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You searched for +publisher:"University of Houston" +contributor:("Busch, Steven D."). Showing records 1 – 30 of 135 total matches.

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University of Houston

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

Degree: EdD, Professional Leadership, 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: Communications; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1009

Chicago Manual of Style (16th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/1009.

MLA Handbook (7th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Web. 23 Sep 2020.

Vancouver:

Davalos JL1. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/1009.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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 students; Completions; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/936

Chicago Manual of Style (16th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/936.

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 23 Sep 2020.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/936.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/611

Chicago Manual of Style (16th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/611.

MLA Handbook (7th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Web. 23 Sep 2020.

Vancouver:

Meeks L1. Exclusionary Discipline Placements. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/611.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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 training; Leadership; Turnaround schools; Principal training; Urban schools; Principals; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/948

Chicago Manual of Style (16th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/948.

MLA Handbook (7th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Web. 23 Sep 2020.

Vancouver:

Campos TM1. The Importance Of Principal Preparation Programs To Increase Student Achievement. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/948.

Council of Science Editors:

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


University of Houston

5. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

6. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

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

Degree: EdD, Educational Leadership, 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; Bilingual/ELL Teacher Self-Efficacy; English teachers – Vocational guidance; Education, Bilingual – Texas

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/493.

MLA Handbook (7th Edition):

Gomez, Gloria E 1956-. “High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development.” 2011. Web. 23 Sep 2020.

Vancouver:

Gomez GE1. High Efficacy Bilingual/ELL Teachers' Perception of Effective Professional Development. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/493.

Council of Science Editors:

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


University of Houston

8. Pierson, Serena M. 1975-. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.

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

 The purpose of this study was to determine if pre-kindergarten attendance resulted in increased school readiness for kindergarten students; and if prekindergarten attendance resulted in… (more)

Subjects/Keywords: Pre-kindergarten; Student achievement; TPRI; TAKS; Professional leadership

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APA (6th Edition):

Pierson, S. M. 1. (2013). Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/959

Chicago Manual of Style (16th Edition):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/959.

MLA Handbook (7th Edition):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Web. 23 Sep 2020.

Vancouver:

Pierson SM1. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/959.

Council of Science Editors:

Pierson SM1. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/959


University of Houston

9. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

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

Degree: EdD, Professional Leadership, 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/621

Chicago Manual of Style (16th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/621.

MLA Handbook (7th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Web. 23 Sep 2020.

Vancouver:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/621.

Council of Science Editors:

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


University of Houston

11. Raphiel, Jilliane Christina 1979-. ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT.

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

 Across the nation, teacher appraisal systems are being revamped to serve the primary purpose of supporting and developing teachers, regardless of experience. To what degree… (more)

Subjects/Keywords: Teachers; Principals; Appraisal; Accountability; Instructional; Criteria; Value-added; Data; Perception; Reform; Elementary education; Achievement; Criteria; Descriptive statistics; Surveys; Interviews; Best practices; Professional leadership

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APA (6th Edition):

Raphiel, J. C. 1. (2013). ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1002

Chicago Manual of Style (16th Edition):

Raphiel, Jilliane Christina 1979-. “ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/1002.

MLA Handbook (7th Edition):

Raphiel, Jilliane Christina 1979-. “ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT.” 2013. Web. 23 Sep 2020.

Vancouver:

Raphiel JC1. ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/1002.

Council of Science Editors:

Raphiel JC1. ELEMENTARY PRINCIPALS‘ PERCEPTIONS OF THE RELATIONSHIP BETWEEN A TEACHER APPRAISAL SYSTEM AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1002


University of Houston

12. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

13. Clark, Windy 1981-. STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA.

Degree: EdD, Professional Leadership, 2012, University of Houston

 Students spend an average of 10,000 hours in classrooms by the time they reach middle school; they represent a valuable source of school climate data.… (more)

Subjects/Keywords: School climate; Climate Survey; Disaggregated Data; Fifth grade; Sixth grade; Student perceptions; Consistency management; Cooperative discipline; Intermediate; Elementary education; Professional leadership

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APA (6th Edition):

Clark, W. 1. (2012). STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/600

Chicago Manual of Style (16th Edition):

Clark, Windy 1981-. “STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/600.

MLA Handbook (7th Edition):

Clark, Windy 1981-. “STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA.” 2012. Web. 23 Sep 2020.

Vancouver:

Clark W1. STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/600.

Council of Science Editors:

Clark W1. STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/600


University of Houston

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

Degree: EdD, Professional Leadership, 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 students; African American students; Community scholarship program; Narrative inquiry; Project GRAD; Academic achievement; School improvement programs – Texas – Houston; Educational equalization – Texas – Houston; Educational change – Texas – Houston

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/437.

MLA Handbook (7th Edition):

Stiles, Ann 1959-. “College-bound or College-abandoned: Student Stories from the Place Between.” 2011. Web. 23 Sep 2020.

Vancouver:

Stiles A1. College-bound or College-abandoned: Student Stories from the Place Between. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/437.

Council of Science Editors:

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


University of Houston

15. Cantu, Faviola 1981-. Decision Making Processes for School Administrators for Bilingual Programs.

Degree: EdD, Executive Leadership, 2012, University of Houston

 This study explores the decision-making process principals utilize when making instructional decisions for Limited English Proficient (LEP) students. This mixed-methods research design will facilitate an… (more)

Subjects/Keywords: Decision-making; Bilingual programs; Administrators; LPAC; Executive leadership

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APA (6th Edition):

Cantu, F. 1. (2012). Decision Making Processes for School Administrators for Bilingual Programs. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/646

Chicago Manual of Style (16th Edition):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/646.

MLA Handbook (7th Edition):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Web. 23 Sep 2020.

Vancouver:

Cantu F1. Decision Making Processes for School Administrators for Bilingual Programs. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/646.

Council of Science Editors:

Cantu F1. Decision Making Processes for School Administrators for Bilingual Programs. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/646


University of Houston

16. Benson, Terri Cabbell 1976-. BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS.

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

 In Texas, women account for 75% of educators and 18% of superintendents of public school systems. The purpose of this study was to identify career… (more)

Subjects/Keywords: Women; Superintendents; Texas; Glass ceiling; Professional leadership

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APA (6th Edition):

Benson, T. C. 1. (2013). BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1050

Chicago Manual of Style (16th Edition):

Benson, Terri Cabbell 1976-. “BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/1050.

MLA Handbook (7th Edition):

Benson, Terri Cabbell 1976-. “BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS.” 2013. Web. 23 Sep 2020.

Vancouver:

Benson TC1. BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/1050.

Council of Science Editors:

Benson TC1. BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1050


University of Houston

17. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

18. Munoz, Mindy 1978-. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.

Degree: EdD, Professional Leadership, 2012, University of Houston

 There is a significant disparity in accounting for the dropout reduction rates and their overall rate of growth among the population for Hispanic high school… (more)

Subjects/Keywords: Hispanics; 9th grade bulge; Texas Assessment of Knowledge and Skills; Lexile level; Quantile level; Attendance rates; Limited English proficiency; English language learners; Professional leadership

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APA (6th Edition):

Munoz, M. 1. (2012). What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/793

Chicago Manual of Style (16th Edition):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/793.

MLA Handbook (7th Edition):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Web. 23 Sep 2020.

Vancouver:

Munoz M1. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/793.

Council of Science Editors:

Munoz M1. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/793


University of Houston

19. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

20. Villarreal, Javier 1975-. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.

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

 District and school-based administrators are faced with the challenge of responding to strict legislative demands, dealing with the coupling effect of increasing necessities and decreasing… (more)

Subjects/Keywords: Bilingual education; Educational leadership

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APA (6th Edition):

Villarreal, J. 1. (2012). The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/629

Chicago Manual of Style (16th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/629.

MLA Handbook (7th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Web. 23 Sep 2020.

Vancouver:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/629.

Council of Science Editors:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/629


University of Houston

21. Fernandez, Julie. PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.

Degree: PhD, Educational Leadership, 2012, University of Houston

 In the context of a global school reform movement, defining the extent of a principal’s influence on teacher effectiveness and student achievement is essential. A… (more)

Subjects/Keywords: Transformational leadership; Instructional leadership; Managerial leadership; Principals; Teacher evaluation; Educational leadership

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APA (6th Edition):

Fernandez, J. (2012). PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/605

Chicago Manual of Style (16th Edition):

Fernandez, Julie. “PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/605.

MLA Handbook (7th Edition):

Fernandez, Julie. “PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.” 2012. Web. 23 Sep 2020.

Vancouver:

Fernandez J. PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/605.

Council of Science Editors:

Fernandez J. PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/605


University of Houston

22. McWilliams, Rhonda 1958-. Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas.

Degree: PhD, Educational Leadership, 2012, University of Houston

 Other than the superintendent and the district’s athletic director, there is no position more visible than the high school principal. Although there is a significant… (more)

Subjects/Keywords: Principals; High school; High school principals; High school administrators; High school leadership; Responsibilities of high school principal; Educational leadership

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

APA (6th Edition):

McWilliams, R. 1. (2012). Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/619

Chicago Manual of Style (16th Edition):

McWilliams, Rhonda 1958-. “Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/619.

MLA Handbook (7th Edition):

McWilliams, Rhonda 1958-. “Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas.” 2012. Web. 23 Sep 2020.

Vancouver:

McWilliams R1. Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/619.

Council of Science Editors:

McWilliams R1. Perceptions of the Roles and Challenges of High School Principals in a Diverse Mid-size School District in Texas. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/619


University of Houston

23. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

24. -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 September 23, 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. 23 Sep 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 Sep 23]. 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

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

Degree: EdD, Professional Leadership, 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; Education Research Methodology – Texas; Inquiry-based learning – Texas

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/451.

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 23 Sep 2020.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/451.

Council of Science Editors:

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


University of Houston

26. Talbot, Bretton 1985-. The Relationship of Family and Peer Factors to College Students’ Alcohol Use.

Degree: PhD, Counseling Psychology, 2012, University of Houston

 Research suggests that family functioning, parents and peer groups are associated with alcohol use among college students. Previous studies have examined the variables independent of… (more)

Subjects/Keywords: Family; Peers; Alcohol; College students; Family functioning; Family assessment device; Risk behaviors; College students – Alcohol use

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

APA (6th Edition):

Talbot, B. 1. (2012). The Relationship of Family and Peer Factors to College Students’ Alcohol Use. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/499

Chicago Manual of Style (16th Edition):

Talbot, Bretton 1985-. “The Relationship of Family and Peer Factors to College Students’ Alcohol Use.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/499.

MLA Handbook (7th Edition):

Talbot, Bretton 1985-. “The Relationship of Family and Peer Factors to College Students’ Alcohol Use.” 2012. Web. 23 Sep 2020.

Vancouver:

Talbot B1. The Relationship of Family and Peer Factors to College Students’ Alcohol Use. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/499.

Council of Science Editors:

Talbot B1. The Relationship of Family and Peer Factors to College Students’ Alcohol Use. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/499


University of Houston

27. Nowell, Jimmy D. 1970-. THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE.

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

 The purpose of this quantitative study was to determine what effect transition had on discipline outcomes when fourth grade elementary students transition to middle school… (more)

Subjects/Keywords: Transitions; Elementary schools; Middle schools; Discipline; Behaviors; Fifth grade; Fourth grade; Student development; Growth; Physical development; Emotional development; Academic development; Development; Quantitative; Principals; Leadership; Professional leadership

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APA (6th Edition):

Nowell, J. D. 1. (2013). THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/927

Chicago Manual of Style (16th Edition):

Nowell, Jimmy D 1970-. “THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/927.

MLA Handbook (7th Edition):

Nowell, Jimmy D 1970-. “THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE.” 2013. Web. 23 Sep 2020.

Vancouver:

Nowell JD1. THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/927.

Council of Science Editors:

Nowell JD1. THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/927


University of Houston

28. Griffin, Kade Allen 1982-. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.

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

 With the increased level of accountability now dominating education in America, administrators are constantly on the lookout for ways to improve their schools. One area… (more)

Subjects/Keywords: Freshman transition; Transitions; Graduation factors; Persistence; Professional leadership

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APA (6th Edition):

Griffin, K. A. 1. (2013). Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/943

Chicago Manual of Style (16th Edition):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/943.

MLA Handbook (7th Edition):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Web. 23 Sep 2020.

Vancouver:

Griffin KA1. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/943.

Council of Science Editors:

Griffin KA1. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/943


University of Houston

29. 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 September 23, 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. 23 Sep 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 Sep 23]. 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

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

Degree: PhD, Educational Leadership, 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 schools; Mathematics; Middle school students; College readiness; Intervention Program; Student Data; Performance Coach; Assessments; Learning; Extra instructional time

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Doctoral Dissertation, University of Houston. Accessed September 23, 2020. http://hdl.handle.net/10657/637.

MLA Handbook (7th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Web. 23 Sep 2020.

Vancouver:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10657/637.

Council of Science Editors:

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

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