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You searched for +publisher:"University of Georgia" +contributor:("Linda Renzulli"). Showing records 1 – 8 of 8 total matches.

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University of Georgia

1. Paino, Maria Therese. Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007.

Degree: PhD, Sociology, 2013, University of Georgia

 For decades, educational scholars have claimed that public schools are loosely coupled organizations, but research does not fully address how schools create the coupling structure.… (more)

Subjects/Keywords: Loose Coupling

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APA (6th Edition):

Paino, M. T. (2013). Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/paino_maria_t_201312_phd

Chicago Manual of Style (16th Edition):

Paino, Maria Therese. “Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007.” 2013. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/paino_maria_t_201312_phd.

MLA Handbook (7th Edition):

Paino, Maria Therese. “Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007.” 2013. Web. 20 Mar 2019.

Vancouver:

Paino MT. Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/paino_maria_t_201312_phd.

Council of Science Editors:

Paino MT. Loose to tight coupling: the causes and consequences of organizational structure on schools, teachers, and students, 1987-2007. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/paino_maria_t_201312_phd


University of Georgia

2. Bradley, Christen Lynn. The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout.

Degree: MA, Sociology, 2008, University of Georgia

 While we do know that some groups of students are more likely to drop out than others, dropout is a complex process, and currently no… (more)

Subjects/Keywords: Dropout

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

APA (6th Edition):

Bradley, C. L. (2008). The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bradley_christen_l_200805_ma

Chicago Manual of Style (16th Edition):

Bradley, Christen Lynn. “The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout.” 2008. Masters Thesis, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/bradley_christen_l_200805_ma.

MLA Handbook (7th Edition):

Bradley, Christen Lynn. “The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout.” 2008. Web. 20 Mar 2019.

Vancouver:

Bradley CL. The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/bradley_christen_l_200805_ma.

Council of Science Editors:

Bradley CL. The complexity of non-completion: disparate effects of race/ethnicity and gender in push and pull models of student dropout. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/bradley_christen_l_200805_ma


University of Georgia

3. Paino, Maria Therese. Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement.

Degree: MA, Sociology, 2008, University of Georgia

 Past research notes the positive effects of computers on academic achievement. These outcomes may be a result of processes related to human capital investments. Or,… (more)

Subjects/Keywords: Cultural Capital

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APA (6th Edition):

Paino, M. T. (2008). Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/paino_maria_t_200805_ma

Chicago Manual of Style (16th Edition):

Paino, Maria Therese. “Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement.” 2008. Masters Thesis, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/paino_maria_t_200805_ma.

MLA Handbook (7th Edition):

Paino, Maria Therese. “Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement.” 2008. Web. 20 Mar 2019.

Vancouver:

Paino MT. Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/paino_maria_t_200805_ma.

Council of Science Editors:

Paino MT. Investment in skills or teachers' perceptions?: the direct and indirect effects of computer use on math achievement. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/paino_maria_t_200805_ma


University of Georgia

4. Boylan, Rebecca Lynne. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.

Degree: PhD, Sociology, 2017, University of Georgia

 Access to higher education has increased in recent decades; however, increased access has not led to parallel increases in degree completion among all types of… (more)

Subjects/Keywords: Educational Transitions; Higher Education; Status Attainment; Stratification; Optimal Matching Sequence Analysis

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APA (6th Edition):

Boylan, R. L. (2017). Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37121

Chicago Manual of Style (16th Edition):

Boylan, Rebecca Lynne. “Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://hdl.handle.net/10724/37121.

MLA Handbook (7th Edition):

Boylan, Rebecca Lynne. “Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.” 2017. Web. 20 Mar 2019.

Vancouver:

Boylan RL. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10724/37121.

Council of Science Editors:

Boylan RL. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37121


University of Georgia

5. Boylan, Rebecca Lynne. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.

Degree: PhD, Sociology, 2017, University of Georgia

 Access to higher education has increased in recent decades; however, increased access has not led to parallel increases in degree completion among all types of… (more)

Subjects/Keywords: Educational Transitions; Higher Education; Status Attainment; Stratification; Optimal Matching Sequence Analysis

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

APA (6th Edition):

Boylan, R. L. (2017). Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37278

Chicago Manual of Style (16th Edition):

Boylan, Rebecca Lynne. “Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.” 2017. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://hdl.handle.net/10724/37278.

MLA Handbook (7th Edition):

Boylan, Rebecca Lynne. “Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment.” 2017. Web. 20 Mar 2019.

Vancouver:

Boylan RL. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10724/37278.

Council of Science Editors:

Boylan RL. Pathways through education: the effect of individual and state level factors on postsecondary trajectories and attainment. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37278

6. Long, Christen Bradley. For-profits evolving: an examination of the changing landscape of for-profit higher education.

Degree: PhD, Sociology, 2013, University of Georgia

 In the past two decades, higher education in the United States has seen the advent of a new and controversial development: the introduction and growth… (more)

Subjects/Keywords: Higher Education

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

APA (6th Edition):

Long, C. B. (2013). For-profits evolving: an examination of the changing landscape of for-profit higher education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/long_christen_b_201305_phd

Chicago Manual of Style (16th Edition):

Long, Christen Bradley. “For-profits evolving: an examination of the changing landscape of for-profit higher education.” 2013. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/long_christen_b_201305_phd.

MLA Handbook (7th Edition):

Long, Christen Bradley. “For-profits evolving: an examination of the changing landscape of for-profit higher education.” 2013. Web. 20 Mar 2019.

Vancouver:

Long CB. For-profits evolving: an examination of the changing landscape of for-profit higher education. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/long_christen_b_201305_phd.

Council of Science Editors:

Long CB. For-profits evolving: an examination of the changing landscape of for-profit higher education. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/long_christen_b_201305_phd

7. Boylan, Rebecca Lynne. Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment.

Degree: MA, Sociology, 2012, University of Georgia

 Students drop out of school for a wide variety of reasons. The act of dropping out of school, however, does not necessarily entail the end… (more)

Subjects/Keywords: High School Dropout

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Boylan, R. L. (2012). Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/boylan_rebecca_l_201212_ma

Chicago Manual of Style (16th Edition):

Boylan, Rebecca Lynne. “Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment.” 2012. Masters Thesis, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/boylan_rebecca_l_201212_ma.

MLA Handbook (7th Edition):

Boylan, Rebecca Lynne. “Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment.” 2012. Web. 20 Mar 2019.

Vancouver:

Boylan RL. Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment. [Internet] [Masters thesis]. University of Georgia; 2012. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/boylan_rebecca_l_201212_ma.

Council of Science Editors:

Boylan RL. Returning to high school after dropout: the influence of push and pull reasons on subsequent reengagment. [Masters Thesis]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/boylan_rebecca_l_201212_ma


University of Georgia

8. Johnson, Jessie Lynn. With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction.

Degree: MA, Sociology, 2005, University of Georgia

 Many studies have explored the effects of workplace support and student misbehavior on teachers’ job satisfaction independently, however, no prior research has considered the relationship… (more)

Subjects/Keywords: Teacher job satisfaction

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

APA (6th Edition):

Johnson, J. L. (2005). With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/johnson_jessie_l_200505_ma

Chicago Manual of Style (16th Edition):

Johnson, Jessie Lynn. “With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction.” 2005. Masters Thesis, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/johnson_jessie_l_200505_ma.

MLA Handbook (7th Edition):

Johnson, Jessie Lynn. “With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction.” 2005. Web. 20 Mar 2019.

Vancouver:

Johnson JL. With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_jessie_l_200505_ma.

Council of Science Editors:

Johnson JL. With a little help from my principal: student discipline problems, workplace support, and teachers' job satisfaction. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/johnson_jessie_l_200505_ma

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