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You searched for +publisher:"University of Houston" +contributor:("Butcher, Keith"). Showing records 1 – 22 of 22 total matches.

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University of Houston

1. Jefferson, Camedra L. Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Literacy remains an ongoing concern in urban schools. As a result of this literacy opportunity gap, there have been various literacy initiatives launched at… (more)

Subjects/Keywords: Literacy Initiatives; Transformational leadership; Implemenation Fidelity; Literacy; Leaders

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APA (6th Edition):

Jefferson, C. L. (2019). Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4473

Chicago Manual of Style (16th Edition):

Jefferson, Camedra L. “Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4473.

MLA Handbook (7th Edition):

Jefferson, Camedra L. “Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District.” 2019. Web. 12 Aug 2020.

Vancouver:

Jefferson CL. Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4473.

Council of Science Editors:

Jefferson CL. Leaders Bridging the Opportunity Gap: The Implementation of a Districtwide Literacy Initiative in an Urban School District. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4473


University of Houston

2. -7894-9887. An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency.

Degree: EdD, Administration and Supervision, Education, 2020, University of Houston

 As the Texas legislature continues to increase state accountability, most recently with the A-F system (House Bill 22, 2017), many schools have opted to implement… (more)

Subjects/Keywords: Resilience; Self-Determination Theory; Grit; Mindset; Out-of-School Programs; SEL; Social Emotional Learning; UFL

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APA (6th Edition):

-7894-9887. (2020). An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6670

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

Chicago Manual of Style (16th Edition):

-7894-9887. “An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency.” 2020. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/6670.

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

MLA Handbook (7th Edition):

-7894-9887. “An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency.” 2020. Web. 12 Aug 2020.

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

Vancouver:

-7894-9887. An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/6670.

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

Council of Science Editors:

-7894-9887. An Examination of the United Future Leaders Program, Texas Tech University Center for Adolescent Resiliency. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6670

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


University of Houston

3. Boyette, Tammy S. The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study.

Degree: EdD, Administration and Supervision, Education, 2019, University of Houston

 Background/Problem Statement: This qualitative case series study investigated the phenomenon of “fit” as it relates to the underrepresentation of female superintendents in the field of… (more)

Subjects/Keywords: Superintendent Search; Superintendent Selection Process; Superintendent "Fit"; Female superintendent selections; Hiring gap; Women; Superintendents

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APA (6th Edition):

Boyette, T. S. (2019). The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5629

Chicago Manual of Style (16th Edition):

Boyette, Tammy S. “The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/5629.

MLA Handbook (7th Edition):

Boyette, Tammy S. “The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study.” 2019. Web. 12 Aug 2020.

Vancouver:

Boyette TS. The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/5629.

Council of Science Editors:

Boyette TS. The Phenomenon of "Fit" in School Superintendent Selection: A Case Series Study. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5629


University of Houston

4. Bonner, Danny Weldon. Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: In the past two decades, policy makers across the United States have made a push to increase public education’s role in Financial Literacy Education… (more)

Subjects/Keywords: Financial Literacy; Personal Finance

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APA (6th Edition):

Bonner, D. W. (2019). Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5584

Chicago Manual of Style (16th Edition):

Bonner, Danny Weldon. “Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/5584.

MLA Handbook (7th Edition):

Bonner, Danny Weldon. “Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates.” 2019. Web. 12 Aug 2020.

Vancouver:

Bonner DW. Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/5584.

Council of Science Editors:

Bonner DW. Examining the Effectiveness of Financial Literacy Education in Texas Public Schools: A Case Study of Four High School Graduates. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5584


University of Houston

5. Adams, Elizabeth Lynn. Access and Information: Testimony in the Texas Senate Committee on Education.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Educators and public school districts are bound to the legislative policies crafted by men and women who often have little experience in public education… (more)

Subjects/Keywords: State Legislature; Committee Testimony; Education; Policies; Texas Legislature

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APA (6th Edition):

Adams, E. L. (2019). Access and Information: Testimony in the Texas Senate Committee on Education. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4463

Chicago Manual of Style (16th Edition):

Adams, Elizabeth Lynn. “Access and Information: Testimony in the Texas Senate Committee on Education.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4463.

MLA Handbook (7th Edition):

Adams, Elizabeth Lynn. “Access and Information: Testimony in the Texas Senate Committee on Education.” 2019. Web. 12 Aug 2020.

Vancouver:

Adams EL. Access and Information: Testimony in the Texas Senate Committee on Education. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4463.

Council of Science Editors:

Adams EL. Access and Information: Testimony in the Texas Senate Committee on Education. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4463


University of Houston

6. Russell, Jasmin Elena. An Examination of Instructional Coaching and Teacher Retention: A Case Study.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Teacher retention remains a crisis nationally. While a variety of interventions have sought to curtail the number of teachers exiting the field each year,… (more)

Subjects/Keywords: Teacher retention; Instructional coaching; Teacher retention; New teachers

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APA (6th Edition):

Russell, J. E. (2019). An Examination of Instructional Coaching and Teacher Retention: A Case Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5567

Chicago Manual of Style (16th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/5567.

MLA Handbook (7th Edition):

Russell, Jasmin Elena. “An Examination of Instructional Coaching and Teacher Retention: A Case Study.” 2019. Web. 12 Aug 2020.

Vancouver:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/5567.

Council of Science Editors:

Russell JE. An Examination of Instructional Coaching and Teacher Retention: A Case Study. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5567


University of Houston

7. Franklin, Delesa. A Comparative Analysis of Mathematics and Science Achievement in an All Girls School.

Degree: EdD, Administration and Supervision, Education, 2019, University of Houston

 Background: There is continued emphasis on increasing student performance and interest in Science, Technology, Engineering, and Math (STEM), particularly among women. One solution has been… (more)

Subjects/Keywords: All-girls; Single-sex schools; Mathematical performance; Science performance; Girls academic performance

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APA (6th Edition):

Franklin, D. (2019). A Comparative Analysis of Mathematics and Science Achievement in an All Girls School. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5518

Chicago Manual of Style (16th Edition):

Franklin, Delesa. “A Comparative Analysis of Mathematics and Science Achievement in an All Girls School.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/5518.

MLA Handbook (7th Edition):

Franklin, Delesa. “A Comparative Analysis of Mathematics and Science Achievement in an All Girls School.” 2019. Web. 12 Aug 2020.

Vancouver:

Franklin D. A Comparative Analysis of Mathematics and Science Achievement in an All Girls School. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/5518.

Council of Science Editors:

Franklin D. A Comparative Analysis of Mathematics and Science Achievement in an All Girls School. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5518


University of Houston

8. Meyers, Gregory. Texas School Accountability: A Blueprint for Literacy?.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

 Background: The literacy skills acquired by children by the third grade is a predictor of their ability to successfully navigate school and achieve success in… (more)

Subjects/Keywords: Accountability; Literacy; Early childhood

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APA (6th Edition):

Meyers, G. (2019). Texas School Accountability: A Blueprint for Literacy?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4474

Chicago Manual of Style (16th Edition):

Meyers, Gregory. “Texas School Accountability: A Blueprint for Literacy?.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4474.

MLA Handbook (7th Edition):

Meyers, Gregory. “Texas School Accountability: A Blueprint for Literacy?.” 2019. Web. 12 Aug 2020.

Vancouver:

Meyers G. Texas School Accountability: A Blueprint for Literacy?. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4474.

Council of Science Editors:

Meyers G. Texas School Accountability: A Blueprint for Literacy?. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4474


University of Houston

9. -2418-1331. Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: Texas House Bill 5 (2013) changed graduation requirements across the state by requiring that students select a career path or endorsement as they enter… (more)

Subjects/Keywords: Policy Study; Career Readiness; College readiness; Graduation requirements; Career and Technical Education; Sensemaking; Social justice; Economically disadvantaged students; Socioeconomic status (SES); Historically Marginalized; At-risk; Comparative Case Study

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APA (6th Edition):

-2418-1331. (2019). Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4466

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

Chicago Manual of Style (16th Edition):

-2418-1331. “Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4466.

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

MLA Handbook (7th Edition):

-2418-1331. “Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5.” 2019. Web. 12 Aug 2020.

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

Vancouver:

-2418-1331. Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4466.

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

Council of Science Editors:

-2418-1331. Implementation of College and Career Readiness in Texas: A Case Study of How Stakeholders Make Sense of House Bill 5. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4466

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


University of Houston

10. Banks, Kevin J. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.

Degree: EdD, Professional Leadership, 2018, University of Houston

 Background: Black students are disproportionately suspended, expelled, or placed in alternative school settings during their preschool through 12th grade years (Booker & Mitchell, 2011; Gregory,… (more)

Subjects/Keywords: Racial Discipline Gap; Assistant principals; Sensemaking; Black students; Black males; Exclusionary discipline; Office Discipline Referral; Social justice; Leadership

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APA (6th Edition):

Banks, K. J. (2018). Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3115

Chicago Manual of Style (16th Edition):

Banks, Kevin J. “Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.” 2018. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/3115.

MLA Handbook (7th Edition):

Banks, Kevin J. “Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap.” 2018. Web. 12 Aug 2020.

Vancouver:

Banks KJ. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/3115.

Council of Science Editors:

Banks KJ. Sensemaking as a Framework for Understanding How Middle School Assistant Principals as Social Justice Leaders Adjudicate Discipline Referrals to Disrupt the Racial Discipline Gap. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3115


University of Houston

11. -1911-8829. Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

 Background: African American women principals are underrepresented in public education. The National Teacher and Principal Survey for 2015-2016 reports the school principal distribution for women… (more)

Subjects/Keywords: African Americans; Principalship; Women leaders in public education; School leadership; Aspiring school leaders

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APA (6th Edition):

-1911-8829. (2019). Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5592

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

Chicago Manual of Style (16th Edition):

-1911-8829. “Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study.” 2019. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/5592.

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

MLA Handbook (7th Edition):

-1911-8829. “Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study.” 2019. Web. 12 Aug 2020.

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

Vancouver:

-1911-8829. Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/5592.

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

Council of Science Editors:

-1911-8829. Ten African American Women’s Advancement in Public Education: Houston Phenomenological Study. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5592

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


University of Houston

12. Taylor, Ariel J. Examining the Relationship between Teacher Turnover and Teacher Engagement.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Background: Teacher turnover is a significant issue for schools and districts around the nation as they fail to retain highly qualified teachers. Educational researchers have… (more)

Subjects/Keywords: Teacher Turnover; Teacher engagment

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APA (6th Edition):

Taylor, A. J. (2017). Examining the Relationship between Teacher Turnover and Teacher Engagement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1860

Chicago Manual of Style (16th Edition):

Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/1860.

MLA Handbook (7th Edition):

Taylor, Ariel J. “Examining the Relationship between Teacher Turnover and Teacher Engagement.” 2017. Web. 12 Aug 2020.

Vancouver:

Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/1860.

Council of Science Editors:

Taylor AJ. Examining the Relationship between Teacher Turnover and Teacher Engagement. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1860

13. -0472-1414. An Examination of the Segregated School Experience for Former African American Students and Teachers.

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

 Background: The stories of retired African American educators who attended segregated schools, after which they pursued a career in education, and taught in both segregated… (more)

Subjects/Keywords: Education; Segregation; Integration; African American students during segregation; Black students; African American teachers during segregation; Black school experience

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

APA (6th Edition):

-0472-1414. (n.d.). An Examination of the Segregated School Experience for Former African American Students and Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3356

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-0472-1414. “An Examination of the Segregated School Experience for Former African American Students and Teachers.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/3356.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-0472-1414. “An Examination of the Segregated School Experience for Former African American Students and Teachers.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-0472-1414. An Examination of the Segregated School Experience for Former African American Students and Teachers. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/3356.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-0472-1414. An Examination of the Segregated School Experience for Former African American Students and Teachers. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/3356

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

14. -5444-8749. EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS.

Degree: EdD, Professional Leadership, 2017, University of Houston

 Background: Effectively improving the educational outcomes for students attending a persistently low-performing school is difficult work even for the most skilled and experienced school leaders.… (more)

Subjects/Keywords: Turnaround leadership; Data; Decision-making; School improvement; Collaboration; Purpose; Culture

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APA (6th Edition):

-5444-8749. (2017). EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1835

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

Chicago Manual of Style (16th Edition):

-5444-8749. “EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS.” 2017. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/1835.

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

MLA Handbook (7th Edition):

-5444-8749. “EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS.” 2017. Web. 12 Aug 2020.

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

Vancouver:

-5444-8749. EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/1835.

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

Council of Science Editors:

-5444-8749. EXAMINING THE KEY DRIVERS OF SUCCESSFUL SCHOOL TURNAROUND: A CROSS COMPARATIVE ANALYSIS OF THREE SCHOOL LEADERS. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1835

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

15. -0159-1394. AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT.

Degree: EdD, Professional Leadership, 2016, University of Houston

 Human Resource professionals and campus principals in rapid high growth school districts are faced with the challenge of responding to diverse staffing demands, increasing student… (more)

Subjects/Keywords: Human resources; Principals; Recruitment; Induction; Retention

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APA (6th Edition):

-0159-1394. (2016). AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1750

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

Chicago Manual of Style (16th Edition):

-0159-1394. “AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT.” 2016. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/1750.

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Author name may be incomplete

MLA Handbook (7th Edition):

-0159-1394. “AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT.” 2016. Web. 12 Aug 2020.

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

Vancouver:

-0159-1394. AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/1750.

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

Council of Science Editors:

-0159-1394. AN EXAMINATION OF THE PERCEPTIONS OF HUMAN RESOURCE MANAGERS AND PRINCIPALS REGARDING HUMAN RESOURCE PRACTICES IN A FAST-GROWING SUBURBAN SCHOOL DISTRICT. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1750

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Author name may be incomplete

16. Hazen, Erin Ashley. The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade.

Degree: EdD, Special Populations, 2018, University of Houston

 Reading is a fundamental skill which changes the achievement trajectory of students, particularly in low-income communities. Children who cannot read proficiently by the upper elementary… (more)

Subjects/Keywords: Screening; RTI; State assessment

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APA (6th Edition):

Hazen, E. A. (2018). The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3162

Chicago Manual of Style (16th Edition):

Hazen, Erin Ashley. “The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade.” 2018. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/3162.

MLA Handbook (7th Edition):

Hazen, Erin Ashley. “The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade.” 2018. Web. 12 Aug 2020.

Vancouver:

Hazen EA. The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/3162.

Council of Science Editors:

Hazen EA. The Relationship Between Screening Measures for Reading and Performance on the End of Year State Assessment in Third Grade. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3162

17. -9224-2653. From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming.

Degree: EdD, Professional Leadership, 2017, University of Houston

 The necessity to find a tool to aid in monitoring and evaluating the effectiveness of the dual language program was born at the micro level… (more)

Subjects/Keywords: Dual language; English language learners; English learners

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APA (6th Edition):

-9224-2653. (2017). From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1879

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

Chicago Manual of Style (16th Edition):

-9224-2653. “From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming.” 2017. Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/1879.

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

MLA Handbook (7th Edition):

-9224-2653. “From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming.” 2017. Web. 12 Aug 2020.

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

Vancouver:

-9224-2653. From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/1879.

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

Council of Science Editors:

-9224-2653. From the Micro to the Macro: Gleaning the Discrete Elements That Contribute to Successful Student Outcomes in Dual Language Education Programming. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1879

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Author name may be incomplete


University of Houston

18. -3597-8610. EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY.

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

 Background: For decades, public education, particularly in urban communities, has failed to ensure students of color are able to experience sustained academic success. As a… (more)

Subjects/Keywords: School decline; Decline; Turnaround; High school; Secondary; Urban; Leadership; Educational leadership; Case studies; Predictability

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APA (6th Edition):

-3597-8610. (n.d.). EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4034

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-3597-8610. “EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4034.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-3597-8610. “EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-3597-8610. EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4034.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-3597-8610. EXAMINING THE PREDICTABLE STAGES OF SCHOOL DECLINE THROUGH A CAMPUS CASE STUDY. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4034

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.


University of Houston

19. -2065-5974. What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?.

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

 Title: What are the observable correlates of the Aha! moment, and how does this moment relate to moving from surface to deep thinking? Background: The… (more)

Subjects/Keywords: Education; Leadership; Administration

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APA (6th Edition):

-2065-5974. (n.d.). What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4067

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-2065-5974. “What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4067.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-2065-5974. “What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-2065-5974. What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4067.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-2065-5974. What Are the Observable Correlates of the Aha! Moment, and How Does This Moment Relate to Moving from Surface to Deep Thinking?. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4067

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.


University of Houston

20. Hobbs, Lauren. Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education.

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

 Background: Math is often thought to be one of the few objective, context-free areas of study. Yet, national and state assessment data repeatedly report disparities… (more)

Subjects/Keywords: Mathematics education; Mathematics education; Education; Cultural Responsiveness; Culturally responsive teaching; Professional development; Equity; Access

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APA (6th Edition):

Hobbs, L. (n.d.). Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4081

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Hobbs, Lauren. “Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/4081.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Hobbs, Lauren. “Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Hobbs L. Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/4081.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Hobbs L. Developing Culturally Responsive Mathematics Teachers: Understanding Equity and Access in Math Education. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4081

Note: this citation may be lacking information needed for this citation format:
No year of publication.


University of Houston

21. -2892-9965. An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion.

Degree: EdD, Professional Leadership, University of Houston

 Background: Student achievement in science in the U.S. is quite low, particularly among English Language learners (ELLs). One way to support ELLs’ learning is through… (more)

Subjects/Keywords: STEM; Out-of-school time; English acquisition; SIOP

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

APA (6th Edition):

-2892-9965. (n.d.). An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2084

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-2892-9965. “An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/2084.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-2892-9965. “An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-2892-9965. An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/2084.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-2892-9965. An Investigation into the Connection Between Out-of-School Time S.T.E.M. Learning and Student English Acquistion. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/2084

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.


University of Houston

22. -8096-7996. Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement.

Degree: EdD, Administration and Supervision, University of Houston

 Background: "The intersection of what needs to be done … varies from school to school but … the superintendency is the only job title with… (more)

Subjects/Keywords: Superintendents

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

APA (6th Edition):

-8096-7996. (n.d.). Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2101

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Chicago Manual of Style (16th Edition):

-8096-7996. “Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement.” Doctoral Dissertation, University of Houston. Accessed August 12, 2020. http://hdl.handle.net/10657/2101.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

MLA Handbook (7th Edition):

-8096-7996. “Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement.” Web. 12 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Vancouver:

-8096-7996. Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Aug 12]. Available from: http://hdl.handle.net/10657/2101.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

Council of Science Editors:

-8096-7996. Superintendents as Instructional Leaders and Its Influence on Student Academic Achievement. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/2101

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.

.