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You searched for +publisher:"University of Georgia" +contributor:("Sally Zepeda"). Showing records 1 – 25 of 25 total matches.

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University of Georgia

1. Wang, Feiye. The development of Backbone Teachers as teacher leaders in Mainland China.

Degree: PhD, Educational Administration and Policy, 2013, University of Georgia

 The goal of this research was to explore the development of teacher leadership in two public middle schools in Mainland China. The practices and impact… (more)

Subjects/Keywords: Backbone Teacher

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APA (6th Edition):

Wang, F. (2013). The development of Backbone Teachers as teacher leaders in Mainland China. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd

Chicago Manual of Style (16th Edition):

Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.

MLA Handbook (7th Edition):

Wang, Feiye. “The development of Backbone Teachers as teacher leaders in Mainland China.” 2013. Web. 12 Nov 2019.

Vancouver:

Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd.

Council of Science Editors:

Wang F. The development of Backbone Teachers as teacher leaders in Mainland China. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/wang_feiye_201308_phd


University of Georgia

2. Hunt, Melvin E. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.

Degree: EdD, Educational Leadership, 2008, University of Georgia

 The purpose of this study was to document and to describe events surrounding the history of the Department of Curriculum and Supervision in the College… (more)

Subjects/Keywords: History of supervision

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APA (6th Edition):

Hunt, M. E. (2008). A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd

Chicago Manual of Style (16th Edition):

Hunt, Melvin E. “A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.” 2008. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd.

MLA Handbook (7th Edition):

Hunt, Melvin E. “A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991.” 2008. Web. 12 Nov 2019.

Vancouver:

Hunt ME. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd.

Council of Science Editors:

Hunt ME. A history of the Department of Curriculum and Supervision at the University of Georgia 1968-1991. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/hunt_melvin_e_200812_edd


University of Georgia

3. Bolen, Susan Hare. Peer observation and learning community as instructional supports: beginning teachers' perspectives.

Degree: PhD, Elementary Education, 2009, University of Georgia

 The purpose of this study was to develop deeper understandings about what happened when peer observation and a learning community were offered as an instructional… (more)

Subjects/Keywords: Beginning Teachers

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APA (6th Edition):

Bolen, S. H. (2009). Peer observation and learning community as instructional supports: beginning teachers' perspectives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd

Chicago Manual of Style (16th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

MLA Handbook (7th Edition):

Bolen, Susan Hare. “Peer observation and learning community as instructional supports: beginning teachers' perspectives.” 2009. Web. 12 Nov 2019.

Vancouver:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd.

Council of Science Editors:

Bolen SH. Peer observation and learning community as instructional supports: beginning teachers' perspectives. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/bolen_susan_h_200908_phd


University of Georgia

4. Davis, Elvis Bernard. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.

Degree: EdD, Educational Leadership, 2009, University of Georgia

 The purpose of this study was to examine the perspectives of an elementary school principal whose school did not make adequate yearly progress for three… (more)

Subjects/Keywords: Elementary School Principals

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APA (6th Edition):

Davis, E. B. (2009). A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd

Chicago Manual of Style (16th Edition):

Davis, Elvis Bernard. “A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.” 2009. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd.

MLA Handbook (7th Edition):

Davis, Elvis Bernard. “A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia.” 2009. Web. 12 Nov 2019.

Vancouver:

Davis EB. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd.

Council of Science Editors:

Davis EB. A case study: the perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/davis_elvis_b_200912_edd


University of Georgia

5. Bengtson, Edwin Glenn. Examining principal succession: perspectives of principals and central office leaders.

Degree: PhD, Educational Administration and Policy, 2010, University of Georgia

 The purpose of this study was to examine how one school system experienced succession. The goals of the study were to identify the nature, characteristics,… (more)

Subjects/Keywords: Principal succession

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APA (6th Edition):

Bengtson, E. G. (2010). Examining principal succession: perspectives of principals and central office leaders. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bengtson_edwin_g_201005_phd

Chicago Manual of Style (16th Edition):

Bengtson, Edwin Glenn. “Examining principal succession: perspectives of principals and central office leaders.” 2010. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/bengtson_edwin_g_201005_phd.

MLA Handbook (7th Edition):

Bengtson, Edwin Glenn. “Examining principal succession: perspectives of principals and central office leaders.” 2010. Web. 12 Nov 2019.

Vancouver:

Bengtson EG. Examining principal succession: perspectives of principals and central office leaders. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/bengtson_edwin_g_201005_phd.

Council of Science Editors:

Bengtson EG. Examining principal succession: perspectives of principals and central office leaders. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/bengtson_edwin_g_201005_phd


University of Georgia

6. Teitelbaum, Deborah Lynn. What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors.

Degree: PhD, Educational Administration and Policy, 2010, University of Georgia

 The purpose of this study was to determine what occurs during postobservation conferences between teachers and supervisors, what meanings and understandings each participant constructs from… (more)

Subjects/Keywords: postobservation conference

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APA (6th Edition):

Teitelbaum, D. L. (2010). What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/teitelbaum_deborah_l_201008_phd

Chicago Manual of Style (16th Edition):

Teitelbaum, Deborah Lynn. “What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors.” 2010. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/teitelbaum_deborah_l_201008_phd.

MLA Handbook (7th Edition):

Teitelbaum, Deborah Lynn. “What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors.” 2010. Web. 12 Nov 2019.

Vancouver:

Teitelbaum DL. What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/teitelbaum_deborah_l_201008_phd.

Council of Science Editors:

Teitelbaum DL. What are you trying not to say?: meaning-making and (mis)understandings in postobservation conferences between high school teachers and their supervisors. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/teitelbaum_deborah_l_201008_phd


University of Georgia

7. Causey, Kelly Katherine Nagle. Principals’ perspectives of the issues and barriers of working with marginal teachers.

Degree: EdD, Educational Leadership, 2010, University of Georgia

 The purpose of this study was to examine the perspectives of five elementary principals related to the issues and barriers they have encountered when working… (more)

Subjects/Keywords: Marginal teachers

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APA (6th Edition):

Causey, K. K. N. (2010). Principals’ perspectives of the issues and barriers of working with marginal teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd

Chicago Manual of Style (16th Edition):

Causey, Kelly Katherine Nagle. “Principals’ perspectives of the issues and barriers of working with marginal teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd.

MLA Handbook (7th Edition):

Causey, Kelly Katherine Nagle. “Principals’ perspectives of the issues and barriers of working with marginal teachers.” 2010. Web. 12 Nov 2019.

Vancouver:

Causey KKN. Principals’ perspectives of the issues and barriers of working with marginal teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd.

Council of Science Editors:

Causey KKN. Principals’ perspectives of the issues and barriers of working with marginal teachers. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/causey_kelly_k_201012_edd


University of Georgia

8. Wynne, Stefanie C. Job-embedded learning: how teachers learn from one another during the workday.

Degree: PhD, Educational Administration and Policy, 2010, University of Georgia

 The purpose of this study was to examine the learning which occurs among teachers in a high performing middle school in the state of Georgia.… (more)

Subjects/Keywords: Educational administration and policy

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APA (6th Edition):

Wynne, S. C. (2010). Job-embedded learning: how teachers learn from one another during the workday. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd

Chicago Manual of Style (16th Edition):

Wynne, Stefanie C. “Job-embedded learning: how teachers learn from one another during the workday.” 2010. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd.

MLA Handbook (7th Edition):

Wynne, Stefanie C. “Job-embedded learning: how teachers learn from one another during the workday.” 2010. Web. 12 Nov 2019.

Vancouver:

Wynne SC. Job-embedded learning: how teachers learn from one another during the workday. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd.

Council of Science Editors:

Wynne SC. Job-embedded learning: how teachers learn from one another during the workday. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd


University of Georgia

9. Jones, Peter Andrew. Exploring how high school social studies teachers think about academic rigor: a case study.

Degree: EdD, Educational Leadership, 2014, University of Georgia

 This qualitative study examined how four social studies teachers in one suburban high school conceptualized "academic rigor," and how they implemented rigor in their classrooms.… (more)

Subjects/Keywords: Academic Rigor

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APA (6th Edition):

Jones, P. A. (2014). Exploring how high school social studies teachers think about academic rigor: a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_peter_a_201408_edd

Chicago Manual of Style (16th Edition):

Jones, Peter Andrew. “Exploring how high school social studies teachers think about academic rigor: a case study.” 2014. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/jones_peter_a_201408_edd.

MLA Handbook (7th Edition):

Jones, Peter Andrew. “Exploring how high school social studies teachers think about academic rigor: a case study.” 2014. Web. 12 Nov 2019.

Vancouver:

Jones PA. Exploring how high school social studies teachers think about academic rigor: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_peter_a_201408_edd.

Council of Science Editors:

Jones PA. Exploring how high school social studies teachers think about academic rigor: a case study. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/jones_peter_a_201408_edd


University of Georgia

10. Berens, Michael Ryan. Change at the top: headmasters' perspectives on technology integration and independent school leadership.

Degree: EdD, Educational Leadership, 2015, University of Georgia

 Given the current educational climate regarding the use of technology in schools, the purpose of this study was to discover the perspectives of four headmasters… (more)

Subjects/Keywords: 21st Century learning and leadership for headmasters

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APA (6th Edition):

Berens, M. R. (2015). Change at the top: headmasters' perspectives on technology integration and independent school leadership. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd

Chicago Manual of Style (16th Edition):

Berens, Michael Ryan. “Change at the top: headmasters' perspectives on technology integration and independent school leadership.” 2015. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd.

MLA Handbook (7th Edition):

Berens, Michael Ryan. “Change at the top: headmasters' perspectives on technology integration and independent school leadership.” 2015. Web. 12 Nov 2019.

Vancouver:

Berens MR. Change at the top: headmasters' perspectives on technology integration and independent school leadership. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd.

Council of Science Editors:

Berens MR. Change at the top: headmasters' perspectives on technology integration and independent school leadership. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd


University of Georgia

11. Thompson, Matthew Edward. Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia.

Degree: EdD, Educational Leadership, 2015, University of Georgia

 This study sought to better understand the impact of the Great Recession of 2008 on school district performance in Georgia. Specifically, the relationship between school… (more)

Subjects/Keywords: Education Economics

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APA (6th Edition):

Thompson, M. E. (2015). Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/thompson_matthew_e_201505_edd

Chicago Manual of Style (16th Edition):

Thompson, Matthew Edward. “Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia.” 2015. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/thompson_matthew_e_201505_edd.

MLA Handbook (7th Edition):

Thompson, Matthew Edward. “Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia.” 2015. Web. 12 Nov 2019.

Vancouver:

Thompson ME. Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/thompson_matthew_e_201505_edd.

Council of Science Editors:

Thompson ME. Can more really be done with less?: the impact of the Great Recession on school district efficiency in Georgia. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/thompson_matthew_e_201505_edd

12. Meyers, Dawn Suzanne. Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy.

Degree: EdD, Educational Leadership, 2013, University of Georgia

 The conversation on family engagement in school has stopped short of answering questions of educators’ perceptions about their experiences with home visitation as a mode… (more)

Subjects/Keywords: Appreciative Inquiry

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APA (6th Edition):

Meyers, D. S. (2013). Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meyers_dawn_s_201305_edd

Chicago Manual of Style (16th Edition):

Meyers, Dawn Suzanne. “Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy.” 2013. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/meyers_dawn_s_201305_edd.

MLA Handbook (7th Edition):

Meyers, Dawn Suzanne. “Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy.” 2013. Web. 12 Nov 2019.

Vancouver:

Meyers DS. Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/meyers_dawn_s_201305_edd.

Council of Science Editors:

Meyers DS. Teachers become learners: a study of educator perspectives on home visitation as a family engagement strategy. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/meyers_dawn_s_201305_edd

13. Brown, Philip Melvin. An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice.

Degree: PhD, Middle School Education, 2013, University of Georgia

 This qualitative study was an examination into Freire’s theory of problem-posing pedagogy. The purpose of the study was to explore the perception of teachers implementing… (more)

Subjects/Keywords: Problem-posing pedagogy

…represent myself as a scholar. Thanks to Dr. Gayle Andrews and Dr. Sally Zepeda for agreeing to… 

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APA (6th Edition):

Brown, P. M. (2013). An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brown_philip_m_201308_phd

Chicago Manual of Style (16th Edition):

Brown, Philip Melvin. “An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice.” 2013. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/brown_philip_m_201308_phd.

MLA Handbook (7th Edition):

Brown, Philip Melvin. “An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice.” 2013. Web. 12 Nov 2019.

Vancouver:

Brown PM. An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/brown_philip_m_201308_phd.

Council of Science Editors:

Brown PM. An examination of Freire’s notion of problem-posing pedagogy: the experiences of three middle school teachers implementing theory into practice. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/brown_philip_m_201308_phd

14. Akram, Muhammad. The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan.

Degree: PhD, Educational Administration and Policy, 2012, University of Georgia

 ABSTRACT The purpose of this study was to investigate the relationship between teacher evaluation scores and student achievement in English and mathematics in Pakistan. The… (more)

Subjects/Keywords: Teacher evaluation

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APA (6th Edition):

Akram, M. (2012). The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/akram_muhammad_201212_phd

Chicago Manual of Style (16th Edition):

Akram, Muhammad. “The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan.” 2012. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/akram_muhammad_201212_phd.

MLA Handbook (7th Edition):

Akram, Muhammad. “The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan.” 2012. Web. 12 Nov 2019.

Vancouver:

Akram M. The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/akram_muhammad_201212_phd.

Council of Science Editors:

Akram M. The relationship between teacher evaluation scores and student achievement in English and mathematics: evidence from Pakistan. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/akram_muhammad_201212_phd

15. Jimenez, Albert Manuel. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox.

Degree: PhD, Educational Administration and Policy, 2014, University of Georgia

 The purpose of this study was to investigate the processes and procedures impacting the validation and the establishment of inter-rater reliability of observation instruments used… (more)

Subjects/Keywords: Classroom Observation Instruments

University of Georgia. This system is one that addresses the requirements of RTTT by evaluating… …CCSD and Professor Sally Zepeda, a teacher supervision and evaluation expert at the… 

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APA (6th Edition):

Jimenez, A. M. (2014). Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jimenez_albert_m_201405_phd

Chicago Manual of Style (16th Edition):

Jimenez, Albert Manuel. “Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox.” 2014. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/jimenez_albert_m_201405_phd.

MLA Handbook (7th Edition):

Jimenez, Albert Manuel. “Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox.” 2014. Web. 12 Nov 2019.

Vancouver:

Jimenez AM. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/jimenez_albert_m_201405_phd.

Council of Science Editors:

Jimenez AM. Assessing the inter-rater reliability of a system-wide teacher evaluation observation instrument: moving beyond the kappa paradox. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/jimenez_albert_m_201405_phd

16. Bowling, Bradford Gregg. Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group.

Degree: EdD, Educational Leadership, 2014, University of Georgia

 The purpose of this study was to understand a middle school Men’s Group as a program for low-socioeconomic adolescent African-American and Hispanic males, and to… (more)

Subjects/Keywords: Programs for at-risk middle school students

…participants and to maintain ethical reporting considerations as established by the University of… …Georgia Institutional Review Board. 9 all male groups, but brought attention for the need for… 

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APA (6th Edition):

Bowling, B. G. (2014). Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bowling_bradford_g_201405_edd

Chicago Manual of Style (16th Edition):

Bowling, Bradford Gregg. “Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group.” 2014. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/bowling_bradford_g_201405_edd.

MLA Handbook (7th Edition):

Bowling, Bradford Gregg. “Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group.” 2014. Web. 12 Nov 2019.

Vancouver:

Bowling BG. Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/bowling_bradford_g_201405_edd.

Council of Science Editors:

Bowling BG. Calculated risk, considering response: a case study of at-risk adolescent males in a middle school Men’s Group. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/bowling_bradford_g_201405_edd

17. Bollier, Timothy Dean. Formal principal mentorship on high school assistant principals: a case study.

Degree: EdD, Educational Leadership, 2012, University of Georgia

 The purpose of this study was to examine how formal assistant principal mentorship impacts school leadership. A qualitative case study was used to understand how… (more)

Subjects/Keywords: Formal Assistant Principal Mentorship

…helped me complete this study. To Dr. Sally Zepeda, I thank you for your constant support and… 

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

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APA (6th Edition):

Bollier, T. D. (2012). Formal principal mentorship on high school assistant principals: a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bollier_timothy_d_201212_edd

Chicago Manual of Style (16th Edition):

Bollier, Timothy Dean. “Formal principal mentorship on high school assistant principals: a case study.” 2012. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/bollier_timothy_d_201212_edd.

MLA Handbook (7th Edition):

Bollier, Timothy Dean. “Formal principal mentorship on high school assistant principals: a case study.” 2012. Web. 12 Nov 2019.

Vancouver:

Bollier TD. Formal principal mentorship on high school assistant principals: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/bollier_timothy_d_201212_edd.

Council of Science Editors:

Bollier TD. Formal principal mentorship on high school assistant principals: a case study. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/bollier_timothy_d_201212_edd

18. Parylo, Oksana. Connecting principal succession and professional learning: a cross-case analysis.

Degree: PhD, Educational Administration and Policy, 2012, University of Georgia

 The purpose of this interpretative qualitative study was to explore the connections between principal succession and professional learning through the analysis of the current practices… (more)

Subjects/Keywords: Principal succession

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APA (6th Edition):

Parylo, O. (2012). Connecting principal succession and professional learning: a cross-case analysis. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/parylo_oksana_201208_phd

Chicago Manual of Style (16th Edition):

Parylo, Oksana. “Connecting principal succession and professional learning: a cross-case analysis.” 2012. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/parylo_oksana_201208_phd.

MLA Handbook (7th Edition):

Parylo, Oksana. “Connecting principal succession and professional learning: a cross-case analysis.” 2012. Web. 12 Nov 2019.

Vancouver:

Parylo O. Connecting principal succession and professional learning: a cross-case analysis. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/parylo_oksana_201208_phd.

Council of Science Editors:

Parylo O. Connecting principal succession and professional learning: a cross-case analysis. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/parylo_oksana_201208_phd

19. Clarkson, Elizabeth Rochelle. The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment.

Degree: EdD, Educational Leadership, 2013, University of Georgia

 The purpose of this study was to analyze existing data from one quasi-experimental study that was part of an Early Reading First grant to understand… (more)

Subjects/Keywords: Early Childhood Education and Literacy Coaching

…quality of instruction offered by my professors at the University of Georgia. They gently and… 

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APA (6th Edition):

Clarkson, E. R. (2013). The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/clarkson_elizabeth_r_201305_edd

Chicago Manual of Style (16th Edition):

Clarkson, Elizabeth Rochelle. “The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment.” 2013. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/clarkson_elizabeth_r_201305_edd.

MLA Handbook (7th Edition):

Clarkson, Elizabeth Rochelle. “The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment.” 2013. Web. 12 Nov 2019.

Vancouver:

Clarkson ER. The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/clarkson_elizabeth_r_201305_edd.

Council of Science Editors:

Clarkson ER. The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/clarkson_elizabeth_r_201305_edd


University of Georgia

20. Gentry, Gregory Curtis. A case study : the issues high school principals encounter with instructional supervision.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 This case study explored the perspectives of four high school principals regarding the definition of instructional supervision, the process of instructional supervision, the climate that… (more)

Subjects/Keywords: Instructional Supervision

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APA (6th Edition):

Gentry, G. C. (2002). A case study : the issues high school principals encounter with instructional supervision. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gentry_gregory_c_200208_phd

Chicago Manual of Style (16th Edition):

Gentry, Gregory Curtis. “A case study : the issues high school principals encounter with instructional supervision.” 2002. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/gentry_gregory_c_200208_phd.

MLA Handbook (7th Edition):

Gentry, Gregory Curtis. “A case study : the issues high school principals encounter with instructional supervision.” 2002. Web. 12 Nov 2019.

Vancouver:

Gentry GC. A case study : the issues high school principals encounter with instructional supervision. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/gentry_gregory_c_200208_phd.

Council of Science Editors:

Gentry GC. A case study : the issues high school principals encounter with instructional supervision. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/gentry_gregory_c_200208_phd


University of Georgia

21. Warren, Donald. The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools.

Degree: EdD, Educational Leadership, 2002, University of Georgia

 The primary purpose of this study was to describe the perceived importance of the middle school program criteria and the extent to which the criteria… (more)

Subjects/Keywords: Middle School Program Criteria

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APA (6th Edition):

Warren, D. (2002). The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/warren_donald_200205_edd

Chicago Manual of Style (16th Edition):

Warren, Donald. “The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools.” 2002. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/warren_donald_200205_edd.

MLA Handbook (7th Edition):

Warren, Donald. “The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools.” 2002. Web. 12 Nov 2019.

Vancouver:

Warren D. The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/warren_donald_200205_edd.

Council of Science Editors:

Warren D. The importance and implementation of the middle school program criteria in the state of Georgia as perceived by principals in urban, suburban and rural middle schools. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/warren_donald_200205_edd


University of Georgia

22. Jones, Judith Ann. The work of the superintendent in developing a district learning community.

Degree: EdD, Educational Leadership, 2001, University of Georgia

 The purpose of this qualitative study was to examine the work of the superintendent in developing a district learning community. Through purposeful sampling, one school… (more)

Subjects/Keywords: Change

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APA (6th Edition):

Jones, J. A. (2001). The work of the superintendent in developing a district learning community. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_judith_a_200112_edd

Chicago Manual of Style (16th Edition):

Jones, Judith Ann. “The work of the superintendent in developing a district learning community.” 2001. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/jones_judith_a_200112_edd.

MLA Handbook (7th Edition):

Jones, Judith Ann. “The work of the superintendent in developing a district learning community.” 2001. Web. 12 Nov 2019.

Vancouver:

Jones JA. The work of the superintendent in developing a district learning community. [Internet] [Doctoral dissertation]. University of Georgia; 2001. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_judith_a_200112_edd.

Council of Science Editors:

Jones JA. The work of the superintendent in developing a district learning community. [Doctoral Dissertation]. University of Georgia; 2001. Available from: http://purl.galileo.usg.edu/uga_etd/jones_judith_a_200112_edd


University of Georgia

23. Adams, Jackie Brewer. When parents meet with a high school principal.

Degree: EdD, Educational Leadership, 2003, University of Georgia

 The purpose of this study was to examine the interactions between parents and principals in principal-parent conferences in a high school setting. Ethnographic research procedures,… (more)

Subjects/Keywords: Parent Involvement

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APA (6th Edition):

Adams, J. B. (2003). When parents meet with a high school principal. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd

Chicago Manual of Style (16th Edition):

Adams, Jackie Brewer. “When parents meet with a high school principal.” 2003. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd.

MLA Handbook (7th Edition):

Adams, Jackie Brewer. “When parents meet with a high school principal.” 2003. Web. 12 Nov 2019.

Vancouver:

Adams JB. When parents meet with a high school principal. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd.

Council of Science Editors:

Adams JB. When parents meet with a high school principal. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/adams_jackie_b_200308_edd


University of Georgia

24. Kruskamp, William H. Instructional supervision and the role of high school department chairs.

Degree: EdD, Educational Leadership, 2003, University of Georgia

 The study examined the perspectives of three high school department chairs and their work at providing instructional supervision to the teachers with whom they work.… (more)

Subjects/Keywords: Instructional supervision

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APA (6th Edition):

Kruskamp, W. H. (2003). Instructional supervision and the role of high school department chairs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kruskamp_william_h_200308_edd

Chicago Manual of Style (16th Edition):

Kruskamp, William H. “Instructional supervision and the role of high school department chairs.” 2003. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/kruskamp_william_h_200308_edd.

MLA Handbook (7th Edition):

Kruskamp, William H. “Instructional supervision and the role of high school department chairs.” 2003. Web. 12 Nov 2019.

Vancouver:

Kruskamp WH. Instructional supervision and the role of high school department chairs. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/kruskamp_william_h_200308_edd.

Council of Science Editors:

Kruskamp WH. Instructional supervision and the role of high school department chairs. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/kruskamp_william_h_200308_edd


University of Georgia

25. Smith, Terrance Donnell. Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university.

Degree: EdD, Educational Leadership, 2004, University of Georgia

 The study examined the perspectives of three college department heads and their work regarding assisting junior faculty in achieving promotion and tenure at a Historically… (more)

Subjects/Keywords: College Department Heads

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APA (6th Edition):

Smith, T. D. (2004). Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_terrance_d_200405_edd

Chicago Manual of Style (16th Edition):

Smith, Terrance Donnell. “Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university.” 2004. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/smith_terrance_d_200405_edd.

MLA Handbook (7th Edition):

Smith, Terrance Donnell. “Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university.” 2004. Web. 12 Nov 2019.

Vancouver:

Smith TD. Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/smith_terrance_d_200405_edd.

Council of Science Editors:

Smith TD. Perspectives of the college department head regarding assisting junior faculty in achieving promotion and tenure at a historically black land grant university. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/smith_terrance_d_200405_edd

.