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You searched for +publisher:"University of Houston" +contributor:("McGlohn, Robin"). Showing records 1 – 30 of 43 total matches.

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University of Houston

1. -5655-2881. AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY.

Degree: Educational Leadership and Cultural Studies, Department of, 2015, University of Houston

 Funding Texas schools and the effect those finances have had on student achievement has been the center of many recent debates. Since the Gilmer-Aiken Act… (more)

Subjects/Keywords: Texas School Finance; Eagle Ford Shale; South Central Texas; Qualitative; Strategies; Chapter 41; Tax Ratification Election; Bonds; Fiscal Responsiblity

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

APA (6th Edition):

-5655-2881. (2015). AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1471

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):

-5655-2881. “AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1471.

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):

-5655-2881. “AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY.” 2015. Web. 25 Apr 2019.

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

Vancouver:

-5655-2881. AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1471.

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:

-5655-2881. AN ANALYSIS OF EXECUTIVE LEADERSHIP BELIEFS THAT CONTRIBUTE TO DISTRICT FINANCIAL STABILITY. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1471

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

2. James, Tiffany. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.

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

 The purpose of this qualitative case study examined the differences in the GT referral & identification process that may hinder Black and Latino/a student participation.… (more)

Subjects/Keywords: Gifted and talented

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APA (6th Edition):

James, T. (2016). DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1544

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):

James, Tiffany. “DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.” 2016. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1544.

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

MLA Handbook (7th Edition):

James, Tiffany. “DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION.” 2016. Web. 25 Apr 2019.

Vancouver:

James T. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1544.

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

Council of Science Editors:

James T. DISCOVERING THE HIDDEN GEMS: A STUDY OF THE UNDERREPRESENTATION OF BLACK AND LATINO/A STUDENTS IN GIFTED AND TALENTED EDUCATION. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1544

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


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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; Ninth Grade

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APA (6th Edition):

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

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):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1565.

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

MLA Handbook (7th Edition):

Henson, Darryl Jarod. “A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement.” 2014. Web. 25 Apr 2019.

Vancouver:

Henson DJ. A Study of the International Baccalaureate Middle Years Programme on Ninth Grade Student Achievement. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1565.

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

Council of Science Editors:

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

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


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1612

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):

Whittredge, Gary. “A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1612.

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

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. 25 Apr 2019.

Vancouver:

Whittredge G. A Case Study: Developmet of Critical Skills Curriculum For Post 9/11 Veterans Transitioning to Civilian and Higher Education Lifestyles. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1612.

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

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. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1612

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


University of Houston

5. Stallworth, Lance R. Developing Authentic Leadership In Novice Principals Through Leadership Coaching.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 The principalship today challenges the most experienced and capable of leaders. The increasingly rigorous demands of educating a diverse population for a highly competitive global… (more)

Subjects/Keywords: Principal Leadership; Executive Coaching; Authentic Leadership

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APA (6th Edition):

Stallworth, L. R. (2014). Developing Authentic Leadership In Novice Principals Through Leadership Coaching. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1614

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):

Stallworth, Lance R. “Developing Authentic Leadership In Novice Principals Through Leadership Coaching.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1614.

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

MLA Handbook (7th Edition):

Stallworth, Lance R. “Developing Authentic Leadership In Novice Principals Through Leadership Coaching.” 2014. Web. 25 Apr 2019.

Vancouver:

Stallworth LR. Developing Authentic Leadership In Novice Principals Through Leadership Coaching. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1614.

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

Council of Science Editors:

Stallworth LR. Developing Authentic Leadership In Novice Principals Through Leadership Coaching. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1614

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


University of Houston

6. Taulton, Bryan T. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States.… (more)

Subjects/Keywords: Beginning Teacher Mentoring; Administrative Support; School Leadership

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APA (6th Edition):

Taulton, B. T. (2014). Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1617

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):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1617.

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

MLA Handbook (7th Edition):

Taulton, Bryan T. “Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role.” 2014. Web. 25 Apr 2019.

Vancouver:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1617.

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

Council of Science Editors:

Taulton BT. Retaining High Quality Teachers Through Mentorship And Support: The Principal's Role. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1617

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


University of Houston

7. Smith, Terra R. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 The purpose of the study was to explore instructional leadership support strategies that supported the professional growth and retention rates of beginning teachers with zero… (more)

Subjects/Keywords: Instructional Leadership; Alternatively Certified Teachers; Transformational Leadership

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APA (6th Edition):

Smith, T. R. (2014). A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1620

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):

Smith, Terra R. “A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1620.

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

MLA Handbook (7th Edition):

Smith, Terra R. “A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers.” 2014. Web. 25 Apr 2019.

Vancouver:

Smith TR. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1620.

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

Council of Science Editors:

Smith TR. A Qualitative Study: Instructional Leadership Strategies to Support the Professional Development of Alternatively Certified Teachers. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1620

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


University of Houston

8. Foust, Mark J. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Nationally, competition among school systems has existed for decades through school choice, open enrollment, and voucher programs. These concepts were foreign to the Texas public… (more)

Subjects/Keywords: Education; School Choice; marketing public schools; competition; Texas public school competition; educational leadership; Texas charter schools

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APA (6th Edition):

Foust, M. J. (2014). SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1624

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):

Foust, Mark J. “SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1624.

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

MLA Handbook (7th Edition):

Foust, Mark J. “SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS.” 2014. Web. 25 Apr 2019.

Vancouver:

Foust MJ. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1624.

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

Council of Science Editors:

Foust MJ. SCHOOL CHOICE, COMPETITION, AND MARKETING PUBLIC SCHOOLS: A MIXED METHODS STUDY OF A LARGE DIVERSE SUBURBAN SCHOOL DISTRICT IN TEXAS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1624

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


University of Houston

9. Butler, Charlie E. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.

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

 The National Center for Education Statistics (2008) research found that teacher turnover costs school districts approximately seven billion dollars annually across the nation. According to… (more)

Subjects/Keywords: School Leadership; Teacher Retention

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APA (6th Edition):

Butler, C. E. (2014). Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1625

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):

Butler, Charlie E. “Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1625.

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

MLA Handbook (7th Edition):

Butler, Charlie E. “Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention.” 2014. Web. 25 Apr 2019.

Vancouver:

Butler CE. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1625.

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

Council of Science Editors:

Butler CE. Cultivating A Nurturing School Culture: School Leadership That Promotes Teacher Retention. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1625

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


University of Houston

10. Goree, Tonya. The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 As state and federal accountability standards continue to require more from the classroom teacher, principals, who play the most crucial role in ensuring a successful… (more)

Subjects/Keywords: Teachers; Mediocre; Principal

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APA (6th Edition):

Goree, T. (2014). The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1626

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):

Goree, Tonya. “The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1626.

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

MLA Handbook (7th Edition):

Goree, Tonya. “The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness.” 2014. Web. 25 Apr 2019.

Vancouver:

Goree T. The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1626.

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

Council of Science Editors:

Goree T. The Principal's Role in Identifying, Addressing, and Moving Mediocre Teachers Beyond the Plateau of Ineffectiveness. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1626

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


University of Houston

11. Fendley, Paula. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 This study focused on evaluating the Linked Learning program in one large urban district. Linked Learning is a program linking students to rigorous college preparatory… (more)

Subjects/Keywords: Linked Learning; readiness; professional development

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APA (6th Edition):

Fendley, P. (2014). AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1632

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):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1632.

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

MLA Handbook (7th Edition):

Fendley, Paula. “AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT.” 2014. Web. 25 Apr 2019.

Vancouver:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1632.

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

Council of Science Editors:

Fendley P. AN EVALUATION OF LINKED LEARNING EARLY INITIATION ACTIVITIES AND PROFESSIONAL DEVELOPMENT PRACTICES IN SEVEN HIGH SCHOOLS IN ONE LARGE URBAN SCHOOL DISTRICT. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1632

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


University of Houston

12. Lozano, Abelardo. Why Teachers Choose To Stay In At-Risk Middle School Campuses.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 The purpose of this study was to discover why teachers choose to remain in at-risk middle school campuses in the Annabella-Christina Independent School District (a… (more)

Subjects/Keywords: Teacher Retention; Middle School; At-Risk

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

APA (6th Edition):

Lozano, A. (2014). Why Teachers Choose To Stay In At-Risk Middle School Campuses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1633

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):

Lozano, Abelardo. “Why Teachers Choose To Stay In At-Risk Middle School Campuses.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1633.

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

MLA Handbook (7th Edition):

Lozano, Abelardo. “Why Teachers Choose To Stay In At-Risk Middle School Campuses.” 2014. Web. 25 Apr 2019.

Vancouver:

Lozano A. Why Teachers Choose To Stay In At-Risk Middle School Campuses. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1633.

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

Council of Science Editors:

Lozano A. Why Teachers Choose To Stay In At-Risk Middle School Campuses. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1633

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


University of Houston

13. Bradley, Melissa. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Approximately 27% of students drop out of school each year in the United States (Dianda, 2008). Many of these students complete graduation requirements later giving… (more)

Subjects/Keywords: Credit Recovery; Academic Achievement; Course Recovery; Dropout; Retention; Intervention

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

APA (6th Edition):

Bradley, M. (2014). The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1639

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):

Bradley, Melissa. “The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1639.

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

MLA Handbook (7th Edition):

Bradley, Melissa. “The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders.” 2014. Web. 25 Apr 2019.

Vancouver:

Bradley M. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1639.

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

Council of Science Editors:

Bradley M. The Effects of a Middle School Dropout Prevention Program on the Academic Achievement of At-Risk Students: Implications for School Leaders. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1639

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


University of Houston

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

Degree: Educational Leadership and Policy Studies, Department of, 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 School; Middle School; Student Engagement; Lesson Design; Motivational Design; 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1644

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):

Halbert, Thomas Timothy. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1644.

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

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. 25 Apr 2019.

Vancouver:

Halbert TT. Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1644.

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

Council of Science Editors:

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

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


University of Houston

15. Loria, Karla. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 A large number of students are failing or are at-risk of failing in schools across the US. Low-income and minority students, specifically African American students,… (more)

Subjects/Keywords: Haberman; online teacher screener; value-added; teacher effectiveness; teacher interview tools; communities in schools; large urban school district; low performing schools

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APA (6th Edition):

Loria, K. (2014). The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1667

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):

Loria, Karla. “The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1667.

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

MLA Handbook (7th Edition):

Loria, Karla. “The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools.” 2014. Web. 25 Apr 2019.

Vancouver:

Loria K. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1667.

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

Council of Science Editors:

Loria K. The Relationship Between the Haberman Star Teacher Pre-Screener Score and the Students’ Academic Growth in a Large Urban School District's Low-Performing Schools. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1667

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


University of Houston

16. Parker, Marilyn. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.

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

 The new terminology in public school districts is “urban education” which breeds an entirely new scope of needs for public urban school success. Teachers who… (more)

Subjects/Keywords: Urban Education; Teacher Retention

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

APA (6th Edition):

Parker, M. (2014). Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1668

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):

Parker, Marilyn. “Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1668.

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

MLA Handbook (7th Edition):

Parker, Marilyn. “Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know.” 2014. Web. 25 Apr 2019.

Vancouver:

Parker M. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1668.

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

Council of Science Editors:

Parker M. Teacher Perceptions Regarding Teacher Retention in an Urban Middle School: What School Leaders Need to Know. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1668

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


University of Houston

17. Garcia, Maria Teresa. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 The United States of America has the unique challenge of educating a student population that comes from linguistically diverse backgrounds. During the decade from 1998-99… (more)

Subjects/Keywords: Transitional bilingual education; elementary schools

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APA (6th Edition):

Garcia, M. T. (2014). PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1676

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):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1676.

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

MLA Handbook (7th Edition):

Garcia, Maria Teresa. “PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS.” 2014. Web. 25 Apr 2019.

Vancouver:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1676.

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

Council of Science Editors:

Garcia MT. PERCENTAGES OF EXITED ELL STUDENTS BY GRADE LEVEL AND SCHOOL IN AN URBAN TRANSITIONAL BILINGUAL PROGRAM: IMPLICATIONS FOR ELEMENTARY SCHOOL ADMINISTRATORS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1676

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


University of Houston

18. Gomez, Christina. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

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

 This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills… (more)

Subjects/Keywords: Student achievement; Teacher effectiveness; Teacher perceptions

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

APA (6th Edition):

Gomez, C. (2014). AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1677

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

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 25 Apr 2019.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1677

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


University of Houston

19. Martinez, Roberto. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.

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

 The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest… (more)

Subjects/Keywords: New Teacher Induction

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

APA (6th Edition):

Martinez, R. (2014). An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1681

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):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1681.

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

MLA Handbook (7th Edition):

Martinez, Roberto. “An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas.” 2014. Web. 25 Apr 2019.

Vancouver:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1681.

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

Council of Science Editors:

Martinez R. An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1681

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


University of Houston

20. Galamison, Tanya J. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 The primary purpose of this qualitative case study was to surmise, describe, and detail perceptions of teachers and administrators regarding connections between mandated benchmark testing… (more)

Subjects/Keywords: Benchmarking; formative assessments

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APA (6th Edition):

Galamison, T. J. (2014). BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1689

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):

Galamison, Tanya J. “BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1689.

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

MLA Handbook (7th Edition):

Galamison, Tanya J. “BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS.” 2014. Web. 25 Apr 2019.

Vancouver:

Galamison TJ. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1689.

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

Council of Science Editors:

Galamison TJ. BENCHMARKING: A STUDY OF THE PERCEPTIONS SURROUNDING ACCOUNTABILITY, INSTRUCTIONAL LEADERSHIP, SCHOOL CULTURE, FORMATIVE ASSESSMENTS AND STUDENT SUCCESS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1689

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


University of Houston

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

Degree: Educational Leadership and Policy Studies, Department of, 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 School

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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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1690

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):

Brooks, Keith Jarrod. “HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1690.

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

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. 25 Apr 2019.

Vancouver:

Brooks KJ. HOW DO PRINCIPALS AND ASSISTANT PRINCIPALS DIFFER IN THEIR BELIEFS REGARDING THE CHARACETRISTICS AND CULTURE OF A GOOD SCHOOL. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1690.

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

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. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1690

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


University of Houston

22. Ruiz, Joseph. THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE.

Degree: Educational Leadership and Policy Studies, Department of, 2014, University of Houston

 Students continue to fail in large, traditional American high schools (Wood, 1992; Raywid, 1995). The transition from small elementary/intermediate settings to large, impersonal secondary environments… (more)

Subjects/Keywords: Small Learning Communities

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APA (6th Edition):

Ruiz, J. (2014). THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1693

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):

Ruiz, Joseph. “THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE.” 2014. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1693.

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

MLA Handbook (7th Edition):

Ruiz, Joseph. “THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE.” 2014. Web. 25 Apr 2019.

Vancouver:

Ruiz J. THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1693.

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

Council of Science Editors:

Ruiz J. THE IMPACT OF SMALLER LEARNING COMMUNITIES IN HIGH SCHOOL ON STUDENT PERFORMANCE. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1693

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


University of Houston

23. -9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.

Degree: Educational Leadership and Cultural Studies, Department of, 2015, University of Houston

 Early childhood education is an important component within the field of education because it is a significant and vital building block for the academic foundation… (more)

Subjects/Keywords: Early Childhood Education; Student Progress; Instructional Settings; Early Childhood Center; Traditional Elementary

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APA (6th Edition):

-9313-1258. (2015). An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1808

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):

-9313-1258. “An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1808.

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):

-9313-1258. “An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?.” 2015. Web. 25 Apr 2019.

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

Vancouver:

-9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1808.

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:

-9313-1258. An Examination of Early Childhood Centers and Traditional Elementary Schools: Which Instructional Setting Provides the Most Academic Gains for Pre-K Students?. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1808

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

24. Newby, Sharonda. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 With the stakes of the Texas accountability system increasing, schools are searching for resources to help improve thinking and learning. The No Child Left Behind… (more)

Subjects/Keywords: Thinking Maps

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APA (6th Edition):

Newby, S. (2015). The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1980

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):

Newby, Sharonda. “The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1980.

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

MLA Handbook (7th Edition):

Newby, Sharonda. “The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders.” 2015. Web. 25 Apr 2019.

Vancouver:

Newby S. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1980.

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

Council of Science Editors:

Newby S. The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District: Implications for School Leaders. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1980

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


University of Houston

25. Arreola, Dana. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted… (more)

Subjects/Keywords: Vocabulary; Reading Comprehension

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APA (6th Edition):

Arreola, D. (2015). The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1992

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):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/1992.

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

MLA Handbook (7th Edition):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Web. 25 Apr 2019.

Vancouver:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/1992.

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

Council of Science Editors:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992

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


University of Houston

26. 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: Educational Leadership and Policy Studies, Department of, 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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2007

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):

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. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/2007.

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

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. 25 Apr 2019.

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] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/2007.

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

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. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2007

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


University of Houston

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

Degree: Educational Leadership and Policy Studies, Department of, 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 School Principals

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APA (6th Edition):

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

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):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/2023.

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

MLA Handbook (7th Edition):

Bolden-Vancourt, Aneka. “Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools.” 2015. Web. 25 Apr 2019.

Vancouver:

Bolden-Vancourt A. Study of the Attributes and Behaviors of Middle School Principals in Successful Title I Schools. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/2023.

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

Council of Science Editors:

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

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


University of Houston

28. -0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose… (more)

Subjects/Keywords: Hispanic high school students; perceptions of instructional strategies; teacher professional development; 21st century skills; campus support; teacher support; Hispanic student motivation; Hispanic student school performance

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APA (6th Edition):

-0824-1530. (2015). Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2024

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):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/2024.

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):

-0824-1530. “Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School.” 2015. Web. 25 Apr 2019.

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

Vancouver:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/2024.

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:

-0824-1530. Urban Hispanic High School Students' Perceptions of Educational Strategies Used During Their Tenth Grade Year in High School. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2024

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

29. -6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.

Degree: Educational Leadership and Policy Studies, Department of, 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; First Generation College Bound; AVID; Secondary; College Readiness

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APA (6th Edition):

-6539-1258. (2015). The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. (Thesis). 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
Not specified: Masters Thesis or Doctoral Dissertation

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. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/2026.

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):

-6539-1258. “The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards.” 2015. Web. 25 Apr 2019.

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] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. 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
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-6539-1258. The Influence of the Advancement Via Individual Determination (AVID) Program on Student Performance Measured by College Readiness Standards. [Thesis]. 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
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

30. Sheppard, Marla. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Illiteracy in America is one of the key correlates for poverty (Roman, 2004). Far too often, students graduate from high school without having basic literacy… (more)

Subjects/Keywords: secondary; literacy; leadership; principal

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APA (6th Edition):

Sheppard, M. (2015). An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2029

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):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Thesis, University of Houston. Accessed April 25, 2019. http://hdl.handle.net/10657/2029.

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

MLA Handbook (7th Edition):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Web. 25 Apr 2019.

Vancouver:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10657/2029.

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

Council of Science Editors:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2029

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

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