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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Sloat, Linda"). Showing records 1 – 28 of 28 total matches.

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University of Illinois – Urbana-Champaign

1. Nadrozny, Trevor. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.

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

 The achievement gap between white and black students has been studied extensively, but little has been done to design policies and implement practices to challenge… (more)

Subjects/Keywords: Response to intervention; Social justice leadership

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APA (6th Edition):

Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99370

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):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/99370.

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

MLA Handbook (7th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Web. 22 Feb 2019.

Vancouver:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/99370.

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

Council of Science Editors:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99370

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


University of Illinois – Urbana-Champaign

2. 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 February 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 Feb 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 Feb 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

3. Peters-Lambert, Betty Ann. An historical analysis of the role of magnet schools in the desegregation of Riverview School District.

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

 This historical study provides a concise history of desegregation in public schools in the United States and the subsequent establishment of magnet schools. An historical… (more)

Subjects/Keywords: magnet schools; desegregation; White flight; equity

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APA (6th Edition):

Peters-Lambert, B. A. (2015). An historical analysis of the role of magnet schools in the desegregation of Riverview School District. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78378

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):

Peters-Lambert, Betty Ann. “An historical analysis of the role of magnet schools in the desegregation of Riverview School District.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/78378.

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

MLA Handbook (7th Edition):

Peters-Lambert, Betty Ann. “An historical analysis of the role of magnet schools in the desegregation of Riverview School District.” 2015. Web. 22 Feb 2019.

Vancouver:

Peters-Lambert BA. An historical analysis of the role of magnet schools in the desegregation of Riverview School District. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/78378.

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

Council of Science Editors:

Peters-Lambert BA. An historical analysis of the role of magnet schools in the desegregation of Riverview School District. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78378

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. Negron, David A. Bilingual education: selected principals' experiences with programs at their schools.

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

 Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL… (more)

Subjects/Keywords: Bilingual; Education; Principals

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APA (6th Edition):

Negron, D. A. (2015). Bilingual education: selected principals' experiences with programs at their schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87993

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):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/87993.

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

MLA Handbook (7th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Web. 22 Feb 2019.

Vancouver:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/87993.

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

Council of Science Editors:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87993

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. Berman, Leslie Carla. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.

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

 A multiple-case study was conducted in order to describe and understand how six nominated Illinois principals foster exemplary parent-school partnerships during the time of transition… (more)

Subjects/Keywords: middle school principal; parent-school partnerships

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APA (6th Edition):

Berman, L. C. (2015). Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88021

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):

Berman, Leslie Carla. “Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/88021.

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

MLA Handbook (7th Edition):

Berman, Leslie Carla. “Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal.” 2015. Web. 22 Feb 2019.

Vancouver:

Berman LC. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/88021.

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

Council of Science Editors:

Berman LC. Exemplary parent-school partnerships in transition from elementary to middle level: approaches of the middle level principal. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88021

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. Nadler, Julia A. Residential income segregation and its impact on schools.

Degree: EdD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign

 Across the country, the socioeconomic and demographic landscapes of schools are changing. The migratory trends of both minority and White populations have created a pattern… (more)

Subjects/Keywords: Residential Income Segregation; School

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APA (6th Edition):

Nadler, J. A. (2016). Residential income segregation and its impact on schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90505

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):

Nadler, Julia A. “Residential income segregation and its impact on schools.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/90505.

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

MLA Handbook (7th Edition):

Nadler, Julia A. “Residential income segregation and its impact on schools.” 2016. Web. 22 Feb 2019.

Vancouver:

Nadler JA. Residential income segregation and its impact on schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/90505.

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

Council of Science Editors:

Nadler JA. Residential income segregation and its impact on schools. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90505

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. 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 February 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 Feb 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 Feb 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

8. 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 February 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 Feb 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 Feb 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

9. Frohning Kinley, Dana Kay. The policy consequences of Garcetti v. Ceballos for personnel management in public schools.

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

 Arthur Goldberg, former United States Secretary of Labor and Associate Justice of the United States Supreme Court, once said, the concept of management rights is… (more)

Subjects/Keywords: Pursuant to duty; Matters of public concern

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APA (6th Edition):

Frohning Kinley, D. K. (2017). The policy consequences of Garcetti v. Ceballos for personnel management in public schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97302

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):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/97302.

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

MLA Handbook (7th Edition):

Frohning Kinley, Dana Kay. “The policy consequences of Garcetti v. Ceballos for personnel management in public schools.” 2017. Web. 22 Feb 2019.

Vancouver:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/97302.

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

Council of Science Editors:

Frohning Kinley DK. The policy consequences of Garcetti v. Ceballos for personnel management in public schools. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97302

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. Giglio, Geraldine. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 Federal educational legislation has mandated a variety of parent involvement initiatives to encourage and support parents of Title 1 schools as partners in their children’s… (more)

Subjects/Keywords: parent involvement; paternal involvement; father involvement; Title 1 school; home-school partnerships

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APA (6th Edition):

Giglio, G. (2010). Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16846

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):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/16846.

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

MLA Handbook (7th Edition):

Giglio, Geraldine. “Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives.” 2010. Web. 22 Feb 2019.

Vancouver:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/16846.

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

Council of Science Editors:

Giglio G. Paternal involvement in Title 1 schools: a qualitative study of fathers' perspectives. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16846

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


University of Illinois – Urbana-Champaign

11. 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 February 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 Feb 2019.

Vancouver:

Thurman L. A principal interest: leading for learning in high school consolidation. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 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

12. Allison, Robert. Transformative leadership for learning: ensuring high levels of learning for all students.

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

 Ensuring that all students are learning at high levels is an important goal for school leaders. This multiple case study examined leadership practices, beliefs, and… (more)

Subjects/Keywords: leadership for learning; instructional leadership; transformative leadership

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APA (6th Edition):

Allison, R. (2012). Transformative leadership for learning: ensuring high levels of learning for all students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34464

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):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/34464.

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

MLA Handbook (7th Edition):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Web. 22 Feb 2019.

Vancouver:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/34464.

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

Council of Science Editors:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34464

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


University of Illinois – Urbana-Champaign

13. Ahillen, Marybeth. A Superintendent's Role in Creating Community.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 The context of leadership in the public school has become increasingly complex with the pressures of high stakes testing and accountability, changing student demographics, and… (more)

Subjects/Keywords: superintendent; community; leadership and community

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APA (6th Edition):

Ahillen, M. (2010). A Superintendent's Role in Creating Community. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16786

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):

Ahillen, Marybeth. “A Superintendent's Role in Creating Community.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/16786.

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

MLA Handbook (7th Edition):

Ahillen, Marybeth. “A Superintendent's Role in Creating Community.” 2010. Web. 22 Feb 2019.

Vancouver:

Ahillen M. A Superintendent's Role in Creating Community. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/16786.

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

Council of Science Editors:

Ahillen M. A Superintendent's Role in Creating Community. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16786

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


University of Illinois – Urbana-Champaign

14. Prosen, Chad. The experience gay males face in the obtaining and maintaining of their positions in educational leadership.

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

 There have been many studies, including school-based research, detailing the rejection, violence, and hatred experienced by gay men (Hershberger, Pilkington, & D’Augelli, 1997; King, 2004;… (more)

Subjects/Keywords: Education; Leadership; Superintendent; Lesbian, Gay, Bisexual, Transgender, or Questioning (LGBTQ); Gay; Homonormativity

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APA (6th Edition):

Prosen, C. (2013). The experience gay males face in the obtaining and maintaining of their positions in educational leadership. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44496

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):

Prosen, Chad. “The experience gay males face in the obtaining and maintaining of their positions in educational leadership.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/44496.

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

MLA Handbook (7th Edition):

Prosen, Chad. “The experience gay males face in the obtaining and maintaining of their positions in educational leadership.” 2013. Web. 22 Feb 2019.

Vancouver:

Prosen C. The experience gay males face in the obtaining and maintaining of their positions in educational leadership. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/44496.

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

Council of Science Editors:

Prosen C. The experience gay males face in the obtaining and maintaining of their positions in educational leadership. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44496

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

15. 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 February 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 Feb 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 Feb 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

16. Bowers, Anne Davy. An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes.

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

 Despite the manner in which special education services have evolved in the United States, research suggests that special education services disproportionately label and segregate minority… (more)

Subjects/Keywords: Racial fractionalization; Special education identification practices; Disproportionality; Wealth; Effort

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APA (6th Edition):

Bowers, A. D. (2016). An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90571

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):

Bowers, Anne Davy. “An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/90571.

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

MLA Handbook (7th Edition):

Bowers, Anne Davy. “An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes.” 2016. Web. 22 Feb 2019.

Vancouver:

Bowers AD. An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/90571.

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

Council of Science Editors:

Bowers AD. An investigation of the relationships among racial fractionalization, school district resources, and special education identification, practices, and outcomes. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90571

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

17. Simone, Joseph. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.

Degree: EdD, 1760, 2012, University of Illinois – Urbana-Champaign

 As federal mandates purport to improve the academic achievement of all students, the achievement gap between White students and their marginalized peers has not closed.… (more)

Subjects/Keywords: Deficit thinking; dialogue; tracking; inclusive; transformative leadership; case study; marginalizing; equity; education; Access

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APA (6th Edition):

Simone, J. (2012). Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31100

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):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/31100.

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

MLA Handbook (7th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Web. 22 Feb 2019.

Vancouver:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/31100.

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

Council of Science Editors:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31100

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

18. Orzel, Courtney. Exploring the relationships between dialogue and inclusive school communities.

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

 High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students,… (more)

Subjects/Keywords: Dialogue; Social Justice; Inclusive Leadership; Inclusive Schools; Equity; Access; Leadership

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APA (6th Edition):

Orzel, C. (2012). Exploring the relationships between dialogue and inclusive school communities. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31103

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):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/31103.

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

MLA Handbook (7th Edition):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Web. 22 Feb 2019.

Vancouver:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/31103.

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

Council of Science Editors:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31103

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

19. Geddis, Alicia. School administrators' use of the national school lunch program to address the needs of students living in poverty.

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

 According to a 2007 U.S. Census report, 43% of children in America younger than six are classified as low income (U.S. Census Bureau, 2007). The… (more)

Subjects/Keywords: National School Lunch Program; Food Insecurity; Childhood Obesity; Elementary School Administrators; Chicago Suburban Schools

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APA (6th Edition):

Geddis, A. (2012). School administrators' use of the national school lunch program to address the needs of students living in poverty. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34271

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):

Geddis, Alicia. “School administrators' use of the national school lunch program to address the needs of students living in poverty.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/34271.

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

MLA Handbook (7th Edition):

Geddis, Alicia. “School administrators' use of the national school lunch program to address the needs of students living in poverty.” 2012. Web. 22 Feb 2019.

Vancouver:

Geddis A. School administrators' use of the national school lunch program to address the needs of students living in poverty. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/34271.

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

Council of Science Editors:

Geddis A. School administrators' use of the national school lunch program to address the needs of students living in poverty. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34271

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

20. Barrett, Andrew. Transformative leadership and the purpose of schooling in affluent communities.

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

 Since its earliest incarnations, the American public school system has represented an illustrative microcosm of the political tensions that lie at the heart of our… (more)

Subjects/Keywords: transformative leadership; public good; private good; affluent; purpose of schooling; democracy; Justice

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APA (6th Edition):

Barrett, A. (2012). Transformative leadership and the purpose of schooling in affluent communities. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/30967

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):

Barrett, Andrew. “Transformative leadership and the purpose of schooling in affluent communities.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/30967.

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

MLA Handbook (7th Edition):

Barrett, Andrew. “Transformative leadership and the purpose of schooling in affluent communities.” 2012. Web. 22 Feb 2019.

Vancouver:

Barrett A. Transformative leadership and the purpose of schooling in affluent communities. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/30967.

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

Council of Science Editors:

Barrett A. Transformative leadership and the purpose of schooling in affluent communities. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/30967

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

21. Warke, Amy. Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership.

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

 Homelessness is a growing phenomenon, especially among women and children (Hulchanski, 2009). This study was conducted because of the increase in families experiencing homelessness registering… (more)

Subjects/Keywords: Homelessness; Transformative Leadership; McKinney-Vento Act; Phenomenological Narrative

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APA (6th Edition):

Warke, A. (2012). Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31083

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):

Warke, Amy. “Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/31083.

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

MLA Handbook (7th Edition):

Warke, Amy. “Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership.” 2012. Web. 22 Feb 2019.

Vancouver:

Warke A. Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/31083.

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

Council of Science Editors:

Warke A. Learning from families experiencing homelessness—how school leaders can make a difference through transformative leadership. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31083

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

22. Yacobi, Elizabeth. Unconscious or unwanted? High School curriculum priorities: leadership perspectives.

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

 While there has been much attention focused on the “effectiveness” of high schools meeting NCLB standards and their ability to produce students who are “college… (more)

Subjects/Keywords: critical consciousness; high stakes testing; high school curriculum; transformative leadership; critical pedagogy

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APA (6th Edition):

Yacobi, E. (2012). Unconscious or unwanted? High School curriculum priorities: leadership perspectives. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31089

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):

Yacobi, Elizabeth. “Unconscious or unwanted? High School curriculum priorities: leadership perspectives.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/31089.

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

MLA Handbook (7th Edition):

Yacobi, Elizabeth. “Unconscious or unwanted? High School curriculum priorities: leadership perspectives.” 2012. Web. 22 Feb 2019.

Vancouver:

Yacobi E. Unconscious or unwanted? High School curriculum priorities: leadership perspectives. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/31089.

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

Council of Science Editors:

Yacobi E. Unconscious or unwanted? High School curriculum priorities: leadership perspectives. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31089

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

23. Bieneman, Paula. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.

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

 This study examined the collective teacher efficacy in selected elementary schools, specifically exploring the extent to which those schools demonstrate collective efficacy, the nature of… (more)

Subjects/Keywords: Collective Efficacy; Deficit Thinking; School Improvement

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APA (6th Edition):

Bieneman, P. (2012). Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34362

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):

Bieneman, Paula. “Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/34362.

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

MLA Handbook (7th Edition):

Bieneman, Paula. “Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students.” 2012. Web. 22 Feb 2019.

Vancouver:

Bieneman P. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/34362.

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

Council of Science Editors:

Bieneman P. Study of collective efficacy in award winning schools in Illinois serving racially diverse elementary students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34362

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

24. Swanson, Jason. Transformative dialogue: the principal's role in raising issues of difference.

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

 Within the last 25 years, the number of students of color and students of poverty attending K-12 public schools has significantly increased compared to White… (more)

Subjects/Keywords: Leadership for social justice; dialogue; critical pedagogy

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APA (6th Edition):

Swanson, J. (2013). Transformative dialogue: the principal's role in raising issues of difference. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44352

Chicago Manual of Style (16th Edition):

Swanson, Jason. “Transformative dialogue: the principal's role in raising issues of difference.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/44352.

MLA Handbook (7th Edition):

Swanson, Jason. “Transformative dialogue: the principal's role in raising issues of difference.” 2013. Web. 22 Feb 2019.

Vancouver:

Swanson J. Transformative dialogue: the principal's role in raising issues of difference. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/44352.

Council of Science Editors:

Swanson J. Transformative dialogue: the principal's role in raising issues of difference. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44352

25. 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 February 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 Feb 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 Feb 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

26. 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 February 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 Feb 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 Feb 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

27. Krause, Lisa. The national board of professional teaching certification: Teacher motivation, benefits, and burdens.

Degree: EdD, 1144, 2014, University of Illinois – Urbana-Champaign

 The National Board of Professional Teaching Standards process is considered by some to be teacher professional development, which is a vital part of the field… (more)

Subjects/Keywords: teacher professional development; National Board for Professional Teaching Standards; professional development; teacher motivation

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

APA (6th Edition):

Krause, L. (2014). The national board of professional teaching certification: Teacher motivation, benefits, and burdens. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49424

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):

Krause, Lisa. “The national board of professional teaching certification: Teacher motivation, benefits, and burdens.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/49424.

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

MLA Handbook (7th Edition):

Krause, Lisa. “The national board of professional teaching certification: Teacher motivation, benefits, and burdens.” 2014. Web. 22 Feb 2019.

Vancouver:

Krause L. The national board of professional teaching certification: Teacher motivation, benefits, and burdens. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/49424.

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

Council of Science Editors:

Krause L. The national board of professional teaching certification: Teacher motivation, benefits, and burdens. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49424

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

28. Sculles, Kelly. Chronic student absenteeism: implications for school leaders.

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

 Consistent school attendance is critical if students are to build and maintain a foundation for ongoing learning and academic success throughout life. When students are… (more)

Subjects/Keywords: Student absenteeism; student voice; implications for school leaders; middle school; building relationships; limiting assumptions

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

APA (6th Edition):

Sculles, K. (2014). Chronic student absenteeism: implications for school leaders. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46721

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):

Sculles, Kelly. “Chronic student absenteeism: implications for school leaders.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed February 22, 2019. http://hdl.handle.net/2142/46721.

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

MLA Handbook (7th Edition):

Sculles, Kelly. “Chronic student absenteeism: implications for school leaders.” 2014. Web. 22 Feb 2019.

Vancouver:

Sculles K. Chronic student absenteeism: implications for school leaders. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 22]. Available from: http://hdl.handle.net/2142/46721.

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

Council of Science Editors:

Sculles K. Chronic student absenteeism: implications for school leaders. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46721

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

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