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You searched for +publisher:"University of Arkansas" +contributor:("Kara Lasater"). Showing records 1 – 23 of 23 total matches.

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University of Arkansas

1. 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

2. 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

3. 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

4. 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

5. Harris, Tionanatasha Kairecia. Program Evaluation of Magnet Program Implementation.

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

  The purpose of this study was to examine the fidelity of the implementation of a magnet program at an area intermediate rural school. A… (more)

Subjects/Keywords: Magnet Program Implementation; Magnet Programs; Magnet Schools; Program Evaluation; Rural Magnet Programs; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Harris, T. K. (2018). Program Evaluation of Magnet Program Implementation. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2665

Chicago Manual of Style (16th Edition):

Harris, Tionanatasha Kairecia. “Program Evaluation of Magnet Program Implementation.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2665.

MLA Handbook (7th Edition):

Harris, Tionanatasha Kairecia. “Program Evaluation of Magnet Program Implementation.” 2018. Web. 21 Sep 2019.

Vancouver:

Harris TK. Program Evaluation of Magnet Program Implementation. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2665.

Council of Science Editors:

Harris TK. Program Evaluation of Magnet Program Implementation. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2665


University of Arkansas

6. Hutchens, Nathan Shelby. Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment.

Degree: MEd, Recreation and Sport Management (MEd), 2018, University of Arkansas

  Campus Recreation and its programs can be used as a way to combat the national trends of decreasing enrollment and retention (Weaver, Forte, &… (more)

Subjects/Keywords: Campus Recreation; Club Sports; Leadership; Sport Leadership; Student Organizations; Transformational Leadership; Higher Education; Sports Management; Sports Sciences; Sports Studies

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APA (6th Edition):

Hutchens, N. S. (2018). Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2749

Chicago Manual of Style (16th Edition):

Hutchens, Nathan Shelby. “Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment.” 2018. Masters Thesis, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2749.

MLA Handbook (7th Edition):

Hutchens, Nathan Shelby. “Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment.” 2018. Web. 21 Sep 2019.

Vancouver:

Hutchens NS. Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2749.

Council of Science Editors:

Hutchens NS. Transformational Leadership in Club Sports: An Instrument for Evaluation and Assessment. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2749


University of Arkansas

7. Sharp, Leslie Lynne. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.

Degree: PhD, 2018, University of Arkansas

  Teacher leadership, has been defined by many researchers as the answer to school improvement through the use of teacher leaders leading the effort in… (more)

Subjects/Keywords: Teacher Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Teacher Education and Professional Development

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APA (6th Edition):

Sharp, L. L. (2018). Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2755

Chicago Manual of Style (16th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2755.

MLA Handbook (7th Edition):

Sharp, Leslie Lynne. “Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative.” 2018. Web. 21 Sep 2019.

Vancouver:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2755.

Council of Science Editors:

Sharp LL. Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2755


University of Arkansas

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Fisher, Joseph D. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.

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

  This qualitative research study addressed the problem of motivating teachers to take on leadership roles in “low-performing” schools. Coupled with the high demands of… (more)

Subjects/Keywords: Low-performing Schools; Principal Leadership; Teacher Motivation; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Fisher, J. D. (2017). Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2537

Chicago Manual of Style (16th Edition):

Fisher, Joseph D. “Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2537.

MLA Handbook (7th Edition):

Fisher, Joseph D. “Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.” 2017. Web. 21 Sep 2019.

Vancouver:

Fisher JD. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2537.

Council of Science Editors:

Fisher JD. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2537


University of Arkansas

19. 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 (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

20. Pretz, Ben. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.

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

  The purpose of this study is to develop an empowered collegial school culture to systemically improve the function of the academic institution through the… (more)

Subjects/Keywords: Collegial; Culture; Positive Environment; Shared Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Pretz, B. (2017). The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2546

Chicago Manual of Style (16th Edition):

Pretz, Ben. “The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2546.

MLA Handbook (7th Edition):

Pretz, Ben. “The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.” 2017. Web. 21 Sep 2019.

Vancouver:

Pretz B. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2546.

Council of Science Editors:

Pretz B. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2546


University of Arkansas

21. Rollins, Joe R. College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation.

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

  This qualitative research study describes perceptions of Northwest Arkansas’ business, industry and post-secondary institutions as to the Don Tyson School of Innovation (DTSOI) and… (more)

Subjects/Keywords: Career Readiness; College Readiness; Personalized Learning; School Partnership; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Rollins, J. R. (2017). College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2547

Chicago Manual of Style (16th Edition):

Rollins, Joe R. “College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation.” 2017. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/2547.

MLA Handbook (7th Edition):

Rollins, Joe R. “College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation.” 2017. Web. 21 Sep 2019.

Vancouver:

Rollins JR. College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/2547.

Council of Science Editors:

Rollins JR. College and Career Ready through Personalized Learning: Business and Industry Perspective of the Don Tyson School of Innovation. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2547


University of Arkansas

22. Lewis, Dayna Kay. Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2019, University of Arkansas

  School districts across the United States are confronted with a shortage of highly qualified principal applicants, a situation compounded by a haphazard approach to… (more)

Subjects/Keywords: Administrator Responsibilities; Administrator Roles; Administrator Training; Elementary Assistant Principal; Elementary Principal; Elementary Principal Succession; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Lewis, D. K. (2019). Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3199

Chicago Manual of Style (16th Edition):

Lewis, Dayna Kay. “Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals.” 2019. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3199.

MLA Handbook (7th Edition):

Lewis, Dayna Kay. “Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals.” 2019. Web. 21 Sep 2019.

Vancouver:

Lewis DK. Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3199.

Council of Science Editors:

Lewis DK. Examining the Phenomenon of Elementary School Principal Succession Through the Perspectives and Experiences of Novice Principals. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3199


University of Arkansas

23. Ray, Joshua Brent. Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2019, University of Arkansas

  There is a potentially dangerous disassociation between human behavior, decision-making, and ethics and the notion that these fundamental aspects of what it means to… (more)

Subjects/Keywords: administrator; Arkansas; education; healthy educational leaders; human performance; principal; self care; self-care; sleep; Educational Leadership; Education Policy; Health Communication; Other Teacher Education and Professional Development; Public Health Education and Promotion

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

APA (6th Edition):

Ray, J. B. (2019). Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3275

Chicago Manual of Style (16th Edition):

Ray, Joshua Brent. “Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders.” 2019. Doctoral Dissertation, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/3275.

MLA Handbook (7th Edition):

Ray, Joshua Brent. “Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders.” 2019. Web. 21 Sep 2019.

Vancouver:

Ray JB. Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/3275.

Council of Science Editors:

Ray JB. Crumbling Foundations: The Case for Prioritizing Self-Care Among Educational Leaders. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3275

.