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You searched for +publisher:"University of Houston" +contributor:("MacNeil, Angus J."). Showing records 1 – 30 of 169 total matches.

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University of Houston

1. 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 April 25, 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. 25 Apr 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 Apr 25]. 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

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/611.

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

MLA Handbook (7th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Web. 25 Apr 2019.

Vancouver:

Meeks L1. Exclusionary Discipline Placements. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/611.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/936.

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

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 25 Apr 2019.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/936.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/948.

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

MLA Handbook (7th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Web. 25 Apr 2019.

Vancouver:

Campos TM1. The Importance Of Principal Preparation Programs To Increase Student Achievement. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/948.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Davalos JL1. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1009.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/279.

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

MLA Handbook (7th Edition):

Stockton, Karen. “Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals.” 2011. Web. 25 Apr 2019.

Vancouver:

Stockton K. Transition from Fifth Grade to Sixth Grade and its Impact on Discipline Referrals. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/279.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/280.

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

Council of Science Editors:

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

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


University of Houston

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Macias, Linda 1960-. “A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL.” 2011. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. 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

9. 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 April 25, 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. 25 Apr 2019.

Vancouver:

Brosnahan C1. THE IMPACT OF A SCHOOL’S ORGANIZATIONAL HEALTH ON. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. 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

10. 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 April 25, 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. 25 Apr 2019.

Vancouver:

Acosta JB1. The Effect of the Texas Student Success Initiative on Dropouts and Student Retention at a District in the Northeast Area of Harris County. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

11. 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 April 25, 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. 25 Apr 2019.

Vancouver:

Fitzgerald N1. The Role of Instructional Coach and Prinicpal in Support of College Readiness Standards in High School Writing: a Case Study. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

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

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

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

Subjects/Keywords: Principal Leadership; Educational leadership

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hindt, Lawrence A 1964-. “THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT.” 2012. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Hindt LA1. THE EFFECTS OF PRINCIPAL LEADERSHIP ON TEACHER MORALE AND STUDENT ACHIEVEMENT. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

15. 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 April 25, 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. 25 Apr 2019.

Vancouver:

Hobin CM1. Assistant Principals' Perceptions of Research-Generated Knowledge: An Examination of the Utility and Quality of Information Sources. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Russell, Deborah 1960-. “Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders.” 2012. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Russell D1. Implication of Differences in Academic Achievement of Economically Disadvantaged Students on School Improvement Planning for Educational Leaders. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gerault, Jeanette Diane 1972-. “THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE.” 2013. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/932.

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

MLA Handbook (7th Edition):

Gerault, Jeanette Diane 1972-. “THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE.” 2013. Web. 25 Apr 2019.

Vancouver:

Gerault JD1. THE RELATIONSHIP BETWEEN LEADERSHIP SKILLS OF ELEMENTARY SCHOOL PRINCIPALS AND SCHOOL CLIMATE. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/932.

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

Council of Science Editors:

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

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


University of Houston

18. -1476-0313. AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS.

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

 A significant disparity exists between the overall dropout rate and the dropout rate for African American males. Research is limited in the area of incorporating… (more)

Subjects/Keywords: African American males; Dropout Crisis; Career Academies

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

APA (6th Edition):

-1476-0313. (2016). AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1539

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):

-1476-0313. “AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS.” 2016. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1539.

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):

-1476-0313. “AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS.” 2016. Web. 25 Apr 2019.

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

Vancouver:

-1476-0313. AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1539.

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:

-1476-0313. AN EXAMINATION OF CAREER ACADAMIES AND THE IMPLICATIONS FOR THE AFRICAN AMERICAN MALE DROPOUT CRISIS. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1539

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

19. -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 April 25, 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. 25 Apr 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 Apr 25]. 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

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

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 April 25, 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. 25 Apr 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 Apr 25]. 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

21. 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 April 25, 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. 25 Apr 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 Apr 25]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/262.

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

MLA Handbook (7th Edition):

Bennett, Vivian. “A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms.” 2011. Web. 25 Apr 2019.

Vancouver:

Bennett V. A Descriptive Study of PLATO As A Proposition For Regular Education Classrooms. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/262.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Takahashi-Kury, Yuka. “Principals' Time Spent Off Campus and Their Perception of its Effectiveness.” 2011. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Takahashi-Kury Y. Principals' Time Spent Off Campus and Their Perception of its Effectiveness. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. 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

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Tsang, Tricia. “The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development.” 2011. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Tsang T. The Impact of the Professional Development and Appraisal System on the Role of the Principal in Staff Development. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Stephenson, Kristine 1969-. “A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence.” 2011. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/434.

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

MLA Handbook (7th Edition):

Stephenson, Kristine 1969-. “A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence.” 2011. Web. 25 Apr 2019.

Vancouver:

Stephenson K1. A Case Study of Middle School Discipline Referrals by Gender, Grade Level, and Consequence. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/434.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Benitez, Raul. “Improving Latino Parental Involvement in Elementary School.” 2011. Thesis, University of Houston. Accessed April 25, 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. 25 Apr 2019.

Vancouver:

Benitez R. Improving Latino Parental Involvement in Elementary School. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 25]. 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

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

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 April 25, 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. 25 Apr 2019.

Vancouver:

Murrell M1. Principals Can Improve Student Achievement with Data Driven Decision Making. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

28. 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 April 25, 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. 25 Apr 2019.

Vancouver:

Null C1. The Impact of an Economically Disadvantaged Student Population on School Climate. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Apr 25]. 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

29. 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 April 25, 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. 25 Apr 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 Apr 25]. 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

30. 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 April 25, 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. 25 Apr 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 Apr 25]. 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

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