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You searched for +publisher:"University of Houston" +contributor:("Busch, Steven D."). Showing records 1 – 30 of 153 total matches.

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University of Houston

1. Cuellar, Kregg. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion… (more)

Subjects/Keywords: Collaborative Teaching; Effects of Collaborative Teaching; Inclusion; Co-teaching and its effect on general education population; Students with disabilities – Texas – Houston; Inclusive education – Texas – Houston; Academic achievement – Texas – Houston

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

APA (6th Edition):

Cuellar, K. (2011). THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Web. 23 Apr 2019.

Vancouver:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

2. Meeks, Lisa 1980-. Exclusionary Discipline Placements.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 School discipline has been and is still an issue in schools. Today, in-school suspension, out-of-school suspension, alternative disciplinary placement, and expulsion are the most commonly… (more)

Subjects/Keywords: discipline; exclusionary discipline; high school discipline; Education

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APA (6th Edition):

Meeks, L. 1. (2012). Exclusionary Discipline Placements. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Web. 23 Apr 2019.

Vancouver:

Meeks L1. Exclusionary Discipline Placements. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meeks L1. Exclusionary Discipline Placements. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

3. Loyde, Delic. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 This study examines the relationships between principal decisions regarding school institutional processes and practices in high poverty high schools in one school district and the… (more)

Subjects/Keywords: leadership; economically disadvantaged; completion; institutional processes; Professional leadership

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APA (6th Edition):

Loyde, D. (2013). Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 23 Apr 2019.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/936.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/936

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

4. Campos, Theresa M 1954-. The Importance Of Principal Preparation Programs To Increase Student Achievement.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 In an era of rigorous accountability for student achievement, the manner in which principals are prepared is subject to increasing scrutiny. Principals' preparation programs often… (more)

Subjects/Keywords: Principal Preparation Programs; leadership; turnaround schools; principal training; urban school leadership; leadership development; Professional leadership

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APA (6th Edition):

Campos, T. M. 1. (2013). The Importance Of Principal Preparation Programs To Increase Student Achievement. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Web. 23 Apr 2019.

Vancouver:

Campos TM1. The Importance Of Principal Preparation Programs To Increase Student Achievement. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campos TM1. The Importance Of Principal Preparation Programs To Increase Student Achievement. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

5. Davalos, Jose Lauro 1985-. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 Educators across the country understand that our educational system must improve in the near future in order to keep pace with other countries around the… (more)

Subjects/Keywords: Communication; Respect; Trust; Support; Professional leadership

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APA (6th Edition):

Davalos, J. L. 1. (2013). THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/1009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Web. 23 Apr 2019.

Vancouver:

Davalos JL1. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/1009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davalos JL1. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

6. Stockton, Karen. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 This study investigated the effects of students transitioning from fifth grade elementary to sixth grade middle school on office discipline referrals. When students transition to… (more)

Subjects/Keywords: Transition to Middle School; Student adjustment; School discipline – Texas; School children Social conditions – Texas

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

APA (6th Edition):

Stockton, K. (2011). Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Web. 23 Apr 2019.

Vancouver:

Stockton K. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/279.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stockton K. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/279

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

7. Vick, Lonnie C. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Research by Fields (2002) concerning professional development and new administrators found that the role of assistant principal is one of the least researched and discussed… (more)

Subjects/Keywords: Assitant Principal and Leadership; Educational leadership – Texas; Teacher-principal relationships – Texas

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

APA (6th Edition):

Vick, L. C. (2011). Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/280

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/280.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Web. 23 Apr 2019.

Vancouver:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/280.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/280

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

8. Evans, Paige K. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira,… (more)

Subjects/Keywords: Science Education; Narrative Inquiry; Teacher Education; Inquiry; Physics; Secondary Education; Physics – Study and teaching; Effective teaching; Curriculum planning

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

APA (6th Edition):

Evans, P. K. (2011). A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Evans, Paige K. “A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS.” 2011. Web. 23 Apr 2019.

Vancouver:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/285.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Evans PK. A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/285

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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; teachers' discipline beliefs; school-wide programs; Postitive Behavior Interventions and Supports; PBIS; elementary discipline; School discipline – Texas; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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. 23 Apr 2019.

Vancouver:

Sabari-Lancaster DS1. Teachers' Management Styles in a Positive Behavior Interventions and Supports Framework: A narrative inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

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

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

10. Macias, Linda 1960-. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 A critical issue for school administrators is low-performing schools. The enactment of the No Child Left Behind Act in 2001 and the resulting emphasis on… (more)

Subjects/Keywords: Transformation; High-performing; Low-performing; Change; School improvement programs – Texas – Houston – Case studies; Educational leadership – Texas – Houston – Case studies

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APA (6th Edition):

Macias, L. 1. (2011). A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/443

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/443.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Web. 23 Apr 2019.

Vancouver:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/443.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/443

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

11. Brosnahan, Carla 1957-. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 The purpose of this study was to compare the achievement of twenty-five campuses as measured by their reading and math performance and state accountability ratings,… (more)

Subjects/Keywords: School Climate; Academic achievement – Texas; Educational leadership-Texas; Schools – Rating of – Texas; Teacher morale – Texas; Corporate culture – Texas

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

APA (6th Edition):

Brosnahan, C. 1. (2011). THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/445

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/445.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brosnahan, Carla 1957-. “THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON.” 2011. Web. 23 Apr 2019.

Vancouver:

Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/445.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/445

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

12. Gomez, Gloria E. 1956-. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Few challenges facing America today are as vital as improving the educational attainment of low social economic and English Language Learners (language minority children). The… (more)

Subjects/Keywords: Bilingual Education; Bilingual/ELL Teacher Professional Development Multicultural Education; and Bilingual/ELL Teacher Self-EfficacyBilingual Education; Bilingual/ELL Teacher Professional Development Multicultural Education; and Bilingual/ELL Teacher Self-Efficacy; English teachers – Vocational guidance; Education, Bilingual – Texas

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

APA (6th Edition):

Gomez, G. E. 1. (2011). High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Web. 23 Apr 2019.

Vancouver:

Gomez GE1. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gomez GE1. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

13. Dalton, Colin. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and… (more)

Subjects/Keywords: developmental reading; Supplemental Instruction; Developmental reading; College reading improvement programs

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APA (6th Edition):

Dalton, C. (2011). The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 23 Apr 2019.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/496.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

14. Acosta, Jesus B. 1974-. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This study examined the impact of the Texas Student Success Initiative (SSI) on retention rates and dropouts in a district located in the Northeast area… (more)

Subjects/Keywords: High-Stakes; Testing; Dropouts; SSI; Professional leadership

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

APA (6th Edition):

Acosta, J. B. 1. (2012). The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Acosta, Jesus B 1974-. “The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County.” 2012. Web. 23 Apr 2019.

Vancouver:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

15. Fitzgerald, Nancy 1954-. The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 Writing is the gatekeeper for college readiness. It is critical to marry the relationship of writing to the processes of analysis and synthesis, the levels… (more)

Subjects/Keywords: Instructional Coaching; Professional Development; College Readiness Standards; High School Writing Standards; The Big Four; Executive leadership

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

APA (6th Edition):

Fitzgerald, N. 1. (2012). The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fitzgerald, Nancy 1954-. “The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fitzgerald, Nancy 1954-. “The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study.” 2012. Web. 23 Apr 2019.

Vancouver:

Fitzgerald N1. The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fitzgerald N1. The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

16. Voltz, Teressa J. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 The Individuals With Disabilities Education Improvement Act (2004) and the No Child Left Behind Act (2002) focused districts on early intervention in order to assist… (more)

Subjects/Keywords: Response to Intervention; Struggling Readers; Differentiation; Leadership

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APA (6th Edition):

Voltz, T. J. (2012). A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Web. 23 Apr 2019.

Vancouver:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

17. Craig, Jason 1975-. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to conduct a mid-cycle examination on the effects of a nonprofit organization’s middle school intervention program on sixth grade… (more)

Subjects/Keywords: Middle School Math; College Readiness; Intervention Program; Student Data; Performance Coach; Assessment for learning; Extra instructional time

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

APA (6th Edition):

Craig, J. 1. (2012). A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Web. 23 Apr 2019.

Vancouver:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

18. Hoke, Tracy 1961-. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to explore at-risk student indicators outlined in the Texas Education Code Section 29.031 to determine if any one indicator… (more)

Subjects/Keywords: drop out; dropouts; at-risk; economically disadvantaged; Professional leadership

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APA (6th Edition):

Hoke, T. 1. (2012). Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hoke, Tracy 1961-. “Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hoke, Tracy 1961-. “Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders.” 2012. Web. 23 Apr 2019.

Vancouver:

Hoke T1. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoke T1. Identifying Early Indicators of Drop Outs in a Diverse Urban District: Implications for School Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

19. Hindt, Lawrence A. 1964-. THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school… (more)

Subjects/Keywords: Principal Leadership; Educational leadership

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APA (6th Edition):

Hindt, L. A. 1. (2012). THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hindt, Lawrence A 1964-. “THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hindt, Lawrence A 1964-. “THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT.” 2012. Web. 23 Apr 2019.

Vancouver:

Hindt LA1. THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/662.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hindt LA1. THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/662

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

20. Hobin, Charmaine M. 1972-. Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Many critics dialogue about how students are being educated and whether or not current practices in educational organizations are preparing students for the 21st century.… (more)

Subjects/Keywords: assistant principals perceptions of research; assistant principals; educational leaders' use of research; value of research in education; Professional leadership

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

APA (6th Edition):

Hobin, C. M. 1. (2012). Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/782

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hobin, Charmaine M 1972-. “Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/782.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hobin, Charmaine M 1972-. “Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources.” 2012. Web. 23 Apr 2019.

Vancouver:

Hobin CM1. Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/782.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hobin CM1. Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/782

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

21. Russell, Deborah 1960-. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 Third grade reading level has been found to be a predictor of both eighth and ninth grade reading level as well as graduation and college… (more)

Subjects/Keywords: Academic Achievement; Economically Disadvantaged Students; School Improvement Planning; Parent Perceptions; Professional leadership

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APA (6th Edition):

Russell, D. 1. (2012). Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Web. 23 Apr 2019.

Vancouver:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

22. Gerault, Jeanette Diane 1972-. THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE.

Degree: Educational Leadership and Cultural Studies, Department of, 2013, University of Houston

 As state and federal accountability standards demand that schools show adequate progress for school improvement, principals have found it more difficult to find the time… (more)

Subjects/Keywords: School Climate; Employee perceptions; Principal Leadership Skills; Educational leadeship

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APA (6th Edition):

Gerault, J. D. 1. (2013). THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/932

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gerault, Jeanette Diane 1972-. “THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE.” 2013. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/932.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gerault, Jeanette Diane 1972-. “THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE.” 2013. Web. 23 Apr 2019.

Vancouver:

Gerault JD1. THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/932.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gerault JD1. THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/932

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

23. Bennett, Vivian. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 The study describes the historical timeline for public schooling, multicultural education, educational trends and PLATO (Programmed Logic for Automated Teaching Operations). More specifically, the literature… (more)

Subjects/Keywords: PLATO; educational trends; instructional practices; Computer-assisted instruction Texas; Minorities Education Texas; Multicultural education Texas; Academic achievement Texas

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APA (6th Edition):

Bennett, V. (2011). A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Web. 23 Apr 2019.

Vancouver:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

24. Takahashi-Kury, Yuka. Principals' Time Spent Off Campus and Their Perception of its Effectiveness.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 An educational leader must perform many roles from being a business manager to instructional leader. Principals are required to be “jacks of all trades” to… (more)

Subjects/Keywords: principal; administrator; time; effectiveness; off campus; School principals – Time management – Texas; Educational leadership – Texas – Psychological aspects

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APA (6th Edition):

Takahashi-Kury, Y. (2011). Principals' Time Spent Off Campus and Their Perception of its Effectiveness. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/274

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Takahashi-Kury, Yuka. “Principals' Time Spent Off Campus and Their Perception of its Effectiveness.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/274.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Takahashi-Kury, Yuka. “Principals' Time Spent Off Campus and Their Perception of its Effectiveness.” 2011. Web. 23 Apr 2019.

Vancouver:

Takahashi-Kury Y. Principals' Time Spent Off Campus and Their Perception of its Effectiveness. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/274.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Takahashi-Kury Y. Principals' Time Spent Off Campus and Their Perception of its Effectiveness. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/274

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

25. Tsang, Tricia. The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 This study examines the changing role of the school principal from a managerial position to one now focused on instructional leadership. Specifically, the investigation will… (more)

Subjects/Keywords: Principal roles; PDAS; Staff development; teacher evaluation; School principals – Texas; Teachers – In-service training – Texas; Educational leadership – Texas

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

APA (6th Edition):

Tsang, T. (2011). The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/278

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tsang, Tricia. “The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/278.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tsang, Tricia. “The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development.” 2011. Web. 23 Apr 2019.

Vancouver:

Tsang T. The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/278.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tsang T. The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/278

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

26. Jafry, Sarwat. Examination of Gender in Advanced Placement Tests.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Education in schools should be available to all regardless of race, ethnicity, and gender. My personal experiences, along with the beliefs of society, have shaped… (more)

Subjects/Keywords: Advanced Placement Tests; Gender; Equity in Gender; Advanced placement programs (Education) – Examinations; Sex differences in education

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

APA (6th Edition):

Jafry, S. (2011). Examination of Gender in Advanced Placement Tests. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jafry, Sarwat. “Examination of Gender in Advanced Placement Tests.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jafry, Sarwat. “Examination of Gender in Advanced Placement Tests.” 2011. Web. 23 Apr 2019.

Vancouver:

Jafry S. Examination of Gender in Advanced Placement Tests. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/291.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jafry S. Examination of Gender in Advanced Placement Tests. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/291

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

27. Stephenson, Kristine 1969-. A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The purpose of this study is to determine if office discipline referrals differ significantly by gender and grade level for middle school students, and to… (more)

Subjects/Keywords: Gender; Discipline Referrals; School discipline; Sex differences in education; Middle school students – Discipline

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

APA (6th Edition):

Stephenson, K. 1. (2011). A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/434

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stephenson, Kristine 1969-. “A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stephenson, Kristine 1969-. “A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence.” 2011. Web. 23 Apr 2019.

Vancouver:

Stephenson K1. A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stephenson K1. A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/434

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

28. Stiles, Ann 1959-. College-bound or College-abandoned: Student Stories from the Place Between.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 This study investigates barriers limiting successful access to higher education for high school graduates from low-income communities who have demonstrated aspirations for college and achieved… (more)

Subjects/Keywords: college access; college success; low-income students; Hispanic and African American students; community scholarship program; narrative inquiry; Project GRAD; Academic achievement – Texas – Houston; School improvement programs – Texas – Houston; Educational equalization – Texas – Houston; Educational change – Texas – Houston

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

APA (6th Edition):

Stiles, A. 1. (2011). College-bound or College-abandoned: Student Stories from the Place Between. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Web. 23 Apr 2019.

Vancouver:

Stiles A1. College-bound or College-abandoned: Student Stories from the Place Between. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stiles A1. College-bound or College-abandoned: Student Stories from the Place Between. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

29. Benitez, Raul. Improving Latino Parental Involvement in Elementary School.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 Latino parents become more involved in the schooling of their children once they have been trained in the implementation of parental involvement strategies. Parents who… (more)

Subjects/Keywords: Parental involvement; school involvement; homework; parent-teacher conference; Latino parents.; Education, Elementary – Parent participation; Hispanic American children – Education; Parent-teacher relationships

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

APA (6th Edition):

Benitez, R. (2011). Improving Latino Parental Involvement in Elementary School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Benitez, Raul. “Improving Latino Parental Involvement in Elementary School.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Benitez, Raul. “Improving Latino Parental Involvement in Elementary School.” 2011. Web. 23 Apr 2019.

Vancouver:

Benitez R. Improving Latino Parental Involvement in Elementary School. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benitez R. Improving Latino Parental Involvement in Elementary School. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

30. Segura, Perri 1967-. Using Inquiry to Teach and Learn Science: A Narrative Inquiry.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The focus of this inquiry was to further the understanding of what happens to science teachers’ beliefs about inquiry-based science instruction, as well as their… (more)

Subjects/Keywords: inquiry; science as inquiry; professional development; inquiry-based professional development; pre-service learning; Science Study and teaching – Texas; Education Research Methodology – Texas; Inquiry-based learning – Texas

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

APA (6th Edition):

Segura, P. 1. (2011). Using Inquiry to Teach and Learn Science: A Narrative Inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Thesis, University of Houston. Accessed April 23, 2019. http://hdl.handle.net/10657/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 23 Apr 2019.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10657/451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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