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You searched for +publisher:"University of Houston" +contributor:("Emerson, Michael W."). Showing records 1 – 30 of 137 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: Curriculum and Instruction, Department of, 2013, University of Houston

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

3. Horner, Glenda. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.

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

 This qualitative study explores teacher professional development with an eye directed towards job-embedded professional development, specifically the enactment of differentiated instruction (DI) utilizing the services… (more)

Subjects/Keywords: job-embedded; teacher professional development; differentiated instruction; narrative inquiry; Individualized instruction – Texas; Teachers – In-service training – Texas

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APA (6th Edition):

Horner, G. (2011). Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/287

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

Chicago Manual of Style (16th Edition):

Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/287.

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

MLA Handbook (7th Edition):

Horner, Glenda. “Jump in, the Water is Fine: Job-Embedded Teacher Professional Development.” 2011. Web. 23 Feb 2019.

Vancouver:

Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/287.

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

Council of Science Editors:

Horner G. Jump in, the Water is Fine: Job-Embedded Teacher Professional Development. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/287

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

Subjects/Keywords: Principal Leadership; Educational leadership

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

15. -0709-675X. A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 Nationwide, there has been an enormous amount of attention paid to the importance of college readiness for high school students. The Early College High School… (more)

Subjects/Keywords: Early College High School; Early College High School Program; Building Relationships; Self-Determination; Resiliency; Associate's Degree; College Preparation; Self-Driven; Family Support

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

APA (6th Edition):

-0709-675X. (2016). A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1733

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

Chicago Manual of Style (16th Edition):

-0709-675X. “A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion.” 2016. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/1733.

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

MLA Handbook (7th Edition):

-0709-675X. “A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion.” 2016. Web. 23 Feb 2019.

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

Vancouver:

-0709-675X. A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/1733.

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

Council of Science Editors:

-0709-675X. A Case Study Of An Early College High School: Students' Perceptions Of The Benefits And Challenges Experienced While Attending An Early College High School And Factors Influencing Program Completion. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1733

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


University of Houston

16. Ferdinand, Michele A. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year… (more)

Subjects/Keywords: new teacher induction; novice teacher; professional development; mentoring

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

APA (6th Edition):

Ferdinand, M. A. (2016). EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1755

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

Chicago Manual of Style (16th Edition):

Ferdinand, Michele A. “EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.” 2016. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/1755.

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

MLA Handbook (7th Edition):

Ferdinand, Michele A. “EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY.” 2016. Web. 23 Feb 2019.

Vancouver:

Ferdinand MA. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/1755.

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

Council of Science Editors:

Ferdinand MA. EXAMINING THE RELATIONSHIP BETWEEN FIRST-YEAR TEACHER PERCEPTIONS, NEW TEACHER INDUCTION AND TEACHER RETENTION IN THE 21ST CENTURY. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1755

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


University of Houston

17. -2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 The course most offered by Community Colleges to enhance first-year student success focuses on facilitating students in academic transition from high school to higher education.… (more)

Subjects/Keywords: First Year Experience

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APA (6th Edition):

-2392-3425. (2017). LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1845

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

Chicago Manual of Style (16th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/1845.

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

MLA Handbook (7th Edition):

-2392-3425. “LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY.” 2017. Web. 23 Feb 2019.

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

Vancouver:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/1845.

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

Council of Science Editors:

-2392-3425. LEARNING FRAMEWORKS, FIRST YEAR EXPERIENCE, EDUCATION 1300: A QUALITATIVE EXAMINATION OF EXPECTATIONS & PERCEPTIONS OF FIRST YEAR STUDENTS AND FACULTY. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1845

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


University of Houston

18. Foulds, Gregory A. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 As school teaching staffs become increasingly younger, the role principals play in helping teachers develop a positive teaching identity in the first five years of… (more)

Subjects/Keywords: Positive Teacher Identity; Self-Efficacy

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APA (6th Edition):

Foulds, G. A. (2017). The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1849

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

Chicago Manual of Style (16th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/1849.

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

MLA Handbook (7th Edition):

Foulds, Gregory A. “The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers.” 2017. Web. 23 Feb 2019.

Vancouver:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/1849.

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

Council of Science Editors:

Foulds GA. The Principal's Role in Building Positive Teacher Identity in Early Career Public School Teachers. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1849

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


University of Houston

19. Boothe, Elizabeth Anne. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.

Degree: Educational Leadership and Policy Studies, Department of, 2017, University of Houston

 Leaders planning for innovative teaching and learning require special decision-making abilities, and need to avoid imposing new technology when organizational members are not well-prepared or… (more)

Subjects/Keywords: Learning Management System; LMS; diffusion of innovations; adoption

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APA (6th Edition):

Boothe, E. A. (2017). A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1850

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

Chicago Manual of Style (16th Edition):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/1850.

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

MLA Handbook (7th Edition):

Boothe, Elizabeth Anne. “A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District.” 2017. Web. 23 Feb 2019.

Vancouver:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/1850.

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

Council of Science Editors:

Boothe EA. A Case Study of the Implementation and Adoption of a Learning Management System (LMS) in a Large Urban School District. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1850

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

MLA Handbook (7th Edition):

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

Vancouver:

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

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

Council of Science Editors:

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

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


University of Houston

23. Afiesimama, Jane 1952-. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.

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

 An educator’s determination to make a difference in the lives of her students birthed this inquiry. It is a qualitative study with the use of… (more)

Subjects/Keywords: Study Skills; Vocabulary Acquisition; Mnemonics and Acronyms in Science Teaching; Table Talks; Class Pledge; Words of Encouragement; Science – Study and teaching (Secondary); Science teachers; Teaching – Philosophy

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APA (6th Edition):

Afiesimama, J. 1. (2011). Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/587

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

Chicago Manual of Style (16th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/587.

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

MLA Handbook (7th Edition):

Afiesimama, Jane 1952-. “Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation.” 2011. Web. 23 Feb 2019.

Vancouver:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/587.

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

Council of Science Editors:

Afiesimama J1. Teacher-As-Researcher: Making a Difference through Laying a Solid Foundation. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/587

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


University of Houston

24. Murrell, Mark 1967-. Principals Can Improve Student Achievement with Data Driven Decision Making.

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

 This study focused on the strategic data that a principal uses to determine the timing of appropriate interventions for students that are at risk for… (more)

Subjects/Keywords: Education data; data decision making; Educational Achievement; Student identification model; Leadership

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APA (6th Edition):

Murrell, M. 1. (2012). Principals Can Improve Student Achievement with Data Driven Decision Making. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/591

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

Chicago Manual of Style (16th Edition):

Murrell, Mark 1967-. “Principals Can Improve Student Achievement with Data Driven Decision Making.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/591.

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

MLA Handbook (7th Edition):

Murrell, Mark 1967-. “Principals Can Improve Student Achievement with Data Driven Decision Making.” 2012. Web. 23 Feb 2019.

Vancouver:

Murrell M1. Principals Can Improve Student Achievement with Data Driven Decision Making. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/591.

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

Council of Science Editors:

Murrell M1. Principals Can Improve Student Achievement with Data Driven Decision Making. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/591

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


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 and Sixth Grade; Students' Perceptions; Consistency Management and Cooperative Discipline; Intermediate; Elementary; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/600

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

Chicago Manual of Style (16th Edition):

Clark, Windy 1981-. “STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/600.

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

MLA Handbook (7th Edition):

Clark, Windy 1981-. “STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA.” 2012. Web. 23 Feb 2019.

Vancouver:

Clark W1. STUDENT PERCEPTIONS OF SCHOOL CLIMATE: DISAGGREGATED BY GENDER, GRADE LEVEL, AND SUBJECT AREA. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/600.

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

Council of Science Editors:

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

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


University of Houston

26. Null, Curtis 1974-. The Impact of an Economically Disadvantaged Student Population on School Climate.

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

 The purpose of this study was to determine the relationship between student poverty levels, defined by the number of students identified as economically disadvantaged by… (more)

Subjects/Keywords: school climate; student poverty; OHI; ecomomically disadvantaged; morale; teacher retention; climate; SES; Professional leadership

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

APA (6th Edition):

Null, C. 1. (2012). The Impact of an Economically Disadvantaged Student Population on School Climate. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/603

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

Chicago Manual of Style (16th Edition):

Null, Curtis 1974-. “The Impact of an Economically Disadvantaged Student Population on School Climate.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/603.

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

MLA Handbook (7th Edition):

Null, Curtis 1974-. “The Impact of an Economically Disadvantaged Student Population on School Climate.” 2012. Web. 23 Feb 2019.

Vancouver:

Null C1. The Impact of an Economically Disadvantaged Student Population on School Climate. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/603.

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

Council of Science Editors:

Null C1. The Impact of an Economically Disadvantaged Student Population on School Climate. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/603

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


University of Houston

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

Degree: Educational Leadership and Cultural Studies, Department of, 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: Leadership: Transformational Leadership; Instructional Leadership; Managerial Leadership; Principal; teacher evaluation; Educational leadership

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Fernandez, Julie. “PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/605.

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

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 Feb 2019.

Vancouver:

Fernandez J. PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/605.

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

Council of Science Editors:

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

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


University of Houston

28. O'Hare, John 1977-. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.

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

 Though campus principals must take on many leadership roles, their primary responsibility is to facilitate effective teaching and learning with the overall mission of enhancing… (more)

Subjects/Keywords: instructional leadership; reading intervention; leadership; education

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

APA (6th Edition):

O'Hare, J. 1. (2012). Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/606

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

Chicago Manual of Style (16th Edition):

O'Hare, John 1977-. “Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/606.

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

MLA Handbook (7th Edition):

O'Hare, John 1977-. “Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.” 2012. Web. 23 Feb 2019.

Vancouver:

O'Hare J1. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/606.

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

Council of Science Editors:

O'Hare J1. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/606

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


University of Houston

29. Kalie, Zenaida 1974-. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.

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

 All new Texas first year teachers enter the classroom with the hope of receiving an attentive campus mentor. However, there is no guarantee that these… (more)

Subjects/Keywords: alternative certification; on-line mentoring for new teachers; teacher interns; mentoring; new teacher mentoring; e-mentoring; on-line mentoring; Texas; Professional leadership

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

APA (6th Edition):

Kalie, Z. 1. (2012). WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/607

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

Chicago Manual of Style (16th Edition):

Kalie, Zenaida 1974-. “WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/607.

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

MLA Handbook (7th Edition):

Kalie, Zenaida 1974-. “WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS.” 2012. Web. 23 Feb 2019.

Vancouver:

Kalie Z1. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/607.

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

Council of Science Editors:

Kalie Z1. WHAT CAMPUS PRINCIPALS NEED TO KNOW: THE SIGNIFICANCE OF ON-LINE MENTORING ON ALTERNATIVE CERTIFICATION INTERNS IN TEXAS. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/607

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


University of Houston

30. Chapa, Selina 1964-. What School Leaders Need to Know About Teacher Retention.

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

 Teacher retention has been an issue of national concern for decades (Moir, 2009; Veenman, 1984). According to the National Center for Education Statistics (NCES), 49.4… (more)

Subjects/Keywords: 1) Teacher Retention 2) Student Teachers 3) Alternative Certification 4) University Based Programs; Student Teachers 3) Alternative Certification 4) University Based Programs; Professional leadership

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

APA (6th Edition):

Chapa, S. 1. (2012). What School Leaders Need to Know About Teacher Retention. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/610

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

Chicago Manual of Style (16th Edition):

Chapa, Selina 1964-. “What School Leaders Need to Know About Teacher Retention.” 2012. Thesis, University of Houston. Accessed February 23, 2019. http://hdl.handle.net/10657/610.

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

MLA Handbook (7th Edition):

Chapa, Selina 1964-. “What School Leaders Need to Know About Teacher Retention.” 2012. Web. 23 Feb 2019.

Vancouver:

Chapa S1. What School Leaders Need to Know About Teacher Retention. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Feb 23]. Available from: http://hdl.handle.net/10657/610.

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

Council of Science Editors:

Chapa S1. What School Leaders Need to Know About Teacher Retention. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/610

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

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