6th Edition):

Hafiz-Wahid, F. (2010). Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,62067

Chicago Manual of Style (16th Edition):

Hafiz-Wahid, Fatima. “Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.” 2010. Doctoral Dissertation, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,62067.

MLA Handbook (7th Edition):

Hafiz-Wahid, Fatima. “Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools.” 2010. Web. 22 Oct 2019.

Vancouver:

Hafiz-Wahid F. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,62067.

Council of Science Editors:

Hafiz-Wahid F. Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,62067


Temple University

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

Degree: 2017, Temple University

Educational Leadership

Ed.D.

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 October 22, 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. 22 Oct 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 Oct 22]. 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

26. Taylor-Benns, Kimberly. Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University.

Degree: 2017, Temple University

Educational Administration

Ed.D.

Enrollment management structures, models, and activities have been embraced by many colleges and universities as an institutional practice. Some institutions, however, experience… (more)

Subjects/Keywords: Educational administration;

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

APA (6th Edition):

Taylor-Benns, K. (2017). Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,476797

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):

Taylor-Benns, Kimberly. “Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University.” 2017. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,476797.

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

MLA Handbook (7th Edition):

Taylor-Benns, Kimberly. “Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University.” 2017. Web. 22 Oct 2019.

Vancouver:

Taylor-Benns K. Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,476797.

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

Council of Science Editors:

Taylor-Benns K. Exploration of Faculty and Administrators' Perception of Enrollment Management Components at a Historically Black College and University. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,476797

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


Temple University

27. Brigg, Peter. A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

It has been well-documented that an educational gap in literacy skills exists among children when they begin school. Some students are able… (more)

Subjects/Keywords: Educational leadership

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

APA (6th Edition):

Brigg, P. (2017). A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,476016

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):

Brigg, Peter. “A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS.” 2017. Thesis, Temple University. Accessed October 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,476016.

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

MLA Handbook (7th Edition):

Brigg, Peter. “A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS.” 2017. Web. 22 Oct 2019.

Vancouver:

Brigg P. A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Oct 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,476016.

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

Council of Science Editors:

Brigg P. A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,476016

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


Temple University

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

Degree: 2018, Temple University

Educational Leadership

Ed.D.

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 October 22, 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. 22 Oct 2019.

Vancouver:

Branson-Davis KM. Activating the Power Within: Sponsorship Among Black Women Professionals. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Oct 22]. 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

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