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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Hackmann, Donald G."). Showing records 1 – 23 of 23 total matches.

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University of Illinois – Urbana-Champaign

1. Weaver, D'Andre Jovan. High school principals’ leadership activities in policy development and implementation of standards-based grading.

Degree: PhD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 As a result of the national shift to a more standards-based model for education, principals across the country are leading organizational change in all aspects… (more)

Subjects/Keywords: Standards-based grading; grading reform; high school grading; grading; assessment; principal leadership; secondary principal leadership

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APA (6th Edition):

Weaver, D. J. (2018). High school principals’ leadership activities in policy development and implementation of standards-based grading. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102461

Chicago Manual of Style (16th Edition):

Weaver, D'Andre Jovan. “High school principals’ leadership activities in policy development and implementation of standards-based grading.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/102461.

MLA Handbook (7th Edition):

Weaver, D'Andre Jovan. “High school principals’ leadership activities in policy development and implementation of standards-based grading.” 2018. Web. 22 Apr 2019.

Vancouver:

Weaver DJ. High school principals’ leadership activities in policy development and implementation of standards-based grading. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/102461.

Council of Science Editors:

Weaver DJ. High school principals’ leadership activities in policy development and implementation of standards-based grading. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102461


University of Illinois – Urbana-Champaign

2. Gorr, Mary Kalogeropoulos. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.

Degree: EdD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 In the current climate of high-stakes educational accountability, school leaders are charged with not only ensuring sustainable school improvement but also addressing and rectifying achievement… (more)

Subjects/Keywords: Literacy Leadership; Distributed Leadership

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APA (6th Edition):

Gorr, M. K. (2016). The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90722

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):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/90722.

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

MLA Handbook (7th Edition):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Web. 22 Apr 2019.

Vancouver:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/90722.

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

Council of Science Editors:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90722

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


University of Illinois – Urbana-Champaign

3. Woods, Scott Christopher. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The status and effectiveness of middle school concept (MSC) implementation in Illinois is unknown. MSC is not new and has evolved over time. MSC represents… (more)

Subjects/Keywords: Middle school; Middle school concept; Advisory; Interdisciplinary teaming; Teaming; Common planning time; Middle grades school; Junior high

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APA (6th Edition):

Woods, S. C. (2017). Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97235

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):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/97235.

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

MLA Handbook (7th Edition):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Web. 22 Apr 2019.

Vancouver:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/97235.

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

Council of Science Editors:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97235

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


University of Illinois – Urbana-Champaign

4. Thurman, Lance. A principal interest: leading for learning in high school consolidation.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 The growing body of research on school consolidation does not detail the role of the high school principal. This revelatory case study examined a principal… (more)

Subjects/Keywords: school consolidation; leadership; learning; culture; communication; Governance

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APA (6th Edition):

Thurman, L. (2012). A principal interest: leading for learning in high school consolidation. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31090

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):

Thurman, Lance. “A principal interest: leading for learning in high school consolidation.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/31090.

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

MLA Handbook (7th Edition):

Thurman, Lance. “A principal interest: leading for learning in high school consolidation.” 2012. Web. 22 Apr 2019.

Vancouver:

Thurman L. A principal interest: leading for learning in high school consolidation. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/31090.

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

Council of Science Editors:

Thurman L. A principal interest: leading for learning in high school consolidation. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31090

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


University of Illinois – Urbana-Champaign

5. Neal, Jean Marie. Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district.

Degree: EdD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 Extensive research has been conducted on the role of school principals in promoting student learning, but there has been relatively little focus on the role… (more)

Subjects/Keywords: School Reform; Rural School District Leadership; Leadership for Learning

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APA (6th Edition):

Neal, J. M. (2016). Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90892

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):

Neal, Jean Marie. “Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/90892.

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

MLA Handbook (7th Edition):

Neal, Jean Marie. “Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district.” 2016. Web. 22 Apr 2019.

Vancouver:

Neal JM. Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/90892.

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

Council of Science Editors:

Neal JM. Evidence-use and role of the superintendent in leading for learning: a case study of a small Illinois rural school district. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90892

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


University of Illinois – Urbana-Champaign

6. Fessler, Arthur J. Illinois superintendents' perceptions of the effectiveness of their superintendent training.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 This quantitative study, using survey research methods, examined whether Illinois public school superintendents perceived their superintendent preparation programs adequately prepared them for the superintendency. More… (more)

Subjects/Keywords: Superintendent Preparation

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APA (6th Edition):

Fessler, A. J. (2011). Illinois superintendents' perceptions of the effectiveness of their superintendent training. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24382

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):

Fessler, Arthur J. “Illinois superintendents' perceptions of the effectiveness of their superintendent training.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/24382.

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

MLA Handbook (7th Edition):

Fessler, Arthur J. “Illinois superintendents' perceptions of the effectiveness of their superintendent training.” 2011. Web. 22 Apr 2019.

Vancouver:

Fessler AJ. Illinois superintendents' perceptions of the effectiveness of their superintendent training. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/24382.

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

Council of Science Editors:

Fessler AJ. Illinois superintendents' perceptions of the effectiveness of their superintendent training. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24382

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


University of Illinois – Urbana-Champaign

7. Malin, Joel Robert. Social makeup and public school funding effort and distribution in the United States.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2015, University of Illinois – Urbana-Champaign

 Abstract It is well documented that states differ in their funding for public schools, both in terms of the fiscal effort that is undertaken and… (more)

Subjects/Keywords: school funding; school finance; social makeup; equity

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APA (6th Edition):

Malin, J. R. (2015). Social makeup and public school funding effort and distribution in the United States. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78363

Chicago Manual of Style (16th Edition):

Malin, Joel Robert. “Social makeup and public school funding effort and distribution in the United States.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/78363.

MLA Handbook (7th Edition):

Malin, Joel Robert. “Social makeup and public school funding effort and distribution in the United States.” 2015. Web. 22 Apr 2019.

Vancouver:

Malin JR. Social makeup and public school funding effort and distribution in the United States. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/78363.

Council of Science Editors:

Malin JR. Social makeup and public school funding effort and distribution in the United States. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78363


University of Illinois – Urbana-Champaign

8. Preston, Serena. Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study.

Degree: EdD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 People who are blind or visually impaired have experienced employment rates of around 30% for decades despite legislation to improve educational outcomes and ban discrimination… (more)

Subjects/Keywords: educational leadership; visually impaired; transition; employment; student work program; specialized school

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APA (6th Edition):

Preston, S. (2018). Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102470

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):

Preston, Serena. “Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/102470.

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

MLA Handbook (7th Edition):

Preston, Serena. “Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study.” 2018. Web. 22 Apr 2019.

Vancouver:

Preston S. Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/102470.

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

Council of Science Editors:

Preston S. Programs designed to prepare blind and visually impaired secondary students for employment: An embedded case study. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102470

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


University of Illinois – Urbana-Champaign

9. Kucera, Michael F. Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework.

Degree: EdD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 Many school districts are making concerted efforts to increase participation of Black and Latinx student populations in Advanced Placement classes. Although overall enrollments are increasing… (more)

Subjects/Keywords: Advanced Placement; Antiracist Leadership; Equity; Racial Consciousness; Colorblindness; Systemic Racial Equity; High School

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APA (6th Edition):

Kucera, M. F. (2018). Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/100905

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):

Kucera, Michael F. “Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/100905.

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

MLA Handbook (7th Edition):

Kucera, Michael F. “Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework.” 2018. Web. 22 Apr 2019.

Vancouver:

Kucera MF. Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/100905.

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

Council of Science Editors:

Kucera MF. Equity is more than recruitment and access: Supporting the success of Black and Latinx students in advanced placement coursework. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/100905

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


University of Illinois – Urbana-Champaign

10. Nur, Shukri. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 The educational system in the United States continues to face the mounting challenge of providing adequate education that meets the needs of students from ethnically,… (more)

Subjects/Keywords: Transformative leadership; Somali immigrant students

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APA (6th Edition):

Nur, S. (2013). Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42423

Chicago Manual of Style (16th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/42423.

MLA Handbook (7th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Web. 22 Apr 2019.

Vancouver:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/42423.

Council of Science Editors:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42423

11. Conrad, David Lee. A mixed methods study of teacher evaluation reforms and micropolitics in Illinois.

Degree: EdD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 National studies have shown that most teachers receive summative evaluation ratings of “satisfactory” or “excellent,” but more are underperforming than evaluation data indicate (Kraft &… (more)

Subjects/Keywords: Teacher Evaluation; Principals; Micropolitics; Education Policy; Teacher Improvement

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APA (6th Edition):

Conrad, D. L. (2018). A mixed methods study of teacher evaluation reforms and micropolitics in Illinois. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101556

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):

Conrad, David Lee. “A mixed methods study of teacher evaluation reforms and micropolitics in Illinois.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/101556.

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

MLA Handbook (7th Edition):

Conrad, David Lee. “A mixed methods study of teacher evaluation reforms and micropolitics in Illinois.” 2018. Web. 22 Apr 2019.

Vancouver:

Conrad DL. A mixed methods study of teacher evaluation reforms and micropolitics in Illinois. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/101556.

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

Council of Science Editors:

Conrad DL. A mixed methods study of teacher evaluation reforms and micropolitics in Illinois. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101556

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

12. Anderson, Brian C. Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents.

Degree: EdD, Ed Organization and Leadership, 2018, University of Illinois – Urbana-Champaign

 Across the nation the teacher evaluation process has significantly changed to incorporate a model for measuring student growth (Doherty & Jacob, 2015). The Student Learning… (more)

Subjects/Keywords: teacher evaluation; Student Learning Objectives; policy implementation

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APA (6th Edition):

Anderson, B. C. (2018). Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101533

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):

Anderson, Brian C. “Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents.” 2018. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/101533.

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

MLA Handbook (7th Edition):

Anderson, Brian C. “Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents.” 2018. Web. 22 Apr 2019.

Vancouver:

Anderson BC. Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/101533.

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

Council of Science Editors:

Anderson BC. Making sense of student learning objectives within teacher evaluations: A case study of Illinois principals as implementing agents. [Thesis]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101533

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

13. Glowacki, Heather. Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 The purposes of this study were: (a) to determine the perceptions of elementary school principals regarding the effectiveness of their existing teacher evaluation processes and… (more)

Subjects/Keywords: teacher evaluation; special education; elementary education; educational leadership

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Glowacki, H. (2013). Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44303

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):

Glowacki, Heather. “Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/44303.

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

MLA Handbook (7th Edition):

Glowacki, Heather. “Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers.” 2013. Web. 22 Apr 2019.

Vancouver:

Glowacki H. Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/44303.

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

Council of Science Editors:

Glowacki H. Illinois elementary principals' perceptions of the teacher evaluation process of special education teachers. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44303

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

14. Williams, Michael. Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 This comparative-case study examined how principals of three suburban elementary schools near Chicago, Illinois influenced data-rich cultures to inform decisions within their schools. Specifically, this… (more)

Subjects/Keywords: Data-informed leadership; Data literacy; Data-informed decision making; Distributed leadership; Systems learning; Data

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APA (6th Edition):

Williams, M. (2013). Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42394

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):

Williams, Michael. “Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/42394.

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

MLA Handbook (7th Edition):

Williams, Michael. “Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study.” 2013. Web. 22 Apr 2019.

Vancouver:

Williams M. Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/42394.

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

Council of Science Editors:

Williams M. Illinois elementary principals' influence in the establishment of data-informed decision making: a comparative case study. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42394

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

15. Filippi, John. The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Standards-based curricular reform is at the forefront of change in the American public education system. The Common Core State Standards (CCSS), a new set of… (more)

Subjects/Keywords: Leadership for Learning; Policy Implementation; Distributed Leadership; Superintendent; Common Core State Standards

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APA (6th Edition):

Filippi, J. (2015). The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78305

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):

Filippi, John. “The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/78305.

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

MLA Handbook (7th Edition):

Filippi, John. “The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study.” 2015. Web. 22 Apr 2019.

Vancouver:

Filippi J. The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/78305.

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

Council of Science Editors:

Filippi J. The role of the Illinois school district superintendent in Common Core State Standards implementation: a case study. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78305

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

16. Rosa, Pamela. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 Guided by a synthesis of human resource theory as well as teacher effectiveness and school improvement research and policy, this study aimed to better understand… (more)

Subjects/Keywords: school administrator leadership; teacher evaluation; school improvement; teacher effectiveness

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APA (6th Edition):

Rosa, P. (2012). Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29849

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):

Rosa, Pamela. “Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/29849.

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

MLA Handbook (7th Edition):

Rosa, Pamela. “Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.” 2012. Web. 22 Apr 2019.

Vancouver:

Rosa P. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/29849.

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

Council of Science Editors:

Rosa P. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29849

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

17. Grenda, Jon P. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 In today???s era of high-stakes accountability in education, the challenges of leadership for learning may be too great for one leader. Today???s public school principals… (more)

Subjects/Keywords: Middle School; Middle Level School; Distributed Leadership; Teacher Leadership

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APA (6th Edition):

Grenda, J. P. (2012). Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29433

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):

Grenda, Jon P. “Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/29433.

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

MLA Handbook (7th Edition):

Grenda, Jon P. “Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.” 2012. Web. 22 Apr 2019.

Vancouver:

Grenda JP. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/29433.

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

Council of Science Editors:

Grenda JP. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29433

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

18. Lin, Chun-Yu. The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan.

Degree: PhD, 4096, 2014, University of Illinois – Urbana-Champaign

 Rapid environmental changes have forced organizations to engage in various strategies for remaining competitive. When informed of an impending change, employees usually form their own… (more)

Subjects/Keywords: Organizational change; Manager; Expectation; Perceptions; Job outcomes; Change impact

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Lin, C. (2014). The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46724

Chicago Manual of Style (16th Edition):

Lin, Chun-Yu. “The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/46724.

MLA Handbook (7th Edition):

Lin, Chun-Yu. “The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan.” 2014. Web. 22 Apr 2019.

Vancouver:

Lin C. The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/46724.

Council of Science Editors:

Lin C. The relationships among managers' perceptions about an impending change in their organization, perceptions about the change outcomes, and job outcomes in a telecommunications company in Taiwan. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46724

19. Holding, Elizabeth. Multiple voices in a secondary English curriculum.

Degree: EdD, 0215, 2013, University of Illinois – Urbana-Champaign

 This qualitative study, featuring one American high school English department, analyzed why a secondary school chose certain literature for its English curriculum. The featured school… (more)

Subjects/Keywords: secondary English curriculum; Adequate Yearly Progress (AYP); reading instruction; history of English education; No Child Left Behind (NCLB)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Holding, E. (2013). Multiple voices in a secondary English curriculum. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44376

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):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/44376.

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

MLA Handbook (7th Edition):

Holding, Elizabeth. “Multiple voices in a secondary English curriculum.” 2013. Web. 22 Apr 2019.

Vancouver:

Holding E. Multiple voices in a secondary English curriculum. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/44376.

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

Council of Science Editors:

Holding E. Multiple voices in a secondary English curriculum. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44376

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

20. Owen, Donald. Elementary principals' conceptions of response to intervention and socially just educational practices.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 With the reauthorization of IDEA in 2004, Response to Intervention (RtI) has become the latest educational reform that promises to transform schools. Through the lens… (more)

Subjects/Keywords: Response to Intervention; social justice; equity; elementary; principal

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APA (6th Edition):

Owen, D. (2013). Elementary principals' conceptions of response to intervention and socially just educational practices. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44265

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):

Owen, Donald. “Elementary principals' conceptions of response to intervention and socially just educational practices.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/44265.

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

MLA Handbook (7th Edition):

Owen, Donald. “Elementary principals' conceptions of response to intervention and socially just educational practices.” 2013. Web. 22 Apr 2019.

Vancouver:

Owen D. Elementary principals' conceptions of response to intervention and socially just educational practices. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/44265.

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

Council of Science Editors:

Owen D. Elementary principals' conceptions of response to intervention and socially just educational practices. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44265

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

21. Trzaska, Kenneth. Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness.

Degree: EdD, 0209, 2015, University of Illinois – Urbana-Champaign

 Changes affecting community colleges are becoming more difficult because of fewer available resources and because the pace of change is accelerating in the external environment.… (more)

Subjects/Keywords: Faculty; Community colleges; Change Readiness; Change; Faculty Attitude; Commitment

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APA (6th Edition):

Trzaska, K. (2015). Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/72762

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):

Trzaska, Kenneth. “Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/72762.

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

MLA Handbook (7th Edition):

Trzaska, Kenneth. “Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness.” 2015. Web. 22 Apr 2019.

Vancouver:

Trzaska K. Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/72762.

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

Council of Science Editors:

Trzaska K. Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/72762

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

22. Levandowski, Allan. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.

Degree: EdD, 0209, 2014, University of Illinois – Urbana-Champaign

 This study was designed to identify the attitudes and concerns that community college chairs have about Illinois Community College Board (ICCB) Program Review. It determined… (more)

Subjects/Keywords: Program review; program evaluation; evaluation; higher education; community college; community college program review; Illinois Community College Board; Illinois Community College Board program review; evaluation practice; knowledge construction; values; social programming; utilization of evaluation results; evaluation use; career chair; non-career chair; department chair; department head; organizational factors; Pearson product–moment correlations; linear regression; recurring themes; independent sample t tests; chisquare test

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APA (6th Edition):

Levandowski, A. (2014). How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49605

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):

Levandowski, Allan. “How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/49605.

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

MLA Handbook (7th Edition):

Levandowski, Allan. “How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs.” 2014. Web. 22 Apr 2019.

Vancouver:

Levandowski A. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/49605.

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

Council of Science Editors:

Levandowski A. How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49605

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

23. Hood, Lisa. A case study of a school district new principal mentoring program.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 In an effort to learn more about evaluation theory and practice, particularly the tensions and benefits of integrating two different evaluation approaches, this study was… (more)

Subjects/Keywords: program theory evaluation; metaevaluation; constructivism; mentoring; evaluation; principals

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

APA (6th Edition):

Hood, L. (2014). A case study of a school district new principal mentoring program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49552

Chicago Manual of Style (16th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 22, 2019. http://hdl.handle.net/2142/49552.

MLA Handbook (7th Edition):

Hood, Lisa. “A case study of a school district new principal mentoring program.” 2014. Web. 22 Apr 2019.

Vancouver:

Hood L. A case study of a school district new principal mentoring program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2142/49552.

Council of Science Editors:

Hood L. A case study of a school district new principal mentoring program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49552

.