Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Georgia" +contributor:("Sheneka M. Williams"). Showing records 1 – 10 of 10 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Georgia

1. Stults, Amanda Delleah. Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer.

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

 The main focus of this study is to examine the role of the principal as an intermediate policy implementer with particular focus on implementing Georgia's… (more)

Subjects/Keywords: principal

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stults, A. D. (2015). Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stults_amanda_d_201512_edd

Chicago Manual of Style (16th Edition):

Stults, Amanda Delleah. “Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer.” 2015. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/stults_amanda_d_201512_edd.

MLA Handbook (7th Edition):

Stults, Amanda Delleah. “Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer.” 2015. Web. 19 Apr 2019.

Vancouver:

Stults AD. Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/stults_amanda_d_201512_edd.

Council of Science Editors:

Stults AD. Principals of education: a qualitative case study of the principal's role as an intermediate policy implementer. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/stults_amanda_d_201512_edd


University of Georgia

2. Carpenter, Kevin Paul. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.

Degree: EdD, Educational Leadership, 2016, University of Georgia

 This action research (AR) case study addresses the effectiveness of the feedback administrators provide to teachers under the Teacher Keys Effectiveness System (TKES). AR teams… (more)

Subjects/Keywords: action research case study

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carpenter, K. P. (2016). Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/carpenter_kevin_p_201605_edd

Chicago Manual of Style (16th Edition):

Carpenter, Kevin Paul. “Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/carpenter_kevin_p_201605_edd.

MLA Handbook (7th Edition):

Carpenter, Kevin Paul. “Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System.” 2016. Web. 19 Apr 2019.

Vancouver:

Carpenter KP. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/carpenter_kevin_p_201605_edd.

Council of Science Editors:

Carpenter KP. Impact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/carpenter_kevin_p_201605_edd


University of Georgia

3. Conway, Melissa Marie. Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty.

Degree: EdD, Educational Leadership, 2016, University of Georgia

 ABSTRACT This dissertation describes a qualitative case study focusing on how teacher deficit thinking affects gifted students of a low socioeconomic status (SES) in a… (more)

Subjects/Keywords: Qualitative

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Conway, M. M. (2016). Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/conway_melissa_m_201608_edd

Chicago Manual of Style (16th Edition):

Conway, Melissa Marie. “Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/conway_melissa_m_201608_edd.

MLA Handbook (7th Edition):

Conway, Melissa Marie. “Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty.” 2016. Web. 19 Apr 2019.

Vancouver:

Conway MM. Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/conway_melissa_m_201608_edd.

Council of Science Editors:

Conway MM. Changing can't to can: a study of how teacher deficit thinking affects the achievement of gifted students living in rural poverty. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/conway_melissa_m_201608_edd


University of Georgia

4. Williams, Anthony. Zero tolerance discipline policies and school bus safety.

Degree: EdD, Educational Leadership, 2017, University of Georgia

 The job of the school bus driver is one of the toughest jobs in Winn County Public Schools (WCPS) district, specifically at Xavier Elementary School… (more)

Subjects/Keywords: school bus suspension; safety; zero-tolerance discipline policy; absenteeism; student achievement; school attendance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, A. (2017). Zero tolerance discipline policies and school bus safety. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37224

Chicago Manual of Style (16th Edition):

Williams, Anthony. “Zero tolerance discipline policies and school bus safety.” 2017. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://hdl.handle.net/10724/37224.

MLA Handbook (7th Edition):

Williams, Anthony. “Zero tolerance discipline policies and school bus safety.” 2017. Web. 19 Apr 2019.

Vancouver:

Williams A. Zero tolerance discipline policies and school bus safety. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10724/37224.

Council of Science Editors:

Williams A. Zero tolerance discipline policies and school bus safety. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37224


University of Georgia

5. Williams, Anthony. Zero tolerance discipline policies and school bus safety.

Degree: EdD, Educational Leadership, 2017, University of Georgia

 The job of the school bus driver is one of the toughest jobs in Winn County Public Schools (WCPS) district, specifically at Xavier Elementary School… (more)

Subjects/Keywords: school bus suspension; safety; zero-tolerance discipline policy; absenteeism; student achievement; school attendance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, A. (2017). Zero tolerance discipline policies and school bus safety. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37067

Chicago Manual of Style (16th Edition):

Williams, Anthony. “Zero tolerance discipline policies and school bus safety.” 2017. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://hdl.handle.net/10724/37067.

MLA Handbook (7th Edition):

Williams, Anthony. “Zero tolerance discipline policies and school bus safety.” 2017. Web. 19 Apr 2019.

Vancouver:

Williams A. Zero tolerance discipline policies and school bus safety. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10724/37067.

Council of Science Editors:

Williams A. Zero tolerance discipline policies and school bus safety. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37067


University of Georgia

6. David, Eclan Emanuel. Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district.

Degree: PhD, Educational Administration and Policy, 2018, University of Georgia

 The purpose of this case study is to examine the decision making process of board members in an urban district when faced with closing urban… (more)

Subjects/Keywords: Neoliberalism; urban school closings; economics; enrollment; charter schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

David, E. E. (2018). Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38351

Chicago Manual of Style (16th Edition):

David, Eclan Emanuel. “Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district.” 2018. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://hdl.handle.net/10724/38351.

MLA Handbook (7th Edition):

David, Eclan Emanuel. “Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district.” 2018. Web. 19 Apr 2019.

Vancouver:

David EE. Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10724/38351.

Council of Science Editors:

David EE. Neoliberalism, politics, and the economy:: a case study examining the school closure process in an urban district. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38351


University of Georgia

7. Cross, Benjamin Taylor. The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms.

Degree: EdD, Educational Leadership, 2018, University of Georgia

 This study sought to examine why teachers in diverse 9th and 10th grade English classes lacked efficaciousness when differentiating lessons. Participating in a ten-week professional… (more)

Subjects/Keywords: Differentiated instruction; Self-efficacy; Tracking; Action research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cross, B. T. (2018). The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38311

Chicago Manual of Style (16th Edition):

Cross, Benjamin Taylor. “The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms.” 2018. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://hdl.handle.net/10724/38311.

MLA Handbook (7th Edition):

Cross, Benjamin Taylor. “The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms.” 2018. Web. 19 Apr 2019.

Vancouver:

Cross BT. The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10724/38311.

Council of Science Editors:

Cross BT. The effect of implementing a professional development plan for classroom differentiation on teacher efficacy for teachers of untracked English classrooms. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38311

8. Davis, Donnie Ray. Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia.

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

 The purpose of this multiple-interview study is to illustrate how accountability mandates provided by the No Child Left Behind Act of 2001 (NCLB) impact the… (more)

Subjects/Keywords: Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davis, D. R. (2012). Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/davis_donnie_r_201205_phd

Chicago Manual of Style (16th Edition):

Davis, Donnie Ray. “Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia.” 2012. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/davis_donnie_r_201205_phd.

MLA Handbook (7th Edition):

Davis, Donnie Ray. “Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia.” 2012. Web. 19 Apr 2019.

Vancouver:

Davis DR. Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/davis_donnie_r_201205_phd.

Council of Science Editors:

Davis DR. Policies and practice: exploring the impact of NCLB on charter school administrators serving majority-minority student populations in Georgia. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/davis_donnie_r_201205_phd

9. Bailey, Imani Akilah. The economic affect on teacher efficacy.

Degree: PhD, Educational Administration and Policy, 2015, University of Georgia

 This research documents how a metropolitan school district in Georgia has been affected by the economic downturn from 2007 - 2012. This study was to… (more)

Subjects/Keywords: Teacher Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bailey, I. A. (2015). The economic affect on teacher efficacy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bailey_imani_a_201508_phd

Chicago Manual of Style (16th Edition):

Bailey, Imani Akilah. “The economic affect on teacher efficacy.” 2015. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/bailey_imani_a_201508_phd.

MLA Handbook (7th Edition):

Bailey, Imani Akilah. “The economic affect on teacher efficacy.” 2015. Web. 19 Apr 2019.

Vancouver:

Bailey IA. The economic affect on teacher efficacy. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/bailey_imani_a_201508_phd.

Council of Science Editors:

Bailey IA. The economic affect on teacher efficacy. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/bailey_imani_a_201508_phd

10. Grooms, Ain Akilah. Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009.

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

 Voluntary interdistrict desegregation programs were designed specifically to address racial segregation in public schools by providing minority students from urban areas with free transportation to… (more)

Subjects/Keywords: desegregation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grooms, A. A. (2013). Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/grooms_ain_a_201308_phd

Chicago Manual of Style (16th Edition):

Grooms, Ain Akilah. “Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009.” 2013. Doctoral Dissertation, University of Georgia. Accessed April 19, 2019. http://purl.galileo.usg.edu/uga_etd/grooms_ain_a_201308_phd.

MLA Handbook (7th Edition):

Grooms, Ain Akilah. “Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009.” 2013. Web. 19 Apr 2019.

Vancouver:

Grooms AA. Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Apr 19]. Available from: http://purl.galileo.usg.edu/uga_etd/grooms_ain_a_201308_phd.

Council of Science Editors:

Grooms AA. Competing objectives: an implementation and equity analysis of the voluntary interdistrict desegregation program in St. Louis, 1999-2009. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/grooms_ain_a_201308_phd

.