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You searched for +publisher:"University of Houston" +contributor:("MacNeil, Angus J."). Showing records 1 – 30 of 154 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: PhD, Educational Leadership, 2012, University of Houston

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Fernandez, Julie. “PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/605.

MLA Handbook (7th Edition):

Fernandez, Julie. “PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT.” 2012. Web. 02 Jun 2020.

Vancouver:

Fernandez J. PRINCIPALS’ PERSPECTIVES ON HOW TRANSFORMATIONAL, INSTRUCTIONAL, AND MANAGERIAL LEADERSHIP PRACTICES INFLUENCE TEACHER EFFECTIVENESS AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/605.

Council of Science Editors:

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1009.

MLA Handbook (7th Edition):

Davalos, Jose Lauro 1985-. “THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS.” 2013. Web. 02 Jun 2020.

Vancouver:

Davalos JL1. THE IMPORTANCE OF THE RELATIONSHIPS BETWEEN ASSISTANT PRINCIPALS AND TEACHERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1009.

Council of Science Editors:

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


University of Houston

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

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

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

Subjects/Keywords: Leadership; Economically disadvantaged students; Completions; Institutional processes; Professional leadership

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/936.

MLA Handbook (7th Edition):

Loyde, Delic. “Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students.” 2013. Web. 02 Jun 2020.

Vancouver:

Loyde D. Campus Leadership Institutional Process Practices That Positively Impact the Completion Rate of Economically Disadvantaged Students. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/936.

Council of Science Editors:

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


University of Houston

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

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

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

Subjects/Keywords: Discipline; Exclusionary discipline; High school discipline; Education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/611.

MLA Handbook (7th Edition):

Meeks, Lisa 1980-. “Exclusionary Discipline Placements.” 2012. Web. 02 Jun 2020.

Vancouver:

Meeks L1. Exclusionary Discipline Placements. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/611.

Council of Science Editors:

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


University of Houston

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

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

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

Subjects/Keywords: Principal training; Leadership; Turnaround schools; Principal training; Urban schools; Principals; Leadership development; Professional leadership

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/948.

MLA Handbook (7th Edition):

Campos, Theresa M 1954-. “The Importance Of Principal Preparation Programs To Increase Student Achievement.” 2013. Web. 02 Jun 2020.

Vancouver:

Campos TM1. The Importance Of Principal Preparation Programs To Increase Student Achievement. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/948.

Council of Science Editors:

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


University of Houston

6. Brooks, Keith Jarrod. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.

Degree: EdD, Administration and Supervision, 2014, University of Houston

 Culture plays a significant role in promoting student achievement in schools, and it has the ability to support or sabotage not only student success but… (more)

Subjects/Keywords: Culture; Good schools

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APA (6th Edition):

Brooks, K. J. (2014). HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1690

Chicago Manual of Style (16th Edition):

Brooks, Keith Jarrod. “HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.” 2014. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1690.

MLA Handbook (7th Edition):

Brooks, Keith Jarrod. “HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.” 2014. Web. 02 Jun 2020.

Vancouver:

Brooks KJ. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1690.

Council of Science Editors:

Brooks KJ. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1690


University of Houston

7. Idrogo, Sylvia. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.

Degree: EdD, Professional Leadership, 2015, University of Houston

 This study focused on evaluating the READ 180 reading intervention program which is designed for students in grades 4 through 12 at least two years… (more)

Subjects/Keywords: READ 180

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APA (6th Edition):

Idrogo, S. (2015). A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2007

Chicago Manual of Style (16th Edition):

Idrogo, Sylvia. “A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.” 2015. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/2007.

MLA Handbook (7th Edition):

Idrogo, Sylvia. “A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District.” 2015. Web. 02 Jun 2020.

Vancouver:

Idrogo S. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/2007.

Council of Science Editors:

Idrogo S. A Program Evaluation of Read 180 Reading Intervention Program: Administrators', Teachers', and Students' Perceptions of the Impact of Read 180 on Seventh and Eighth Grade Middle School Students with Learning Disabilities in One Large Urban School District. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2007


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/959.

MLA Handbook (7th Edition):

Pierson, Serena M 1975-. “Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders.” 2013. Web. 02 Jun 2020.

Vancouver:

Pierson SM1. Impact of Pre-kindergarten Education on Elementary Student Achievement: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/959.

Council of Science Editors:

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


University of Houston

9. Whittredge, Gary. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.

Degree: EdD, Professional Leadership, 2014, University of Houston

 This case study focuses on curriculum development for creating critical skills enhancement curriculum that qualifies for the Post 9/11 Government Issued (GI) Educational Bill, as… (more)

Subjects/Keywords: Post 9/11 veterans; Veterans; Curriculum

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APA (6th Edition):

Whittredge, G. (2014). A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1612

Chicago Manual of Style (16th Edition):

Whittredge, Gary. “A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.” 2014. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1612.

MLA Handbook (7th Edition):

Whittredge, Gary. “A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.” 2014. Web. 02 Jun 2020.

Vancouver:

Whittredge G. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1612.

Council of Science Editors:

Whittredge G. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1612


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/621.

MLA Handbook (7th Edition):

Voltz, Teressa J. “A Longitudinal Study of the Success of Response to Intervention for Educational Leaders.” 2012. Web. 02 Jun 2020.

Vancouver:

Voltz TJ. A Longitudinal Study of the Success of Response to Intervention for Educational Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/621.

Council of Science Editors:

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


University of Houston

11. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

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

 Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed… (more)

Subjects/Keywords: Teacher preparation; Danang; Vietnam

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APA (6th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

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

Chicago Manual of Style (16th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1875.

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

MLA Handbook (7th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 02 Jun 2020.

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

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1875.

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

Council of Science Editors:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

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


University of Houston

12. McWilliams-Abendroth, Christie Ellen. Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses.

Degree: EdD, Curriculum and Instruction, 2014, University of Houston

 Advanced secondary academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) were traditionally reserved for challenging gifted and high-ability students to engage in… (more)

Subjects/Keywords: Gifted students; Gifted education; Differentiation; Ability grouping; Mixed-ability; Grouping; Homogeneity; Heterogeneity; Secondary; Advanced academics; Advanced placement; International baccalaureate; International students; Attitudes

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APA (6th Edition):

McWilliams-Abendroth, C. E. (2014). Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1427

Chicago Manual of Style (16th Edition):

McWilliams-Abendroth, Christie Ellen. “Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses.” 2014. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1427.

MLA Handbook (7th Edition):

McWilliams-Abendroth, Christie Ellen. “Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses.” 2014. Web. 02 Jun 2020.

Vancouver:

McWilliams-Abendroth CE. Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1427.

Council of Science Editors:

McWilliams-Abendroth CE. Secondary Advanced Academic Courses: Instructors' Attitudes and Differentiated Practices for Gifted Students in Heterogeneous AP and IB Courses. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1427


University of Houston

13. Boushley, Jennifer Ann 1975-. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.

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

 There are few studies that examine the area of collaborative leadership through the viewpoints of counselors, assistant principals, and campus principals as members of the… (more)

Subjects/Keywords: Counselors; Leadership; Principals; Assistant principals; Collaboration; Professional leadership

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APA (6th Edition):

Boushley, J. A. 1. (2013). Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1080

Chicago Manual of Style (16th Edition):

Boushley, Jennifer Ann 1975-. “Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1080.

MLA Handbook (7th Edition):

Boushley, Jennifer Ann 1975-. “Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team.” 2013. Web. 02 Jun 2020.

Vancouver:

Boushley JA1. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1080.

Council of Science Editors:

Boushley JA1. Principal - Counselor Relationships: A Case Study of the Implications for the High School Leadership Team. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1080


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/646.

MLA Handbook (7th Edition):

Cantu, Faviola 1981-. “Decision Making Processes for School Administrators for Bilingual Programs.” 2012. Web. 02 Jun 2020.

Vancouver:

Cantu F1. Decision Making Processes for School Administrators for Bilingual Programs. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/646.

Council of Science Editors:

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Benson, Terri Cabbell 1976-. “BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1050.

MLA Handbook (7th Edition):

Benson, Terri Cabbell 1976-. “BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS.” 2013. Web. 02 Jun 2020.

Vancouver:

Benson TC1. BREAKING THROUGH THE GLASS CEILING: PERCEPTIONS OF BARRIERS AND SUCCESSES OF FEMALE SUPERINTENDENTS IN TEXAS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1050.

Council of Science Editors:

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


University of Houston

16. Partin, Jennifer Lea 1979-. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.

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

 The emergence of federal and state educational mandates makes administrators vulnerable to severe scrutiny if schools do not perform to expected levels. As the face… (more)

Subjects/Keywords: Educational leadership; Education reform; Assistant principals; Principals; Education; Administration; Assistant principal frustrations; Principal frustrations; Assistant principal preparation; Principal training; Professional leadership

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APA (6th Edition):

Partin, J. L. 1. (2013). Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/983

Chicago Manual of Style (16th Edition):

Partin, Jennifer Lea 1979-. “Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/983.

MLA Handbook (7th Edition):

Partin, Jennifer Lea 1979-. “Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship.” 2013. Web. 02 Jun 2020.

Vancouver:

Partin JL1. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/983.

Council of Science Editors:

Partin JL1. Frustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/983


University of Houston

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/793.

MLA Handbook (7th Edition):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Web. 02 Jun 2020.

Vancouver:

Munoz M1. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/793.

Council of Science Editors:

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


University of Houston

18. Halbert, Thomas Timothy. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The velocious evolution of technology has applied great pressure on educational institutions to transform curriculum delivery systems and provide innovative tools to accelerate closing the… (more)

Subjects/Keywords: Academic Engagement; Tablet Technology; Elementary schools; Middle schools; Student engagement; Lesson design; Learning; Teaching; Motivational design; Motivation; ARCS Model; Technology History; Computer History

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

APA (6th Edition):

Halbert, T. T. (2014). Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1644

Chicago Manual of Style (16th Edition):

Halbert, Thomas Timothy. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” 2014. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1644.

MLA Handbook (7th Edition):

Halbert, Thomas Timothy. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” 2014. Web. 02 Jun 2020.

Vancouver:

Halbert TT. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1644.

Council of Science Editors:

Halbert TT. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1644


University of Houston

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

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

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

Subjects/Keywords: Bilingual education; Educational leadership

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/629.

MLA Handbook (7th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Web. 02 Jun 2020.

Vancouver:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/629.

Council of Science Editors:

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


University of Houston

20. -8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

 Student population in American public schools has dramatically increased over the last ten years with projections indicating a continuation of fast growth for many school… (more)

Subjects/Keywords: School leadership; Newly Opened Schools

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APA (6th Edition):

-8638-7135. (2016). AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1531

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

Chicago Manual of Style (16th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1531.

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

MLA Handbook (7th Edition):

-8638-7135. “AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS.” 2016. Web. 02 Jun 2020.

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

Vancouver:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1531.

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

Council of Science Editors:

-8638-7135. AN EXAMINATION OF LEADERSHIP, TRUST, COLLABORATION AND PROFESSIONAL DEVELOPMENT IN NEWLY OPENED SCHOOLS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1531

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


University of Houston

21. Bolden-Vancourt, Aneka. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.

Degree: EdD, Professional Leadership, 2015, University of Houston

 School leadership is being urged to change in order to meet the needs of societal and school demographics. By increasing our efforts to bridge the… (more)

Subjects/Keywords: Middle schools; Principals

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

APA (6th Edition):

Bolden-Vancourt, A. (2015). Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2023

Chicago Manual of Style (16th Edition):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/2023.

MLA Handbook (7th Edition):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Web. 02 Jun 2020.

Vancouver:

Bolden-Vancourt A. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/2023.

Council of Science Editors:

Bolden-Vancourt A. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2023


University of Houston

22. -9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.

Degree: EdD, Administration and Supervision, 2016, University of Houston

 Every day, 7,000 students drop out of America’s high schools. That adds up to about 1.3 million students who will not graduate with their peers… (more)

Subjects/Keywords: Climate; Culture; Education; Dropouts; Graduation factors; Alternative school; Norms; Normative culture; Social learning; Maslow's heirarchy

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

APA (6th Edition):

-9507-3805. (2016). THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1756

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

Chicago Manual of Style (16th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1756.

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

MLA Handbook (7th Edition):

-9507-3805. “THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS.” 2016. Web. 02 Jun 2020.

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

Vancouver:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1756.

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

Council of Science Editors:

-9507-3805. THE LOST KIDS PROJECT: HOW URBAN HIGH SCHOOL STUDENTS THAT ARE OVER-AGED AND UNDER-CREDENTIALED AND HIGH SCHOOL DROPOUTS DESCRIBE THEIR NEEDS DEFICITS. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1756

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


University of Houston

23. -6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.

Degree: EdD, Professional Leadership, 2015, University of Houston

 African Americans and Hispanics may experience double isolation as a result of the attributes of race and poverty and predominantly attend schools with far greater… (more)

Subjects/Keywords: Economically disadvantaged students; First generation college students; Advancement Via Individual Determination (AVID); School programs; Secondary; College readiness

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

APA (6th Edition):

-6539-1258. (2015). The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/2026

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

Chicago Manual of Style (16th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/2026.

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

MLA Handbook (7th Edition):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Web. 02 Jun 2020.

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

Vancouver:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/2026.

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

Council of Science Editors:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2026

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


University of Houston

24. Lucario, Joseph A. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.

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

 Teacher evaluation is a highly contentious issue that is disputed throughout education. Teacher supervision has been questioned due to its controversial nature, while it is… (more)

Subjects/Keywords: Teacher evaluation; Teacher supervision

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

APA (6th Edition):

Lucario, J. A. (2017). An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1844

Chicago Manual of Style (16th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1844.

MLA Handbook (7th Edition):

Lucario, Joseph A. “An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models.” 2017. Web. 02 Jun 2020.

Vancouver:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1844.

Council of Science Editors:

Lucario JA. An Examination of Teacher Belief Systems on the Implications of Their Evaluation Instrument through the Use of District and State Developed Models. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1844


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nowell, Jimmy D 1970-. “THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/927.

MLA Handbook (7th Edition):

Nowell, Jimmy D 1970-. “THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE.” 2013. Web. 02 Jun 2020.

Vancouver:

Nowell JD1. THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL: IMPLICATIONS FOR STUDENT DISCIPLINE. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/927.

Council of Science Editors:

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/943.

MLA Handbook (7th Edition):

Griffin, Kade Allen 1982-. “Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation.” 2013. Web. 02 Jun 2020.

Vancouver:

Griffin KA1. Examining Relationships Between Participation in a Freshman Transition Program and Persistence to High School Graduation. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/943.

Council of Science Editors:

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


University of Houston

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

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

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

Subjects/Keywords: Middle schools; Mathematics; Middle school students; College readiness; Intervention Program; Student Data; Performance Coach; Assessments; Learning; Extra instructional time

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/637.

MLA Handbook (7th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Web. 02 Jun 2020.

Vancouver:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/637.

Council of Science Editors:

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


University of Houston

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

Degree: EdD, Professional Leadership, 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 performance; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/443

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. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/443.

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. 02 Jun 2020.

Vancouver:

Macias L1. A CASE STUDY OF THE TRANSFORMATION OF A LOW-PERFORMING SCHOOL INTO A HIGH PERFORMING SCHOOL. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/443.

Council of Science Editors:

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


University of Houston

29. Henson, Darryl Jarod. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The beginning of high school marks a significant shift in the academic demands placed on students (Roderick, 2006). In public school systems, as students transition… (more)

Subjects/Keywords: International baccalaureate; Middle Years Programme; International students; Ninth Grade

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

APA (6th Edition):

Henson, D. J. (2014). A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1565

Chicago Manual of Style (16th Edition):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/1565.

MLA Handbook (7th Edition):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Web. 02 Jun 2020.

Vancouver:

Henson DJ. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/1565.

Council of Science Editors:

Henson DJ. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1565


University of Houston

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

Degree: EdD, Professional Leadership, 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; Economically disadvantaged students; Morale; Teacher retention; Climate; Socioeconomic status (SES); Professional leadership

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Null, Curtis 1974-. “The Impact of an Economically Disadvantaged Student Population on School Climate.” 2012. Doctoral Dissertation, University of Houston. Accessed June 02, 2020. http://hdl.handle.net/10657/603.

MLA Handbook (7th Edition):

Null, Curtis 1974-. “The Impact of an Economically Disadvantaged Student Population on School Climate.” 2012. Web. 02 Jun 2020.

Vancouver:

Null C1. The Impact of an Economically Disadvantaged Student Population on School Climate. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10657/603.

Council of Science Editors:

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

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