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You searched for +publisher:"University of Michigan" +contributor:("Artis, John Burl"). Showing records 1 – 7 of 7 total matches.

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University of Michigan

1. Boyer, K. Page. The Way Forward: Educational Leadership and Strategic Capital.

Degree: EdD, College of Education, Health and Human Services, 2016, University of Michigan

 The vast majority of historical research on socioeconomic status (hereafter SES) and social capital in the field of higher education has utilized quantitative data, providing… (more)

Subjects/Keywords: educational leadership; elite colleges; cultural capital; human capital; social capital; social networks; Education

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APA (6th Edition):

Boyer, K. P. (2016). The Way Forward: Educational Leadership and Strategic Capital. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/118197

Chicago Manual of Style (16th Edition):

Boyer, K Page. “The Way Forward: Educational Leadership and Strategic Capital.” 2016. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/118197.

MLA Handbook (7th Edition):

Boyer, K Page. “The Way Forward: Educational Leadership and Strategic Capital.” 2016. Web. 14 Nov 2019.

Vancouver:

Boyer KP. The Way Forward: Educational Leadership and Strategic Capital. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/118197.

Council of Science Editors:

Boyer KP. The Way Forward: Educational Leadership and Strategic Capital. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/118197

2. Hodge, Albert. African American Superintendents’ Experiences with a Midwest State’s Hiring Practices.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study examined the lived experiences of African American male superintendents with a Midwestern state’s superintendent hiring practices. While looking through the lens of Critical… (more)

Subjects/Keywords: Superintendent Hiring; African American Male Superintendent; Black superintendents; Aspiring Superintendents; Critical Race Theory; Implicit Bias; School Boards; superintendent preparation programs; Educational Leadership; African American superintendents; Education

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APA (6th Edition):

Hodge, A. (2017). African American Superintendents’ Experiences with a Midwest State’s Hiring Practices. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136073

Chicago Manual of Style (16th Edition):

Hodge, Albert. “African American Superintendents’ Experiences with a Midwest State’s Hiring Practices.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/136073.

MLA Handbook (7th Edition):

Hodge, Albert. “African American Superintendents’ Experiences with a Midwest State’s Hiring Practices.” 2017. Web. 14 Nov 2019.

Vancouver:

Hodge A. African American Superintendents’ Experiences with a Midwest State’s Hiring Practices. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/136073.

Council of Science Editors:

Hodge A. African American Superintendents’ Experiences with a Midwest State’s Hiring Practices. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136073


University of Michigan

3. Baker, Natasha S. The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 School district superintendents play several roles including teacher-scholar, instructional leader, organizational manager, business manager, democratic leader, stateswoman, and social scientist. In each unique role, superintendents… (more)

Subjects/Keywords: Education; High-performance; Leadership; Student performance; Detroit; Superintendent; Education

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APA (6th Edition):

Baker, N. S. (2017). The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136150

Chicago Manual of Style (16th Edition):

Baker, Natasha S. “The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/136150.

MLA Handbook (7th Edition):

Baker, Natasha S. “The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015.” 2017. Web. 14 Nov 2019.

Vancouver:

Baker NS. The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/136150.

Council of Science Editors:

Baker NS. The Detroit Public School District: A Case Study Into Superintendents’ Leadership From 1975 to 2015. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136150


University of Michigan

4. Bennett, Matthew T. The Educational Experiences of African-American Males in Special Education Through Counter-stories.

Degree: EdD, College of Education, Health & Human Services, 2019, University of Michigan

 The current study aimed to fill a gap in the literature by using counter-storytelling, through the theoretical framework of Critical Race Theory, to explore the… (more)

Subjects/Keywords: Critical race theory; Culturally relevant teaching; counter-stories; African-American males; Special education; Educational experiences; Education

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

APA (6th Edition):

Bennett, M. T. (2019). The Educational Experiences of African-American Males in Special Education Through Counter-stories. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/150687

Chicago Manual of Style (16th Edition):

Bennett, Matthew T. “The Educational Experiences of African-American Males in Special Education Through Counter-stories.” 2019. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/150687.

MLA Handbook (7th Edition):

Bennett, Matthew T. “The Educational Experiences of African-American Males in Special Education Through Counter-stories.” 2019. Web. 14 Nov 2019.

Vancouver:

Bennett MT. The Educational Experiences of African-American Males in Special Education Through Counter-stories. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/150687.

Council of Science Editors:

Bennett MT. The Educational Experiences of African-American Males in Special Education Through Counter-stories. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/150687

5. Fleming, Fleda S. Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study.

Degree: EdD, College of Education, Health and Human Services, 2014, University of Michigan

 African American students are experiencing less success in academic achievement than other groups, and African American males are performing less well than African American females.… (more)

Subjects/Keywords: African American academic achievement; SES; Critical Race Theory; Stereotyping; Gender; Siblings; Education

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):

Fleming, F. S. (2014). Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/110308

Chicago Manual of Style (16th Edition):

Fleming, Fleda S. “Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study.” 2014. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/110308.

MLA Handbook (7th Edition):

Fleming, Fleda S. “Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study.” 2014. Web. 14 Nov 2019.

Vancouver:

Fleming FS. Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study. [Internet] [Doctoral dissertation]. University of Michigan; 2014. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/110308.

Council of Science Editors:

Fleming FS. Opposite Gendered African American Siblings from Low to Middle Socioeconomic Status Families and Female Favored Differential School Outcomes: A Phenomenological Interview Study. [Doctoral Dissertation]. University of Michigan; 2014. Available from: http://hdl.handle.net/2027.42/110308

6. Hofman-Kingston, Sandra. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study provides a deeper understanding of the challenges teachers face as their efficacy develops in different conditions of SES. Nine randomly selected elementary teachers… (more)

Subjects/Keywords: teacher efficacy; poverty; TSES; SES; student achievement; Education

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

APA (6th Edition):

Hofman-Kingston, S. (2017). Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/137665

Chicago Manual of Style (16th Edition):

Hofman-Kingston, Sandra. “Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.” 2017. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/137665.

MLA Handbook (7th Edition):

Hofman-Kingston, Sandra. “Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives.” 2017. Web. 14 Nov 2019.

Vancouver:

Hofman-Kingston S. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/137665.

Council of Science Editors:

Hofman-Kingston S. Teacher Efficacy and Poverty: A Qualitative Examination from the Teachers' Perspectives. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/137665

7. Walker, Regina M. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.

Degree: EdD, College of Education, Health, & Human Services, 2018, University of Michigan

 As researchers in the field of education search for ways to use evidence-based practices to improve achievement and school climate, teachers and administrators must seek… (more)

Subjects/Keywords: Positive behavioral support; Student perception; School climate; Integrity of implementation; Classroom culture; Middle school; Organizational climate; Student attitude; Education

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

APA (6th Edition):

Walker, R. M. (2018). Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/142806

Chicago Manual of Style (16th Edition):

Walker, Regina M. “Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.” 2018. Doctoral Dissertation, University of Michigan. Accessed November 14, 2019. http://hdl.handle.net/2027.42/142806.

MLA Handbook (7th Edition):

Walker, Regina M. “Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture.” 2018. Web. 14 Nov 2019.

Vancouver:

Walker RM. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2027.42/142806.

Council of Science Editors:

Walker RM. Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/142806

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