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You searched for +publisher:"University of North Carolina – Greensboro" +contributor:("Ulrich Reitzug"). Showing records 1 – 30 of 34 total matches.

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University of North Carolina – Greensboro

1. Williams, Quincy D. “To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates.

Degree: 2015, University of North Carolina – Greensboro

 At-risk youth, past and current are mostly characterized by typical adolescent behaviors and are frequently considered problems, community liabilities, and recipients rather than resources. Many… (more)

Subjects/Keywords: High school dropouts – Prevention; Academic achievement; Social cognitive theory; Social networks; Self-efficacy; School size; Youth with social disabilities – Education (Secondary)

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APA (6th Edition):

Williams, Q. D. (2015). “To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19137

Chicago Manual of Style (16th Edition):

Williams, Quincy D. ““To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19137.

MLA Handbook (7th Edition):

Williams, Quincy D. ““To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates.” 2015. Web. 17 Sep 2019.

Vancouver:

Williams QD. “To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19137.

Council of Science Editors:

Williams QD. “To be or not to be”: a study of the factors that affect and support the academic success of resilient at-risk high school graduates. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19137


University of North Carolina – Greensboro

2. Coble, Esther M. Underwood. Power to young hands: an exploration into student experiences from service-learning participation.

Degree: 2014, University of North Carolina – Greensboro

 Service-learning is an instructional strategy that links academic learning with the community's needs. It provides opportunities for learning to occur outside of the traditional classroom… (more)

Subjects/Keywords: Service learning – United States; Student volunteers in social service – United States – Attitudes; Experiential learning – United States; High school students – United States – Conduct of life

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APA (6th Edition):

Coble, E. M. U. (2014). Power to young hands: an exploration into student experiences from service-learning participation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835

Chicago Manual of Style (16th Edition):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835.

MLA Handbook (7th Edition):

Coble, Esther M Underwood. “Power to young hands: an exploration into student experiences from service-learning participation.” 2014. Web. 17 Sep 2019.

Vancouver:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835.

Council of Science Editors:

Coble EMU. Power to young hands: an exploration into student experiences from service-learning participation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15835


University of North Carolina – Greensboro

3. Burress, Karen Conner. Why principals leave? Why principals stay?.

Degree: 2017, University of North Carolina – Greensboro

 The purpose of this study was to investigate principal turnover to determine the perceived reasons why principals leave their positions, or why they stay. My… (more)

Subjects/Keywords: School principals – Job satisfaction – North Carolina; Employee retention – North Carolina; Labor turnover – North Carolina

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APA (6th Edition):

Burress, K. C. (2017). Why principals leave? Why principals stay?. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21886

Chicago Manual of Style (16th Edition):

Burress, Karen Conner. “Why principals leave? Why principals stay?.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21886.

MLA Handbook (7th Edition):

Burress, Karen Conner. “Why principals leave? Why principals stay?.” 2017. Web. 17 Sep 2019.

Vancouver:

Burress KC. Why principals leave? Why principals stay?. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21886.

Council of Science Editors:

Burress KC. Why principals leave? Why principals stay?. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21886


University of North Carolina – Greensboro

4. Moore-Lawrence, Shaneeka. The impact of an action research study on deficit thinking in an elementary school.

Degree: 2017, University of North Carolina – Greensboro

 In education, the government has raised the bar related to expectations placed upon school districts to ensure that school letter grades are high, schools meet… (more)

Subjects/Keywords: Students with social disabilities – Education (Elementary); Elementary school teachers – Attitudes; Discrimination in education; Multicultural education; Academic achievement; Educational leadership; Educational change

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APA (6th Edition):

Moore-Lawrence, S. (2017). The impact of an action research study on deficit thinking in an elementary school. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22591

Chicago Manual of Style (16th Edition):

Moore-Lawrence, Shaneeka. “The impact of an action research study on deficit thinking in an elementary school.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22591.

MLA Handbook (7th Edition):

Moore-Lawrence, Shaneeka. “The impact of an action research study on deficit thinking in an elementary school.” 2017. Web. 17 Sep 2019.

Vancouver:

Moore-Lawrence S. The impact of an action research study on deficit thinking in an elementary school. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22591.

Council of Science Editors:

Moore-Lawrence S. The impact of an action research study on deficit thinking in an elementary school. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22591


University of North Carolina – Greensboro

5. West, Deborah Lynn. The daily lives of principals: twenty-one principals in the 21st century.

Degree: 2010, University of North Carolina – Greensboro

 This is a qualitative dissertation study about the daily work lives of 21 school principals from 10 states across the nation. The study tells the… (more)

Subjects/Keywords: School Principals – Job satisfaction.; School Principals – Job Stress.; United States. – No Child Left Behind Act of 2001.

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APA (6th Edition):

West, D. L. (2010). The daily lives of principals: twenty-one principals in the 21st century. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724

Chicago Manual of Style (16th Edition):

West, Deborah Lynn. “The daily lives of principals: twenty-one principals in the 21st century.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724.

MLA Handbook (7th Edition):

West, Deborah Lynn. “The daily lives of principals: twenty-one principals in the 21st century.” 2010. Web. 17 Sep 2019.

Vancouver:

West DL. The daily lives of principals: twenty-one principals in the 21st century. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724.

Council of Science Editors:

West DL. The daily lives of principals: twenty-one principals in the 21st century. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724


University of North Carolina – Greensboro

6. Hill, Diane Sheppard. Early college high school leadership: a closer look.

Degree: 2017, University of North Carolina – Greensboro

 The Early College High School Initiative (ECHSI) was a bold experiment with the goal of providing greater access to higher education for traditionally underrepresented groups… (more)

Subjects/Keywords: High school principals – United States; Educational leadership – United States; Articulation (Education) – United States; Education, Secondary – United States; Education, Higher – United States

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APA (6th Edition):

Hill, D. S. (2017). Early college high school leadership: a closer look. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22061

Chicago Manual of Style (16th Edition):

Hill, Diane Sheppard. “Early college high school leadership: a closer look.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22061.

MLA Handbook (7th Edition):

Hill, Diane Sheppard. “Early college high school leadership: a closer look.” 2017. Web. 17 Sep 2019.

Vancouver:

Hill DS. Early college high school leadership: a closer look. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22061.

Council of Science Editors:

Hill DS. Early college high school leadership: a closer look. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22061


University of North Carolina – Greensboro

7. Austin, Heidi Elizabeth. Community-based initiatives for promoting school readiness: the story of celebrate liberty's children.

Degree: 2010, University of North Carolina – Greensboro

 Much evidence supports the theory that the early years of a child's development are crucial in determining future student achievement. This in-depth case study examines… (more)

Subjects/Keywords: Readiness for school – North Carolina $zLiberty $vCase studies.; Community and school – North Carolina $zLiberty $vCase studies.; Child development – North Carolina $zLiberty $vCase studies.; Children with social disabilities – Education (Early childhood) – North Carolina – Liberty.; Preschool children – Services for – North Carolina – Liberty.; Randolph County Partnership for Children.; Early Childhood Center (Liberty, N.C.); Celebrate Liberty's Children.; Smart Start (N.C.)

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APA (6th Edition):

Austin, H. E. (2010). Community-based initiatives for promoting school readiness: the story of celebrate liberty's children. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4779

Chicago Manual of Style (16th Edition):

Austin, Heidi Elizabeth. “Community-based initiatives for promoting school readiness: the story of celebrate liberty's children.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4779.

MLA Handbook (7th Edition):

Austin, Heidi Elizabeth. “Community-based initiatives for promoting school readiness: the story of celebrate liberty's children.” 2010. Web. 17 Sep 2019.

Vancouver:

Austin HE. Community-based initiatives for promoting school readiness: the story of celebrate liberty's children. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4779.

Council of Science Editors:

Austin HE. Community-based initiatives for promoting school readiness: the story of celebrate liberty's children. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4779


University of North Carolina – Greensboro

8. Reed, Jennifer. Leadership lessons from coaches and principals.

Degree: 2016, University of North Carolina – Greensboro

 The purpose of this study was to learn about athletic coaches’ and principals’ visions, beliefs, philosophies, and wisdom, as well as to examine what I,… (more)

Subjects/Keywords: Leadership; School principals; Coaches (Athletics); Educational leadership; Elementary school principals; School improvement programs

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APA (6th Edition):

Reed, J. (2016). Leadership lessons from coaches and principals. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372

Chicago Manual of Style (16th Edition):

Reed, Jennifer. “Leadership lessons from coaches and principals.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372.

MLA Handbook (7th Edition):

Reed, Jennifer. “Leadership lessons from coaches and principals.” 2016. Web. 17 Sep 2019.

Vancouver:

Reed J. Leadership lessons from coaches and principals. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372.

Council of Science Editors:

Reed J. Leadership lessons from coaches and principals. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372


University of North Carolina – Greensboro

9. Wheat, Kevin. The creation and implementation of a dream: lessons learned from a unique case study.

Degree: 2017, University of North Carolina – Greensboro

 Many educational leaders dream of the opportunity to begin a new school. New schools provide opportunities for innovation, change, and creativity, which most educators believe… (more)

Subjects/Keywords: New schools – Case studies; Urban schools – Case studies; Middle schools – Case studies; Magnet schools – Case studies; Preparatory schools – Case studies; Educational leadership – Case studies; Middle school principals – Case studies

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APA (6th Edition):

Wheat, K. (2017). The creation and implementation of a dream: lessons learned from a unique case study. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094

Chicago Manual of Style (16th Edition):

Wheat, Kevin. “The creation and implementation of a dream: lessons learned from a unique case study.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094.

MLA Handbook (7th Edition):

Wheat, Kevin. “The creation and implementation of a dream: lessons learned from a unique case study.” 2017. Web. 17 Sep 2019.

Vancouver:

Wheat K. The creation and implementation of a dream: lessons learned from a unique case study. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094.

Council of Science Editors:

Wheat K. The creation and implementation of a dream: lessons learned from a unique case study. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22094


University of North Carolina – Greensboro

10. Fields, Amanda Jane Barbour. A high school’s collaborative planning PLC initiative.

Degree: 2016, University of North Carolina – Greensboro

 One constant finding in the research literature is that notable improvements in education almost never take place in the absence of professional development. What continues… (more)

Subjects/Keywords: Professional learning communities; High school teachers – In-service training

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APA (6th Edition):

Fields, A. J. B. (2016). A high school’s collaborative planning PLC initiative. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21342

Chicago Manual of Style (16th Edition):

Fields, Amanda Jane Barbour. “A high school’s collaborative planning PLC initiative.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21342.

MLA Handbook (7th Edition):

Fields, Amanda Jane Barbour. “A high school’s collaborative planning PLC initiative.” 2016. Web. 17 Sep 2019.

Vancouver:

Fields AJB. A high school’s collaborative planning PLC initiative. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21342.

Council of Science Editors:

Fields AJB. A high school’s collaborative planning PLC initiative. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21342


University of North Carolina – Greensboro

11. Royster, Albert L. Jr. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.

Degree: 2017, University of North Carolina – Greensboro

 The purpose of this study was to conduct research on the early history of segregation and desegregation, which directly impacted how African Americans were educated—or… (more)

Subjects/Keywords: African Americans – Education; African American students; Discrimination in education; Segregation in education; Racism in education; School integration

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APA (6th Edition):

Royster, A. L. J. (2017). The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959

Chicago Manual of Style (16th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

MLA Handbook (7th Edition):

Royster, Albert L Jr. “The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives.” 2017. Web. 17 Sep 2019.

Vancouver:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959.

Council of Science Editors:

Royster ALJ. The plight of the African American student: a study of the schooling experiences of African American professionals in public education and how their schooling experiences impacted their careers and subsequent lives. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21959


University of North Carolina – Greensboro

12. Woods, Jessalyn. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.

Degree: 2016, University of North Carolina – Greensboro

 Historically, roles associated with instructional leadership in schools have been the sole responsibility of the school’s principal. Increased accountability has intensified the pressure on school… (more)

Subjects/Keywords: Teacher participation in administration; Educational leadership; Teacher-principal relationships; School improvement programs; Educational change

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APA (6th Edition):

Woods, J. (2016). More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394

Chicago Manual of Style (16th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

MLA Handbook (7th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Web. 17 Sep 2019.

Vancouver:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

Council of Science Editors:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394


University of North Carolina – Greensboro

13. Money, Kimberly W. The experiences of english language learners with disabilities: a comparative analysis.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign speakers.; Children with disabilities – Education (Elementary) – United States.; Linguistic minorities – Education (Elementary) – United States.; Hispanic American children – Education (Elementary) – United States – Case studies.; Special education – Study and teaching (Elementary) – United States.; Second language acquisition – Psychological aspects.

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APA (6th Edition):

Money, K. W. (2010). The experiences of english language learners with disabilities: a comparative analysis. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810

Chicago Manual of Style (16th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

MLA Handbook (7th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Web. 17 Sep 2019.

Vancouver:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

Council of Science Editors:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810


University of North Carolina – Greensboro

14. Brown, Carolyn Alexander. African American parent involvement in Title I schools: establishing effective home-school-community partnerships.

Degree: 2017, University of North Carolina – Greensboro

 Empirical evidence suggests that parent involvement is promotive of positive educational outcomes for students. However, scholarship exploring parent involvement for African American parents with students… (more)

Subjects/Keywords: Middle school education – Parent participation; African American parents; Culturally relevant pedagogy; School improvement programs; Home and school; Community and school

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APA (6th Edition):

Brown, C. A. (2017). African American parent involvement in Title I schools: establishing effective home-school-community partnerships. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21882

Chicago Manual of Style (16th Edition):

Brown, Carolyn Alexander. “African American parent involvement in Title I schools: establishing effective home-school-community partnerships.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21882.

MLA Handbook (7th Edition):

Brown, Carolyn Alexander. “African American parent involvement in Title I schools: establishing effective home-school-community partnerships.” 2017. Web. 17 Sep 2019.

Vancouver:

Brown CA. African American parent involvement in Title I schools: establishing effective home-school-community partnerships. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21882.

Council of Science Editors:

Brown CA. African American parent involvement in Title I schools: establishing effective home-school-community partnerships. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21882


University of North Carolina – Greensboro

15. Moore, Angela Lenora. A study of leadership, change, and school culture in Title 1 schools.

Degree: 2014, University of North Carolina – Greensboro

 The purpose of the study was to contribute to the limited research on leadership, change, and school culture in Title I schools. More specially, this… (more)

Subjects/Keywords: Elementary school principals – North Carolina – Case studies; Educational leadership – North Carolina – Case studies; Educational change – North Carolina – Case studies; Elementary school environment – North Carolina – Case studies; Federal aid to education – North Carolina – Case studies

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APA (6th Edition):

Moore, A. L. (2014). A study of leadership, change, and school culture in Title 1 schools. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16594

Chicago Manual of Style (16th Edition):

Moore, Angela Lenora. “A study of leadership, change, and school culture in Title 1 schools.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16594.

MLA Handbook (7th Edition):

Moore, Angela Lenora. “A study of leadership, change, and school culture in Title 1 schools.” 2014. Web. 17 Sep 2019.

Vancouver:

Moore AL. A study of leadership, change, and school culture in Title 1 schools. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16594.

Council of Science Editors:

Moore AL. A study of leadership, change, and school culture in Title 1 schools. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16594


University of North Carolina – Greensboro

16. Finberg, Robin A. The journey of becoming a distinguished elementary teacher leader.

Degree: 2013, University of North Carolina – Greensboro

 Historically teachers have primarily operated within the confines of their classrooms. However, school environments have started to shift leadership opportunities that have traditionally been exclusive… (more)

Subjects/Keywords: Educational leadership – North Carolina; Elementary school teachers – North Carolina; Teaching – North Carolina

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APA (6th Edition):

Finberg, R. A. (2013). The journey of becoming a distinguished elementary teacher leader. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15484

Chicago Manual of Style (16th Edition):

Finberg, Robin A. “The journey of becoming a distinguished elementary teacher leader.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15484.

MLA Handbook (7th Edition):

Finberg, Robin A. “The journey of becoming a distinguished elementary teacher leader.” 2013. Web. 17 Sep 2019.

Vancouver:

Finberg RA. The journey of becoming a distinguished elementary teacher leader. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15484.

Council of Science Editors:

Finberg RA. The journey of becoming a distinguished elementary teacher leader. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15484

17. Schuhler, Rhonda Cox. Leading in common: principal perspectives on CCSS implementation.

Degree: 2013, University of North Carolina – Greensboro

 The purpose of this dissertation is to explore the experiences of principals leading implementation of Common Core State Standards (CCSS) in North Carolina. In a… (more)

Subjects/Keywords: Education – Curricula – Standards – United States – States; Educational leadership – North Carolina – Case studies; School principals – North Carolina – Case studies

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APA (6th Edition):

Schuhler, R. C. (2013). Leading in common: principal perspectives on CCSS implementation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15580

Chicago Manual of Style (16th Edition):

Schuhler, Rhonda Cox. “Leading in common: principal perspectives on CCSS implementation.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15580.

MLA Handbook (7th Edition):

Schuhler, Rhonda Cox. “Leading in common: principal perspectives on CCSS implementation.” 2013. Web. 17 Sep 2019.

Vancouver:

Schuhler RC. Leading in common: principal perspectives on CCSS implementation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15580.

Council of Science Editors:

Schuhler RC. Leading in common: principal perspectives on CCSS implementation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15580

18. Van Acker, Teresa A. From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school.

Degree: 2013, University of North Carolina – Greensboro

 Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension… (more)

Subjects/Keywords: Montessori method of education – United States; Public schools – United States; Teachers – United States – Case studies

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APA (6th Edition):

Van Acker, T. A. (2013). From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15600

Chicago Manual of Style (16th Edition):

Van Acker, Teresa A. “From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15600.

MLA Handbook (7th Edition):

Van Acker, Teresa A. “From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school.” 2013. Web. 17 Sep 2019.

Vancouver:

Van Acker TA. From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15600.

Council of Science Editors:

Van Acker TA. From boutique to big box: a case study concerning teacher change transitioning to a public Montessori elementary school. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15600

19. Hauser, Angella. Childhood resilience of African American school leaders.

Degree: 2014, University of North Carolina – Greensboro

 The purpose of this study was to determine what African Americans who serve in upper-level school leadership positions and who have faced significant barriers as… (more)

Subjects/Keywords: Resilience (Personality trait); African American school principals – Case studies; Educational leadership – Case studies

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

APA (6th Edition):

Hauser, A. (2014). Childhood resilience of African American school leaders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16170

Chicago Manual of Style (16th Edition):

Hauser, Angella. “Childhood resilience of African American school leaders.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16170.

MLA Handbook (7th Edition):

Hauser, Angella. “Childhood resilience of African American school leaders.” 2014. Web. 17 Sep 2019.

Vancouver:

Hauser A. Childhood resilience of African American school leaders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16170.

Council of Science Editors:

Hauser A. Childhood resilience of African American school leaders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16170

20. Barnes, Jimmy Ako. A comprehensive examination of the perception of students of color of their ninth-grade academy experience.

Degree: 2012, University of North Carolina – Greensboro

 Literature suggests that the effective implementation of the freshman academy promotes positive achievement outcomes for students of color. This study examined the perceptions of freshmen… (more)

Subjects/Keywords: Minority high school students – North Carolina – Attitudes; High school freshmen – North Carolina – Attitudes; Minorities – Education (Secondary) – North Carolina; Academic achievement – North Carolina; North Carolina – Race relations

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APA (6th Edition):

Barnes, J. A. (2012). A comprehensive examination of the perception of students of color of their ninth-grade academy experience. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9389

Chicago Manual of Style (16th Edition):

Barnes, Jimmy Ako. “A comprehensive examination of the perception of students of color of their ninth-grade academy experience.” 2012. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9389.

MLA Handbook (7th Edition):

Barnes, Jimmy Ako. “A comprehensive examination of the perception of students of color of their ninth-grade academy experience.” 2012. Web. 17 Sep 2019.

Vancouver:

Barnes JA. A comprehensive examination of the perception of students of color of their ninth-grade academy experience. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2012. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9389.

Council of Science Editors:

Barnes JA. A comprehensive examination of the perception of students of color of their ninth-grade academy experience. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9389

21. Hatley, Sue Norris. Relationship building practices in one rural and predominantly Latino school.

Degree: 2011, University of North Carolina – Greensboro

 This study investigates relationships and instructional practices at one rural school. Literature suggests parent involvement creates positive relationships and impacts the academic performance of Latino… (more)

Subjects/Keywords: Parent-teacher relationships – North Carolina – Case studies; Hispanic American children – Education – United States – Case studies; Education – Parent participation – North Carolina – Case studies; Rural schools – North Carolina – Case studies

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

APA (6th Edition):

Hatley, S. N. (2011). Relationship building practices in one rural and predominantly Latino school. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8295

Chicago Manual of Style (16th Edition):

Hatley, Sue Norris. “Relationship building practices in one rural and predominantly Latino school.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8295.

MLA Handbook (7th Edition):

Hatley, Sue Norris. “Relationship building practices in one rural and predominantly Latino school.” 2011. Web. 17 Sep 2019.

Vancouver:

Hatley SN. Relationship building practices in one rural and predominantly Latino school. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8295.

Council of Science Editors:

Hatley SN. Relationship building practices in one rural and predominantly Latino school. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8295

22. Patience, Brian J. How do principals conceptualize success: are their actions consistent with their definitions?.

Degree: 2012, University of North Carolina – Greensboro

 My research study explored how principals allocated their time, their perceptions of success, and whether their actions were consistent with their definition of success. Findings… (more)

Subjects/Keywords: School principals – United States – Case studies; Educational leadership – United States – Case studies; Success – United States – Psychological aspects; Success – United States – Evaluation

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APA (6th Edition):

Patience, B. J. (2012). How do principals conceptualize success: are their actions consistent with their definitions?. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9451

Chicago Manual of Style (16th Edition):

Patience, Brian J. “How do principals conceptualize success: are their actions consistent with their definitions?.” 2012. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9451.

MLA Handbook (7th Edition):

Patience, Brian J. “How do principals conceptualize success: are their actions consistent with their definitions?.” 2012. Web. 17 Sep 2019.

Vancouver:

Patience BJ. How do principals conceptualize success: are their actions consistent with their definitions?. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2012. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9451.

Council of Science Editors:

Patience BJ. How do principals conceptualize success: are their actions consistent with their definitions?. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=9451

23. Boone, Rodney L. Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development.

Degree: 2016, University of North Carolina – Greensboro

 The focus of this qualitative research study was to examine the impact professional development had on teachers’ perceptions and practices after participating in monthly year-long… (more)

Subjects/Keywords: Elementary school teachers – In-service training; Culturally relevant pedagogy; Multicultural education; Academic achievement

…contributions and compassion of my dissertation committee chair, Dr. Ulrich Reitzug. Dr. Reitzug was… 

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APA (6th Edition):

Boone, R. L. (2016). Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21331

Chicago Manual of Style (16th Edition):

Boone, Rodney L. “Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21331.

MLA Handbook (7th Edition):

Boone, Rodney L. “Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development.” 2016. Web. 17 Sep 2019.

Vancouver:

Boone RL. Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21331.

Council of Science Editors:

Boone RL. Who am I?: culturally relevant pedagogy and the quest to transform teacher beliefs through professional development. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21331

24. Corcoran, Cindy Annette. Exiting school improvement: principals' roles in turning schools around for success.

Degree: 2012, University of North Carolina – Greensboro

 The purpose of this qualitative research study was to examine and describe the instructional practices and behaviors of four elementary school principals who implemented reform… (more)

Subjects/Keywords: Educational leadership – United States – Case studies; Elementary school principals – United States – Case studies; School improvement programs – United States – Case studies

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APA (6th Edition):

Corcoran, C. A. (2012). Exiting school improvement: principals' roles in turning schools around for success. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8602

Chicago Manual of Style (16th Edition):

Corcoran, Cindy Annette. “Exiting school improvement: principals' roles in turning schools around for success.” 2012. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8602.

MLA Handbook (7th Edition):

Corcoran, Cindy Annette. “Exiting school improvement: principals' roles in turning schools around for success.” 2012. Web. 17 Sep 2019.

Vancouver:

Corcoran CA. Exiting school improvement: principals' roles in turning schools around for success. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2012. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8602.

Council of Science Editors:

Corcoran CA. Exiting school improvement: principals' roles in turning schools around for success. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8602

25. Gamble, Matthew Tanner. The role of central level staff in supporting high quality instruction.

Degree: 2013, University of North Carolina – Greensboro

 The central office manages and directs a school system. In the wake of district and school reforms, the impact of the central office on schools… (more)

Subjects/Keywords: School management and organization – Evaluation; Educational leadership – United States; Communication in education – United States; School administrators – Professional relationships – United States

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APA (6th Edition):

Gamble, M. T. (2013). The role of central level staff in supporting high quality instruction. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10001

Chicago Manual of Style (16th Edition):

Gamble, Matthew Tanner. “The role of central level staff in supporting high quality instruction.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10001.

MLA Handbook (7th Edition):

Gamble, Matthew Tanner. “The role of central level staff in supporting high quality instruction.” 2013. Web. 17 Sep 2019.

Vancouver:

Gamble MT. The role of central level staff in supporting high quality instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10001.

Council of Science Editors:

Gamble MT. The role of central level staff in supporting high quality instruction. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10001

26. James, Jeff. Capturing the essence of change: a study about change in Rockwell schools.

Degree: 2013, University of North Carolina – Greensboro

 The purpose of my study is to investigate what a school system did to stimulate change and discover the qualitative outcomes of shifting from a… (more)

Subjects/Keywords: School improvement programs – United States – Case studies; School management and organization – United States – Case studies; Educational evaluation – United States – Case studies

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APA (6th Edition):

James, J. (2013). Capturing the essence of change: a study about change in Rockwell schools. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10029

Chicago Manual of Style (16th Edition):

James, Jeff. “Capturing the essence of change: a study about change in Rockwell schools.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10029.

MLA Handbook (7th Edition):

James, Jeff. “Capturing the essence of change: a study about change in Rockwell schools.” 2013. Web. 17 Sep 2019.

Vancouver:

James J. Capturing the essence of change: a study about change in Rockwell schools. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10029.

Council of Science Editors:

James J. Capturing the essence of change: a study about change in Rockwell schools. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=10029

27. Faison, Patrice Jones. What makes a successful school turnaround: the story of three schools.

Degree: 2014, University of North Carolina – Greensboro

 This study examined three schools, led by five principals that were undergoing rapid school improvement under the current federal School Improvement Grant (SIG) program. The… (more)

Subjects/Keywords: Elementary school principals – North Carolina – Case studies; Educational leadership – North Carolina – Case studies; Educational change – North Carolina – Case studies; School improvement programs – North Carolina – Case studies; Federal aid to education – North Carolina – Case studies

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APA (6th Edition):

Faison, P. J. (2014). What makes a successful school turnaround: the story of three schools. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=17669

Chicago Manual of Style (16th Edition):

Faison, Patrice Jones. “What makes a successful school turnaround: the story of three schools.” 2014. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=17669.

MLA Handbook (7th Edition):

Faison, Patrice Jones. “What makes a successful school turnaround: the story of three schools.” 2014. Web. 17 Sep 2019.

Vancouver:

Faison PJ. What makes a successful school turnaround: the story of three schools. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2014. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=17669.

Council of Science Editors:

Faison PJ. What makes a successful school turnaround: the story of three schools. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=17669

28. Buckrham, Robin Neal. Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround.

Degree: 2016, University of North Carolina – Greensboro

 The blaring din of rhetoric surrounding school reform has become so loud that we rarely hear the sound of the school principal actually engrossed in… (more)

Subjects/Keywords: School improvement programs – United States; School principals – Dismissal of – United States; Educational leadership – United States; Low-performing schools – United States

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APA (6th Edition):

Buckrham, R. N. (2016). Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21333

Chicago Manual of Style (16th Edition):

Buckrham, Robin Neal. “Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21333.

MLA Handbook (7th Edition):

Buckrham, Robin Neal. “Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround.” 2016. Web. 17 Sep 2019.

Vancouver:

Buckrham RN. Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21333.

Council of Science Editors:

Buckrham RN. Scapegoated, castaway, and forgotten: the dispensable principals of school turnaround. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21333


University of North Carolina – Greensboro

29. Holder, Tracy L. Through their eyes : a look at achievement and success of selected African American male students.

Degree: 2006, University of North Carolina – Greensboro

 "The presence and implications of societal, institutional, and personal influences on African American male achievement in school was examined in this study. Through in-depth qualitative… (more)

Subjects/Keywords: African American students – Social conditions; African American youth – Education; Academic achievement – United States; Children with social disabilities – Education

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APA (6th Edition):

Holder, T. L. (2006). Through their eyes : a look at achievement and success of selected African American male students. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1030

Chicago Manual of Style (16th Edition):

Holder, Tracy L. “Through their eyes : a look at achievement and success of selected African American male students.” 2006. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1030.

MLA Handbook (7th Edition):

Holder, Tracy L. “Through their eyes : a look at achievement and success of selected African American male students.” 2006. Web. 17 Sep 2019.

Vancouver:

Holder TL. Through their eyes : a look at achievement and success of selected African American male students. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2006. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1030.

Council of Science Editors:

Holder TL. Through their eyes : a look at achievement and success of selected African American male students. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2006. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1030


University of North Carolina – Greensboro

30. Shaver, Randall Ray. The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals.

Degree: 2007, University of North Carolina – Greensboro

 The persistent shortage of teachers in America’s public schools is eclipsed only by the shortage of qualified principals. Perhaps principals leave the role quickly because… (more)

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APA (6th Edition):

Shaver, R. R. (2007). The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=131

Chicago Manual of Style (16th Edition):

Shaver, Randall Ray. “The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals.” 2007. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=131.

MLA Handbook (7th Edition):

Shaver, Randall Ray. “The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals.” 2007. Web. 17 Sep 2019.

Vancouver:

Shaver RR. The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2007. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=131.

Council of Science Editors:

Shaver RR. The Impact of the Principal Socialization Experience on the Professional Lives of Selected Wobegone County Schools Principals. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2007. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=131

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