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You searched for +publisher:"University of Houston" +contributor:("Borneman, Robert C."). Showing records 1 – 30 of 72 total matches.

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University of Houston

1. Brooks, Keith Jarrod. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 Culture plays a significant role in promoting student achievement in schools, and it has the ability to support or sabotage not only student success but… (more)

Subjects/Keywords: Culture; Good schools

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APA (6th Edition):

Brooks, K. J. (2014). HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1690

Chicago Manual of Style (16th Edition):

Brooks, Keith Jarrod. “HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1690.

MLA Handbook (7th Edition):

Brooks, Keith Jarrod. “HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.” 2014. Web. 28 Mar 2020.

Vancouver:

Brooks KJ. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1690.

Council of Science Editors:

Brooks KJ. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1690


University of Houston

2. Idrogo, Sylvia. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.

Degree: EdD, Professional Leadership, 2015, University of Houston

 This study focused on evaluating the READ 180 reading intervention program which is designed for students in grades 4 through 12 at least two years… (more)

Subjects/Keywords: READ 180

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APA (6th Edition):

Idrogo, S. (2015). A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2007

Chicago Manual of Style (16th Edition):

Idrogo, Sylvia. “A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2007.

MLA Handbook (7th Edition):

Idrogo, Sylvia. “A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.” 2015. Web. 28 Mar 2020.

Vancouver:

Idrogo S. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2007.

Council of Science Editors:

Idrogo S. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2007


University of Houston

3. Whittredge, Gary. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This case study focuses on curriculum development for creating critical skills enhancement curriculum that qualifies for the Post 9/11 Government Issued (GI) Educational Bill, as… (more)

Subjects/Keywords: Post 9/11 veterans; Veterans; Curriculum

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APA (6th Edition):

Whittredge, G. (2014). A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1612

Chicago Manual of Style (16th Edition):

Whittredge, Gary. “A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1612.

MLA Handbook (7th Edition):

Whittredge, Gary. “A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.” 2014. Web. 28 Mar 2020.

Vancouver:

Whittredge G. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1612.

Council of Science Editors:

Whittredge G. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1612


University of Houston

4. Boushley, Jennifer Ann 1975-. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.

Degree: EdD, Professional Leadership, 2013, University of Houston

 There are few studies that examine the area of collaborative leadership through the viewpoints of counselors, assistant principals, and campus principals as members of the… (more)

Subjects/Keywords: Counselors; Leadership; Principals; Assistant principals; Collaboration; Professional leadership

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APA (6th Edition):

Boushley, J. A. 1. (2013). Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1080

Chicago Manual of Style (16th Edition):

Boushley, Jennifer Ann 1975-. “Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.” 2013. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1080.

MLA Handbook (7th Edition):

Boushley, Jennifer Ann 1975-. “Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.” 2013. Web. 28 Mar 2020.

Vancouver:

Boushley JA1. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1080.

Council of Science Editors:

Boushley JA1. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1080


University of Houston

5. Partin, Jennifer Lea 1979-. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.

Degree: EdD, Professional Leadership, 2013, University of Houston

 The emergence of federal and state educational mandates makes administrators vulnerable to severe scrutiny if schools do not perform to expected levels. As the face… (more)

Subjects/Keywords: Educational leadership; Education reform; Assistant principals; Principals; Education; Administration; Assistant principal frustrations; Principal frustrations; Assistant principal preparation; Principal training; Professional leadership

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APA (6th Edition):

Partin, J. L. 1. (2013). Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/983

Chicago Manual of Style (16th Edition):

Partin, Jennifer Lea 1979-. “Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.” 2013. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/983.

MLA Handbook (7th Edition):

Partin, Jennifer Lea 1979-. “Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.” 2013. Web. 28 Mar 2020.

Vancouver:

Partin JL1. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/983.

Council of Science Editors:

Partin JL1. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/983


University of Houston

6. Halbert, Thomas Timothy. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The velocious evolution of technology has applied great pressure on educational institutions to transform curriculum delivery systems and provide innovative tools to accelerate closing the… (more)

Subjects/Keywords: Academic Engagement; Tablet Technology; Elementary schools; Middle schools; Student engagement; Lesson design; Learning; Teaching; Motivational design; Motivation; ARCS Model; Technology History; Computer History

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APA (6th Edition):

Halbert, T. T. (2014). Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1644

Chicago Manual of Style (16th Edition):

Halbert, Thomas Timothy. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1644.

MLA Handbook (7th Edition):

Halbert, Thomas Timothy. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” 2014. Web. 28 Mar 2020.

Vancouver:

Halbert TT. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1644.

Council of Science Editors:

Halbert TT. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1644


University of Houston

7. Bolden-Vancourt, Aneka. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.

Degree: EdD, Professional Leadership, 2015, University of Houston

 School leadership is being urged to change in order to meet the needs of societal and school demographics. By increasing our efforts to bridge the… (more)

Subjects/Keywords: Middle schools; Principals

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APA (6th Edition):

Bolden-Vancourt, A. (2015). Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2023

Chicago Manual of Style (16th Edition):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2023.

MLA Handbook (7th Edition):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Web. 28 Mar 2020.

Vancouver:

Bolden-Vancourt A. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2023.

Council of Science Editors:

Bolden-Vancourt A. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2023


University of Houston

8. -6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.

Degree: EdD, Professional Leadership, 2015, University of Houston

 African Americans and Hispanics may experience double isolation as a result of the attributes of race and poverty and predominantly attend schools with far greater… (more)

Subjects/Keywords: Economically disadvantaged students; First generation college students; Advancement Via Individual Determination (AVID); School programs; Secondary; College readiness

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APA (6th Edition):

-6539-1258. (2015). The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2026

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2026.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Web. 28 Mar 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2026.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2026

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

9. Sabari-Lancaster, Desiree S. 1966-. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.

Degree: EdD, Professional Leadership, 2011, University of Houston

 The purpose of this narrative inquiry was to explore teachers’ perspectives on management styles in a Positive Behavior Interventions and Supports (PBIS) framework, in order… (more)

Subjects/Keywords: Teachers' management style; Teacher beliefs; School-wide programs; Postitive Behavior Interventions and Supports (PBIS); Elementary discipline; School discipline; Classroom management – Texas; Rewards and punishments in education – Texas

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APA (6th Edition):

Sabari-Lancaster, D. S. 1. (2011). Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/433

Chicago Manual of Style (16th Edition):

Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/433.

MLA Handbook (7th Edition):

Sabari-Lancaster, Desiree S 1966-. “Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry.” 2011. Web. 28 Mar 2020.

Vancouver:

Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/433.

Council of Science Editors:

Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/433


University of Houston

10. Henson, Darryl Jarod. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The beginning of high school marks a significant shift in the academic demands placed on students (Roderick, 2006). In public school systems, as students transition… (more)

Subjects/Keywords: International baccalaureate; Middle Years Programme; International students; Ninth Grade

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APA (6th Edition):

Henson, D. J. (2014). A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1565

Chicago Manual of Style (16th Edition):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1565.

MLA Handbook (7th Edition):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Web. 28 Mar 2020.

Vancouver:

Henson DJ. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1565.

Council of Science Editors:

Henson DJ. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1565


University of Houston

11. Galamison, Tanya J. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The primary purpose of this qualitative case study was to surmise, describe, and detail perceptions of teachers and administrators regarding connections between mandated benchmark testing… (more)

Subjects/Keywords: Benchmarking; Formative assessments

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APA (6th Edition):

Galamison, T. J. (2014). BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1689

Chicago Manual of Style (16th Edition):

Galamison, Tanya J. “BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1689.

MLA Handbook (7th Edition):

Galamison, Tanya J. “BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.” 2014. Web. 28 Mar 2020.

Vancouver:

Galamison TJ. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1689.

Council of Science Editors:

Galamison TJ. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1689


University of Houston

12. Butler, Charlie E. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 The National Center for Education Statistics (2008) research found that teacher turnover costs school districts approximately seven billion dollars annually across the nation. According to… (more)

Subjects/Keywords: School leadership; Teacher retention

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APA (6th Edition):

Butler, C. E. (2014). Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1625

Chicago Manual of Style (16th Edition):

Butler, Charlie E. “Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1625.

MLA Handbook (7th Edition):

Butler, Charlie E. “Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.” 2014. Web. 28 Mar 2020.

Vancouver:

Butler CE. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1625.

Council of Science Editors:

Butler CE. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1625


University of Houston

13. Smith, Terra R. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The purpose of the study was to explore instructional leadership support strategies that supported the professional growth and retention rates of beginning teachers with zero… (more)

Subjects/Keywords: Instructional leadership; Alternatively Certified Teachers; Transformational leadership

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APA (6th Edition):

Smith, T. R. (2014). A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1620

Chicago Manual of Style (16th Edition):

Smith, Terra R. “A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1620.

MLA Handbook (7th Edition):

Smith, Terra R. “A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.” 2014. Web. 28 Mar 2020.

Vancouver:

Smith TR. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1620.

Council of Science Editors:

Smith TR. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1620


University of Houston

14. Foust, Mark J. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 Nationally, competition among school systems has existed for decades through school choice, open enrollment, and voucher programs. These concepts were foreign to the Texas public… (more)

Subjects/Keywords: Education; School choice; Marketing public schools; Competition; Texas public school competition; Educational leadership; Texas charter schools

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APA (6th Edition):

Foust, M. J. (2014). SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1624

Chicago Manual of Style (16th Edition):

Foust, Mark J. “SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1624.

MLA Handbook (7th Edition):

Foust, Mark J. “SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.” 2014. Web. 28 Mar 2020.

Vancouver:

Foust MJ. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1624.

Council of Science Editors:

Foust MJ. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1624


University of Houston

15. Parker, Marilyn. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The new terminology in public school districts is “urban education” which breeds an entirely new scope of needs for public urban school success. Teachers who… (more)

Subjects/Keywords: Urban education; Teacher retention

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APA (6th Edition):

Parker, M. (2014). Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1668

Chicago Manual of Style (16th Edition):

Parker, Marilyn. “Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1668.

MLA Handbook (7th Edition):

Parker, Marilyn. “Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.” 2014. Web. 28 Mar 2020.

Vancouver:

Parker M. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1668.

Council of Science Editors:

Parker M. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1668


University of Houston

16. Newby, Sharonda. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.

Degree: EdD, Professional Leadership, 2015, University of Houston

 With the stakes of the Texas accountability system increasing, schools are searching for resources to help improve thinking and learning. The No Child Left Behind… (more)

Subjects/Keywords: Thinking Maps

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APA (6th Edition):

Newby, S. (2015). The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1980

Chicago Manual of Style (16th Edition):

Newby, Sharonda. “The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1980.

MLA Handbook (7th Edition):

Newby, Sharonda. “The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.” 2015. Web. 28 Mar 2020.

Vancouver:

Newby S. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1980.

Council of Science Editors:

Newby S. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1980


University of Houston

17. Bradley, Melissa. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.

Degree: EdD, Professional Leadership, 2014, University of Houston

 Approximately 27% of students drop out of school each year in the United States (Dianda, 2008). Many of these students complete graduation requirements later giving… (more)

Subjects/Keywords: Credit recovery; Academic achievement; Course Recovery; Dropouts; Retention; Interventions

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APA (6th Edition):

Bradley, M. (2014). The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1639

Chicago Manual of Style (16th Edition):

Bradley, Melissa. “The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1639.

MLA Handbook (7th Edition):

Bradley, Melissa. “The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.” 2014. Web. 28 Mar 2020.

Vancouver:

Bradley M. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1639.

Council of Science Editors:

Bradley M. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1639


University of Houston

18. Loria, Karla. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.

Degree: EdD, Professional Leadership, 2014, University of Houston

 A large number of students are failing or are at-risk of failing in schools across the US. Low-income and minority students, specifically African American students,… (more)

Subjects/Keywords: Haberman; Online teacher screener; Value-added; Teacher effectiveness; Teacher interview tools; Communities; Large urban school district; Low performing schools

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APA (6th Edition):

Loria, K. (2014). The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1667

Chicago Manual of Style (16th Edition):

Loria, Karla. “The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1667.

MLA Handbook (7th Edition):

Loria, Karla. “The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.” 2014. Web. 28 Mar 2020.

Vancouver:

Loria K. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1667.

Council of Science Editors:

Loria K. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1667


University of Houston

19. Arreola, Dana. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.

Degree: EdD, Professional Leadership, 2015, University of Houston

 Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted… (more)

Subjects/Keywords: Vocabulary; Reading comprehension

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APA (6th Edition):

Arreola, D. (2015). The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1992

Chicago Manual of Style (16th Edition):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1992.

MLA Handbook (7th Edition):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Web. 28 Mar 2020.

Vancouver:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1992.

Council of Science Editors:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992


University of Houston

20. Martin, Steve Owen. ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST.

Degree: EdD, Administration and Supervision, 2015, University of Houston

 The principal is a true leader, exercising managerial and organizational leadership functions. The demands on principals have changed and principals “are asked to lead in… (more)

Subjects/Keywords: Principals; Assistant principals; Leaders; Organizational leadership; Leadership; Authentic Leadership; Trust in principals; Authentic Leadership Questionnaire; ALQ; Workplace Trust Survey; Relational transparency; Internal moral perspective; Balanced processing; Self-awareness

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APA (6th Edition):

Martin, S. O. (2015). ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1274

Chicago Manual of Style (16th Edition):

Martin, Steve Owen. “ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1274.

MLA Handbook (7th Edition):

Martin, Steve Owen. “ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST.” 2015. Web. 28 Mar 2020.

Vancouver:

Martin SO. ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1274.

Council of Science Editors:

Martin SO. ANALYZING ASSISTANT PRINCIPAL PERCEPTIONS OF PRINCIPAL’S AUTHENTIC LEADERSHIP SKILLS: IMPLICATIONS FOR TRUST. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1274


University of Houston

21. Wood, William. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The rationale of Response to Intervention (RtI) programs is to address the educational issue of the over-identification of students to special education programs (Batsche, Elliott,… (more)

Subjects/Keywords: Response to intervention (RtI); Learning disabilities; Learning; Disabilities

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APA (6th Edition):

Wood, W. (2014). Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2033

Chicago Manual of Style (16th Edition):

Wood, William. “Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2033.

MLA Handbook (7th Edition):

Wood, William. “Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools.” 2014. Web. 28 Mar 2020.

Vancouver:

Wood W. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2033.

Council of Science Editors:

Wood W. Response to Intervention: Practices and Procedures in the Identification of Specific Learning Disabilities in Three Elementary Schools. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/2033


University of Houston

22. Stallworth, Lance R. Developing Authentic Leadership In Novice Principals Through Leadership Coaching.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The principalship today challenges the most experienced and capable of leaders. The increasingly rigorous demands of educating a diverse population for a highly competitive global… (more)

Subjects/Keywords: Principal Leadership; Executive Coaching; Authentic Leadership

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APA (6th Edition):

Stallworth, L. R. (2014). Developing Authentic Leadership In Novice Principals Through Leadership Coaching. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1614

Chicago Manual of Style (16th Edition):

Stallworth, Lance R. “Developing Authentic Leadership In Novice Principals Through Leadership Coaching.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1614.

MLA Handbook (7th Edition):

Stallworth, Lance R. “Developing Authentic Leadership In Novice Principals Through Leadership Coaching.” 2014. Web. 28 Mar 2020.

Vancouver:

Stallworth LR. Developing Authentic Leadership In Novice Principals Through Leadership Coaching. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1614.

Council of Science Editors:

Stallworth LR. Developing Authentic Leadership In Novice Principals Through Leadership Coaching. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1614


University of Houston

23. Sheppard, Marla. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.

Degree: EdD, Professional Leadership, 2015, University of Houston

 Illiteracy in America is one of the key correlates for poverty (Roman, 2004). Far too often, students graduate from high school without having basic literacy… (more)

Subjects/Keywords: Secondary; Literacy; Leadership; Principals

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APA (6th Edition):

Sheppard, M. (2015). An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2029

Chicago Manual of Style (16th Edition):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2029.

MLA Handbook (7th Edition):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Web. 28 Mar 2020.

Vancouver:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2029.

Council of Science Editors:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2029


University of Houston

24. Fendley, Paula. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This study focused on evaluating the Linked Learning program in one large urban district. Linked Learning is a program linking students to rigorous college preparatory… (more)

Subjects/Keywords: Linked learning; Learning; Readiness; Professional development

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APA (6th Edition):

Fendley, P. (2014). AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1632

Chicago Manual of Style (16th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1632.

MLA Handbook (7th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Web. 28 Mar 2020.

Vancouver:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1632.

Council of Science Editors:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1632


University of Houston

25. Williams, April Lyman. A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts.

Degree: EdD, Professional Leadership, 2013, University of Houston

 According to the Texas Public Education Information and Management System (PEIMS) Student Data Report (2011), a total of 21,813 students in the class of 2011,… (more)

Subjects/Keywords: High school; Drop out; Credit recovery; Prevention; Online learning; Professional leadership

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APA (6th Edition):

Williams, A. L. (2013). A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1001

Chicago Manual of Style (16th Edition):

Williams, April Lyman. “A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts.” 2013. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1001.

MLA Handbook (7th Edition):

Williams, April Lyman. “A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts.” 2013. Web. 28 Mar 2020.

Vancouver:

Williams AL. A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1001.

Council of Science Editors:

Williams AL. A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1001


University of Houston

26. -9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.

Degree: EdD, Professional Leadership, 2015, University of Houston

 Early childhood education is an important component within the field of education because it is a significant and vital building block for the academic foundation… (more)

Subjects/Keywords: Early childhood education; Student Progress; Instructional settings; Early childhood centers; Traditional elementary

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APA (6th Edition):

-9313-1258. (2015). An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1808

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9313-1258. “An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1808.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-9313-1258. “An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.” 2015. Web. 28 Mar 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1808.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1808

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

27. Garcia, Maria Teresa. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 The United States of America has the unique challenge of educating a student population that comes from linguistically diverse backgrounds. During the decade from 1998-99… (more)

Subjects/Keywords: Transitional bilingual; Education; Elementary schools

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APA (6th Edition):

Garcia, M. T. (2014). PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1676

Chicago Manual of Style (16th Edition):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1676.

MLA Handbook (7th Edition):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Web. 28 Mar 2020.

Vancouver:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1676.

Council of Science Editors:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1676


University of Houston

28. -0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.

Degree: EdD, Professional Leadership, 2015, University of Houston

 Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose… (more)

Subjects/Keywords: Hispanic students; High school students; Perceptions of instructional strategies; Teacher professional development; 21st century; Twenty-first century; Skills; Campus support; Teacher support; Student motivation; Student performance

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APA (6th Edition):

-0824-1530. (2015). Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2024

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/2024.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Web. 28 Mar 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/2024.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2024

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

29. Martinez, Roberto. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest… (more)

Subjects/Keywords: New teacher induction

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APA (6th Edition):

Martinez, R. (2014). An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1681

Chicago Manual of Style (16th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1681.

MLA Handbook (7th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Web. 28 Mar 2020.

Vancouver:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1681.

Council of Science Editors:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1681


University of Houston

30. Gomez, Christina. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills… (more)

Subjects/Keywords: Student achievement; Teacher effectiveness; Teacher perceptions

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

APA (6th Edition):

Gomez, C. (2014). AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1677

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Doctoral Dissertation, University of Houston. Accessed March 28, 2020. http://hdl.handle.net/10657/1677.

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 28 Mar 2020.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Mar 28]. Available from: http://hdl.handle.net/10657/1677.

Council of Science Editors:

Gomez C. AN EXAMINATION OF TEACHERS' PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1677

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