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You searched for +publisher:"University of Arkansas" +contributor:("Ed Bengtson"). Showing records 1 – 30 of 34 total matches.

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University of Arkansas

1. Mascher, Elizabeth Ann. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2016, University of Arkansas

  The purpose of this study was to examine factors influencing participation in professional development designed to safeguard online course excellence and the impact on… (more)

Subjects/Keywords: Education; Confidence; Faculty; Online; Training; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Mascher, E. A. (2016). Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1626

Chicago Manual of Style (16th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1626.

MLA Handbook (7th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Web. 21 Sep 2019.

Vancouver:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1626.

Council of Science Editors:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1626


University of Arkansas

2. Wheeler, Amber Dee. Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study is to explore the perceptions of parents and teachers regarding the success of a standards-based grading initiative in meeting… (more)

Subjects/Keywords: Education; Assessments; Grade cards; Grading; Parent involvement; Report cards; Standards; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Wheeler, A. D. (2017). Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1880

Chicago Manual of Style (16th Edition):

Wheeler, Amber Dee. “Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1880.

MLA Handbook (7th Edition):

Wheeler, Amber Dee. “Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success.” 2017. Web. 21 Sep 2019.

Vancouver:

Wheeler AD. Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1880.

Council of Science Editors:

Wheeler AD. Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1880


University of Arkansas

3. Dalgarn, Joe. The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  Increasing the independence of individuals with severe disabilities is of increasing concern to schools and federal agencies. Improving quality of life for high needs… (more)

Subjects/Keywords: Education; Education; Independent living; Low incident disability; Severe disabilities; Special education; Transition; Disability and Equity in Education; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

Dalgarn, J. (2017). The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1885

Chicago Manual of Style (16th Edition):

Dalgarn, Joe. “The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1885.

MLA Handbook (7th Edition):

Dalgarn, Joe. “The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas.” 2017. Web. 21 Sep 2019.

Vancouver:

Dalgarn J. The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1885.

Council of Science Editors:

Dalgarn J. The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1885


University of Arkansas

4. Durborow, Angela Denean. Factors Contributing to the Problem of Student Absenteeism in a Rural School.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  Student attendance would seem to be a vital link in measuring student success in school. If students are not in school, they miss instruction… (more)

Subjects/Keywords: Education; Abesenteeism; Rural communities; Truancy; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Durborow, A. D. (2017). Factors Contributing to the Problem of Student Absenteeism in a Rural School. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1887

Chicago Manual of Style (16th Edition):

Durborow, Angela Denean. “Factors Contributing to the Problem of Student Absenteeism in a Rural School.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1887.

MLA Handbook (7th Edition):

Durborow, Angela Denean. “Factors Contributing to the Problem of Student Absenteeism in a Rural School.” 2017. Web. 21 Sep 2019.

Vancouver:

Durborow AD. Factors Contributing to the Problem of Student Absenteeism in a Rural School. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1887.

Council of Science Editors:

Durborow AD. Factors Contributing to the Problem of Student Absenteeism in a Rural School. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1887


University of Arkansas

5. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 21 Sep 2019.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2625


University of Arkansas

6. Suarez, Anthony. A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses.

Degree: PhD, 2018, University of Arkansas

  Research involving married doctoral students has suggested that they face a unique set of circumstances that include benefits, challenges, and changes. Additional research has… (more)

Subjects/Keywords: Counselor Education; Married Doctoral Students; Married Graduate Students; Non-student Spouses; Phenomenology; Counselor Education; Marriage and Family Therapy and Counseling; Psychiatric and Mental Health

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APA (6th Edition):

Suarez, A. (2018). A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2631

Chicago Manual of Style (16th Edition):

Suarez, Anthony. “A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2631.

MLA Handbook (7th Edition):

Suarez, Anthony. “A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses.” 2018. Web. 21 Sep 2019.

Vancouver:

Suarez A. A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2631.

Council of Science Editors:

Suarez A. A Phenomenological Inquiry into the Shared Lived Experience of Married Male Doctoral Students in Counselor Education and Their Non-Student Spouses. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2631


University of Arkansas

7. Clemensen, Jason Michael. The Perceived Effectiveness of One-to-One Technology in Smallwood High School.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  Administrator, teacher, and student perceptions of one-to-one technology were studied in a single case study approach at one rural Midwest high school. Interviews were… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Clemensen, J. M. (2018). The Perceived Effectiveness of One-to-One Technology in Smallwood High School. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2639

Chicago Manual of Style (16th Edition):

Clemensen, Jason Michael. “The Perceived Effectiveness of One-to-One Technology in Smallwood High School.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2639.

MLA Handbook (7th Edition):

Clemensen, Jason Michael. “The Perceived Effectiveness of One-to-One Technology in Smallwood High School.” 2018. Web. 21 Sep 2019.

Vancouver:

Clemensen JM. The Perceived Effectiveness of One-to-One Technology in Smallwood High School. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2639.

Council of Science Editors:

Clemensen JM. The Perceived Effectiveness of One-to-One Technology in Smallwood High School. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2639


University of Arkansas

8. Bronn, Bryan. Tapping the Voices of Learners for Authentic Student Engagement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study was to examine the problem of practice of the decline in student engagement from the perceptions of secondary school… (more)

Subjects/Keywords: Engagement; Learner Agency; Learner-Centered; Learning Environment; Personalized Learning; Voice; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Bronn, B. (2018). Tapping the Voices of Learners for Authentic Student Engagement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2660

Chicago Manual of Style (16th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2660.

MLA Handbook (7th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Web. 21 Sep 2019.

Vancouver:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2660.

Council of Science Editors:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2660


University of Arkansas

9. Turk, Megan. A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution.

Degree: PhD, 2018, University of Arkansas

  In comparison to heterosexual counterparts, sexual minority student-athletes are two times more likely to experience harassment, more negative climates, report feeling deliberately ignored or… (more)

Subjects/Keywords: Collegiate Athlete Experience; Diversity; Inclusion; LGBTQ; Student-Athlete; Gender and Sexuality; Lesbian, Gay, Bisexual, and Transgender Studies; Sports Management

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APA (6th Edition):

Turk, M. (2018). A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2843

Chicago Manual of Style (16th Edition):

Turk, Megan. “A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2843.

MLA Handbook (7th Edition):

Turk, Megan. “A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution.” 2018. Web. 21 Sep 2019.

Vancouver:

Turk M. A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2843.

Council of Science Editors:

Turk M. A Case Study: Inclusion of Student-Athletes Who Identify as Sexual Minority at an NCAA Division I Institution. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2843


University of Arkansas

10. Cook, Joshua Justin. The Relationship Between Mental Health and Ultra-Running: A Case Study.

Degree: PhD, 2018, University of Arkansas

  This instrumental case study sought to explore the relationship between ultra-running and mental health through the lived experiences of a single participant who self-identifies… (more)

Subjects/Keywords: Counseling; Exercise Dependency; Mental Health; Running; Ultra-running; Exercise Science; Psychiatric and Mental Health

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APA (6th Edition):

Cook, J. J. (2018). The Relationship Between Mental Health and Ultra-Running: A Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2850

Chicago Manual of Style (16th Edition):

Cook, Joshua Justin. “The Relationship Between Mental Health and Ultra-Running: A Case Study.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2850.

MLA Handbook (7th Edition):

Cook, Joshua Justin. “The Relationship Between Mental Health and Ultra-Running: A Case Study.” 2018. Web. 21 Sep 2019.

Vancouver:

Cook JJ. The Relationship Between Mental Health and Ultra-Running: A Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2850.

Council of Science Editors:

Cook JJ. The Relationship Between Mental Health and Ultra-Running: A Case Study. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2850


University of Arkansas

11. Betton, Sherri. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  Research has shown that early adolescents continue to need literacy development in middle school. Furthermore, states that adopted the current comprehensive school reform policy… (more)

Subjects/Keywords: Early Adolescents; Implementation; Leadership; Literacy; Mandated Change; Standards; Educational Leadership; Language and Literacy Education

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APA (6th Edition):

Betton, S. (2018). From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2910

Chicago Manual of Style (16th Edition):

Betton, Sherri. “From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2910.

MLA Handbook (7th Edition):

Betton, Sherri. “From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.” 2018. Web. 21 Sep 2019.

Vancouver:

Betton S. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2910.

Council of Science Editors:

Betton S. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2910


University of Arkansas

12. Hunt, Jeffrey. Teacher Agency and the Implementation of Restorative Justice.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this mixed methods study was to examine the implementation of Restorative Justice in an urban central California high school through the… (more)

Subjects/Keywords: Campus Climate; Implementation; Instructional Leadership; Restorative Justice; Restorative Practices; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Hunt, J. (2018). Teacher Agency and the Implementation of Restorative Justice. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2965

Chicago Manual of Style (16th Edition):

Hunt, Jeffrey. “Teacher Agency and the Implementation of Restorative Justice.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2965.

MLA Handbook (7th Edition):

Hunt, Jeffrey. “Teacher Agency and the Implementation of Restorative Justice.” 2018. Web. 21 Sep 2019.

Vancouver:

Hunt J. Teacher Agency and the Implementation of Restorative Justice. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2965.

Council of Science Editors:

Hunt J. Teacher Agency and the Implementation of Restorative Justice. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2965


University of Arkansas

13. Ashley, Andrew Kenneth. Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this phenomenological study was to examine working-class graduates’ perceptions of The 7 Habits of Highly Effective Teens training. This purpose was… (more)

Subjects/Keywords: Character Education; Grit; Social-Emotional Learning; Teacher Perspective; The 7 Habits of Highly Effective Teens; Working-Class Student; Curriculum and Instruction; Educational Leadership; Secondary Education

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APA (6th Edition):

Ashley, A. K. (2018). Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3009

Chicago Manual of Style (16th Edition):

Ashley, Andrew Kenneth. “Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3009.

MLA Handbook (7th Edition):

Ashley, Andrew Kenneth. “Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success.” 2018. Web. 21 Sep 2019.

Vancouver:

Ashley AK. Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3009.

Council of Science Editors:

Ashley AK. Working-Class Graduates’ Perceptions of The 7 Habits of Highly Effective Teens Training and Its Impact on Their Life Choices and Future Success. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3009


University of Arkansas

14. Brace, Christopher Shane. Burning Community Integration and Disability.

Degree: PhD, 2018, University of Arkansas

  Individuals with anxiety and depression have always been marginalized and stigmatized. Individuals with “hidden” disabilities are encouraged by society to keep them hidden, or… (more)

Subjects/Keywords: Burning Man; Disability; Ethnography; Festival; Qualitative; Social Network; Accessibility; Community-Based Research; Community Psychology; Social Psychology

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APA (6th Edition):

Brace, C. S. (2018). Burning Community Integration and Disability. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3010

Chicago Manual of Style (16th Edition):

Brace, Christopher Shane. “Burning Community Integration and Disability.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3010.

MLA Handbook (7th Edition):

Brace, Christopher Shane. “Burning Community Integration and Disability.” 2018. Web. 21 Sep 2019.

Vancouver:

Brace CS. Burning Community Integration and Disability. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3010.

Council of Science Editors:

Brace CS. Burning Community Integration and Disability. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3010


University of Arkansas

15. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 21 Sep 2019.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057


University of Arkansas

16. Duewel, Rena A. Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this qualitative study was to examine the phenomenon of teacher perception and their understanding of progress monitoring throughout a longitudinal assessment… (more)

Subjects/Keywords: Longitudinal Assessment System; Progress Monitoring; Teacher Perception; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Educational Psychology; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Duewel, R. A. (2018). Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3116

Chicago Manual of Style (16th Edition):

Duewel, Rena A. “Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3116.

MLA Handbook (7th Edition):

Duewel, Rena A. “Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System.” 2018. Web. 21 Sep 2019.

Vancouver:

Duewel RA. Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3116.

Council of Science Editors:

Duewel RA. Teacher Perception and Their Understanding of Progress Monitoring Throughout a Longitudinal Assessment System. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3116


University of Arkansas

17. Dawson, Michael John. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  The purpose of this qualitative study was to examine the leadership experiences and perspectives of five National Distinguished Elementary Principals (NDPs) from the Class… (more)

Subjects/Keywords: Education; Effective leadership; School leadership; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Dawson, M. J. (2015). A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1042

Chicago Manual of Style (16th Edition):

Dawson, Michael John. “A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1042.

MLA Handbook (7th Edition):

Dawson, Michael John. “A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.” 2015. Web. 21 Sep 2019.

Vancouver:

Dawson MJ. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1042.

Council of Science Editors:

Dawson MJ. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1042


University of Arkansas

18. Grauf, Christopher A. Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  Research suggests that hiring and retaining high quality teachers is probably the most important school related factor in providing a quality education for students,… (more)

Subjects/Keywords: Education; Teacher dismissal; Teacher evaluation; Teacher incompetence; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Grauf, C. A. (2015). Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1044

Chicago Manual of Style (16th Edition):

Grauf, Christopher A. “Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1044.

MLA Handbook (7th Edition):

Grauf, Christopher A. “Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri.” 2015. Web. 21 Sep 2019.

Vancouver:

Grauf CA. Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1044.

Council of Science Editors:

Grauf CA. Principals' Perceptions of Incompetent Teachers: Incidence Rates, Characteristics, and Barriers to Dismissal in Missouri. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1044


University of Arkansas

19. Dougan, Kelli. The Effects of Kindergarten Redshirting from a Parental Perspective.

Degree: PhD, 2014, University of Arkansas

  Kindergarten redshirting is the term used to describe the phenomenon where a parent chooses to keep their child from attending kindergarten so that the… (more)

Subjects/Keywords: Education; Kindergarten; Parents; Redshirting; Relative age; Education Policy; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Dougan, K. (2014). The Effects of Kindergarten Redshirting from a Parental Perspective. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1056

Chicago Manual of Style (16th Edition):

Dougan, Kelli. “The Effects of Kindergarten Redshirting from a Parental Perspective.” 2014. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1056.

MLA Handbook (7th Edition):

Dougan, Kelli. “The Effects of Kindergarten Redshirting from a Parental Perspective.” 2014. Web. 21 Sep 2019.

Vancouver:

Dougan K. The Effects of Kindergarten Redshirting from a Parental Perspective. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1056.

Council of Science Editors:

Dougan K. The Effects of Kindergarten Redshirting from a Parental Perspective. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/1056


University of Arkansas

20. Baker Garrett, Kimberly Lynn. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  The purpose of this multi-case study was to examine if there may be a perceived relationship between the size of the school and the… (more)

Subjects/Keywords: Education; Leadership behaviors; Principals; School size; Educational Leadership; Secondary Education and Teaching

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APA (6th Edition):

Baker Garrett, K. L. (2015). Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1099

Chicago Manual of Style (16th Edition):

Baker Garrett, Kimberly Lynn. “Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1099.

MLA Handbook (7th Edition):

Baker Garrett, Kimberly Lynn. “Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.” 2015. Web. 21 Sep 2019.

Vancouver:

Baker Garrett KL. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1099.

Council of Science Editors:

Baker Garrett KL. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1099


University of Arkansas

21. Methvin, Michael Todd. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  Teacher perceptions of factors that influence their own self-efficacy with using one-to-one technology during literacy instruction were examined through a multi-site, multi-subject case study.… (more)

Subjects/Keywords: Education; Educational technology; Instruction; Literacy; One-to-one technology; Teacher efficacy; Educational Leadership; Science and Technology Studies

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APA (6th Edition):

Methvin, M. T. (2015). Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1204

Chicago Manual of Style (16th Edition):

Methvin, Michael Todd. “Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1204.

MLA Handbook (7th Edition):

Methvin, Michael Todd. “Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction.” 2015. Web. 21 Sep 2019.

Vancouver:

Methvin MT. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1204.

Council of Science Editors:

Methvin MT. Teacher Perceptions of Factors Influencing Their Self-Efficacy with Using One-to-One Technology During Literacy Instruction. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1204


University of Arkansas

22. Perkins-Jacobs, Mary Valerie. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  School administrators who are able to implement technology in their schools must see themselves as technology leaders; they are enthusiastic when it comes to… (more)

Subjects/Keywords: Education; Perceptions of technology; Principal technology leadership; Technology; Technology implementation; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Education

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APA (6th Edition):

Perkins-Jacobs, M. V. (2015). Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1305

Chicago Manual of Style (16th Edition):

Perkins-Jacobs, Mary Valerie. “Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1305.

MLA Handbook (7th Edition):

Perkins-Jacobs, Mary Valerie. “Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.” 2015. Web. 21 Sep 2019.

Vancouver:

Perkins-Jacobs MV. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1305.

Council of Science Editors:

Perkins-Jacobs MV. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1305


University of Arkansas

23. Vicich, Jason. Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  This study examined the latest mandated government policy of the Common Core State Standards (CCSS) and the Partnership for Assessment of Readiness for College… (more)

Subjects/Keywords: Education; Common core state standards; Partnership for assessment of readiness for college and careers; Standards; Teachers; Curriculum and Instruction; Educational Leadership; Elementary Education and Teaching

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APA (6th Edition):

Vicich, J. (2015). Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1351

Chicago Manual of Style (16th Edition):

Vicich, Jason. “Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois.” 2015. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1351.

MLA Handbook (7th Edition):

Vicich, Jason. “Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois.” 2015. Web. 21 Sep 2019.

Vancouver:

Vicich J. Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1351.

Council of Science Editors:

Vicich J. Examining Teachers' Perceptions and Adaptations Related to the First-Year of Implementation of the Common Core State Standards in a Rural Elementary School in Central Illinois. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1351


University of Arkansas

24. Behrend, Bonni Alice. A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy.

Degree: PhD, 2016, University of Arkansas

  School Counselors are vital to a healthy school system. However, due to the multifaceted nature of the work, the role of an elementary school… (more)

Subjects/Keywords: Education; Elementary; Role amibiguity; School counseling; Self-efficacy; Elementary Education and Teaching; Student Counseling and Personnel Services

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APA (6th Edition):

Behrend, B. A. (2016). A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1464

Chicago Manual of Style (16th Edition):

Behrend, Bonni Alice. “A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy.” 2016. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1464.

MLA Handbook (7th Edition):

Behrend, Bonni Alice. “A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy.” 2016. Web. 21 Sep 2019.

Vancouver:

Behrend BA. A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1464.

Council of Science Editors:

Behrend BA. A Study Exploring Elementary School Counselor’s Experience of Self-Efficacy. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1464


University of Arkansas

25. Polk, Bridget Lynn. Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this grounded theory study was to describe characteristics and behaviors of school board members in Arkansas school districts where 50% or… (more)

Subjects/Keywords: Arkansas school board; Arkansas successful schools; Arkansas student achievement; School board; Successful schools; Student achievement; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Polk, B. L. (2017). Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1994

Chicago Manual of Style (16th Edition):

Polk, Bridget Lynn. “Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1994.

MLA Handbook (7th Edition):

Polk, Bridget Lynn. “Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts.” 2017. Web. 21 Sep 2019.

Vancouver:

Polk BL. Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1994.

Council of Science Editors:

Polk BL. Characteristics and Behaviors of School Board Members in "Grade A" Arkansas Public School Districts. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1994


University of Arkansas

26. Colbert, John L. Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  We expect all students to achieve and succeed in school, yet current data shows that 23.6% of African American students in Arkansas drop out… (more)

Subjects/Keywords: African American Experiences; African American Male; African American Male Drop Outs; Drop Outs; High School Drop outs; Phenomenon of Dropping out of High School; African American Studies; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Colbert, J. L. (2017). Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1998

Chicago Manual of Style (16th Edition):

Colbert, John L. “Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1998.

MLA Handbook (7th Edition):

Colbert, John L. “Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male.” 2017. Web. 21 Sep 2019.

Vancouver:

Colbert JL. Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1998.

Council of Science Editors:

Colbert JL. Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/1998


University of Arkansas

27. Adams, Jason. Writing for Keeps-Instruction and Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The study was conducted in a small rural Texas district. Students within the district were struggling with successful writing initiatives. Achievement and accountability within… (more)

Subjects/Keywords: Education; Writing; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Adams, J. (2017). Writing for Keeps-Instruction and Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2530

Chicago Manual of Style (16th Edition):

Adams, Jason. “Writing for Keeps-Instruction and Achievement.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2530.

MLA Handbook (7th Edition):

Adams, Jason. “Writing for Keeps-Instruction and Achievement.” 2017. Web. 21 Sep 2019.

Vancouver:

Adams J. Writing for Keeps-Instruction and Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2530.

Council of Science Editors:

Adams J. Writing for Keeps-Instruction and Achievement. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2530


University of Arkansas

28. Benton, Brandie Kay. The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences.

Degree: PhD, 2012, University of Arkansas

  At present, handheld devices and tablet computers are infiltrating public schools across the nation, the most popular model being the Apple iPad. Schools and… (more)

Subjects/Keywords: Education; Mobile device; Tablet computer; Teacher; Technology integration; iPad; Curriculum and Instruction; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Benton, B. K. (2012). The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/462

Chicago Manual of Style (16th Edition):

Benton, Brandie Kay. “The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences.” 2012. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/462.

MLA Handbook (7th Edition):

Benton, Brandie Kay. “The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences.” 2012. Web. 21 Sep 2019.

Vancouver:

Benton BK. The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/462.

Council of Science Editors:

Benton BK. The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/462


University of Arkansas

29. Lizar, Frankie Jo. The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at… (more)

Subjects/Keywords: Freshman Academy; High School; Interventions; K-12; Ninth Grade; Student Success; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Secondary Education

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

APA (6th Edition):

Lizar, F. J. (2017). The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2540

Chicago Manual of Style (16th Edition):

Lizar, Frankie Jo. “The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2540.

MLA Handbook (7th Edition):

Lizar, Frankie Jo. “The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy.” 2017. Web. 21 Sep 2019.

Vancouver:

Lizar FJ. The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2540.

Council of Science Editors:

Lizar FJ. The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2540


University of Arkansas

30. Peer, Diana. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2012, University of Arkansas

  A qualitative dissertation study was conducted to examine the impact of the Arkansas Leadership Academy's Master Principal Program through the perspective of those who… (more)

Subjects/Keywords: Education; Achievement; Arkansas Leadership Academy; Master Principal Program; Principal; Professional development; School culture; School leadership; Educational Leadership; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Peer, D. (2012). Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/617

Chicago Manual of Style (16th Edition):

Peer, Diana. “Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.” 2012. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/617.

MLA Handbook (7th Edition):

Peer, Diana. “Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.” 2012. Web. 21 Sep 2019.

Vancouver:

Peer D. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/617.

Council of Science Editors:

Peer D. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/617

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