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You searched for +publisher:"University of North Dakota" +contributor:("Pauline Stonehouse"). Showing records 1 – 18 of 18 total matches.

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1. Olson, Jill Ann. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.

Degree: PhD, Educational Leadership, 2016, University of North Dakota

  More and more elementary schools are adopting standards-based report cards to report student achievement in an effort to communicate to parents their child’s mastery… (more)

Subjects/Keywords: elementary school; elementary students; mathematics; parents; report cards; standards-based

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APA (6th Edition):

Olson, J. A. (2016). Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2057

Chicago Manual of Style (16th Edition):

Olson, Jill Ann. “Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.” 2016. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2057.

MLA Handbook (7th Edition):

Olson, Jill Ann. “Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards.” 2016. Web. 20 Sep 2019.

Vancouver:

Olson JA. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2057.

Council of Science Editors:

Olson JA. Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/2057

2. Ferderer, Janelle Jean. Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs.

Degree: PhD, Educational Leadership, 2017, University of North Dakota

  The purpose of this qualitative study was to examine the attitudes and beliefs about gender and gender diversity held by certified practicing early childhood… (more)

Subjects/Keywords: Attitudes and Beliefs; Early Childhood Education; Gender; Gender Construction; Gender Roles; Transgender

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APA (6th Edition):

Ferderer, J. J. (2017). Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2110

Chicago Manual of Style (16th Edition):

Ferderer, Janelle Jean. “Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2110.

MLA Handbook (7th Edition):

Ferderer, Janelle Jean. “Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs.” 2017. Web. 20 Sep 2019.

Vancouver:

Ferderer JJ. Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2110.

Council of Science Editors:

Ferderer JJ. Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2110

3. Clace, Kevin Neil. Examining The Effects Of Breakthrough Coaching On Instructional Leadership.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

  ABSTRACT Instructional leadership is identified as a critical function for school principals seeking to positively influence teaching and learning. In many instances, however, desired… (more)

Subjects/Keywords: Breakthrough Coaching; Distributed Leadership; Instructional Leadership; Organizational Management; Professional Standards for Educational Leaders

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APA (6th Edition):

Clace, K. N. (2018). Examining The Effects Of Breakthrough Coaching On Instructional Leadership. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2394

Chicago Manual of Style (16th Edition):

Clace, Kevin Neil. “Examining The Effects Of Breakthrough Coaching On Instructional Leadership.” 2018. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2394.

MLA Handbook (7th Edition):

Clace, Kevin Neil. “Examining The Effects Of Breakthrough Coaching On Instructional Leadership.” 2018. Web. 20 Sep 2019.

Vancouver:

Clace KN. Examining The Effects Of Breakthrough Coaching On Instructional Leadership. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2394.

Council of Science Editors:

Clace KN. Examining The Effects Of Breakthrough Coaching On Instructional Leadership. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2394

4. Dahlen, Chad Beldon. Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

  ABSTRACT The purpose of this qualitative study was to examine perceptions of leadership and education held by three father-son pairs of Native American Three… (more)

Subjects/Keywords: Intergenerational; Leadership; Masculinity research; Portraiture; Three Affiliated Tribes

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APA (6th Edition):

Dahlen, C. B. (2018). Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2397

Chicago Manual of Style (16th Edition):

Dahlen, Chad Beldon. “Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes.” 2018. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2397.

MLA Handbook (7th Edition):

Dahlen, Chad Beldon. “Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes.” 2018. Web. 20 Sep 2019.

Vancouver:

Dahlen CB. Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2397.

Council of Science Editors:

Dahlen CB. Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2397

5. Schill, Francis Arthur. Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?.

Degree: PhD, Educational Leadership, 2019, University of North Dakota

  Leading educational reform is one of a superintendent’s many roles, which involves working with elected school board members with varying beliefs of what constitutes… (more)

Subjects/Keywords: Dissatisfaction Theory of Democracy; Grounded Theory Study; Push/Pull Career Movement Theory; Superintendent/School Board Relationship; Superintendent Turnover

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APA (6th Edition):

Schill, F. A. (2019). Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2484

Chicago Manual of Style (16th Edition):

Schill, Francis Arthur. “Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?.” 2019. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2484.

MLA Handbook (7th Edition):

Schill, Francis Arthur. “Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?.” 2019. Web. 20 Sep 2019.

Vancouver:

Schill FA. Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?. [Internet] [Doctoral dissertation]. University of North Dakota; 2019. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2484.

Council of Science Editors:

Schill FA. Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized?. [Doctoral Dissertation]. University of North Dakota; 2019. Available from: https://commons.und.edu/theses/2484

6. Job, Christine Lynn. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT Research has shown that teacher effectiveness is the most significant school-level factor impacting student achievement (McCaffrey, Koretz, Lockwood, & Hamilton, 2004; Rivkin, Hanushek,… (more)

Subjects/Keywords: effectiveness; evaluation; improvement; principal; school; teacher

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APA (6th Edition):

Job, C. L. (2017). What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2240

Chicago Manual of Style (16th Edition):

Job, Christine Lynn. “What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2240.

MLA Handbook (7th Edition):

Job, Christine Lynn. “What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School.” 2017. Web. 20 Sep 2019.

Vancouver:

Job CL. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2240.

Council of Science Editors:

Job CL. What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2240

7. Agre, Rachael Gayle. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.

Degree: Doctor of Education (EdD), Teaching & Learning, 2014, University of North Dakota

  This small-scale qualitative study examined the perceptions of elementary principals, mentors and beginning teachers regarding the principal's role in promoting beginning teacher professional growth… (more)

Subjects/Keywords: beginning teachers; elementary principals; grounded theory; induction; mentors; triad

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APA (6th Edition):

Agre, R. G. (2014). Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1498

Chicago Manual of Style (16th Edition):

Agre, Rachael Gayle. “Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1498.

MLA Handbook (7th Edition):

Agre, Rachael Gayle. “Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships.” 2014. Web. 20 Sep 2019.

Vancouver:

Agre RG. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1498.

Council of Science Editors:

Agre RG. Partnering For Success: The Principals' Role In Beginning Teacher-Mentor-Principal Relationships. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1498

8. Garaas-Johnson, Kristin Anne. Assessing Student Learning: A U.S./U.K. International Comparative Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  This research examines the role of assessments of student learning in the United States, specifically a school system in North Dakota, comparatively to that… (more)

Subjects/Keywords: accountability; assessment; curriculum; education standards; international

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APA (6th Edition):

Garaas-Johnson, K. A. (2014). Assessing Student Learning: A U.S./U.K. International Comparative Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1533

Chicago Manual of Style (16th Edition):

Garaas-Johnson, Kristin Anne. “Assessing Student Learning: A U.S./U.K. International Comparative Study.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1533.

MLA Handbook (7th Edition):

Garaas-Johnson, Kristin Anne. “Assessing Student Learning: A U.S./U.K. International Comparative Study.” 2014. Web. 20 Sep 2019.

Vancouver:

Garaas-Johnson KA. Assessing Student Learning: A U.S./U.K. International Comparative Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1533.

Council of Science Editors:

Garaas-Johnson KA. Assessing Student Learning: A U.S./U.K. International Comparative Study. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1533

9. Englund, Kim. Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  Many regions of the United States retain students who are not performing at grade level, yet a large body of research shows the ineffectiveness… (more)

Subjects/Keywords: grounded theory; policies; principals' beliefs; retention; teachers' beliefs

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APA (6th Edition):

Englund, K. (2014). Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1645

Chicago Manual of Style (16th Edition):

Englund, Kim. “Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1645.

MLA Handbook (7th Edition):

Englund, Kim. “Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey.” 2014. Web. 20 Sep 2019.

Vancouver:

Englund K. Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1645.

Council of Science Editors:

Englund K. Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1645

10. Larson, Jeremy. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  "Efforts to improve our school system must start with equity" (Department of Education's Equity and Excellence Commission, 2012). This study is a statistical analysis… (more)

Subjects/Keywords: adequacy; fiscal equity; public school funding; wealth neutrality

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APA (6th Edition):

Larson, J. (2014). A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1676

Chicago Manual of Style (16th Edition):

Larson, Jeremy. “A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1676.

MLA Handbook (7th Edition):

Larson, Jeremy. “A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula.” 2014. Web. 20 Sep 2019.

Vancouver:

Larson J. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1676.

Council of Science Editors:

Larson J. A Longitudinal Fiscal Neutrality Analysis Of The Minnesota K-12 Public School Funding Formula. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1676

11. Vollmer, Mark Milton. Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, University of North Dakota

  The purpose of this case study was to evaluate the flood recovery process for the Minot Public School District after the devastating Souris River… (more)

Subjects/Keywords: FEMA; Minot; Natural Disaster; North Dakota; School

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APA (6th Edition):

Vollmer, M. M. (2014). Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1726

Chicago Manual of Style (16th Edition):

Vollmer, Mark Milton. “Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011.” 2014. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1726.

MLA Handbook (7th Edition):

Vollmer, Mark Milton. “Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011.” 2014. Web. 20 Sep 2019.

Vancouver:

Vollmer MM. Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1726.

Council of Science Editors:

Vollmer MM. Down By The Riverside: Recovery Efforts Of The Minot Community And School District After The Souris River Flood Of 2011. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1726

12. Lind, Jeffery E. Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of North Dakota

  This study analyzed the perceptions of North Dakota Regional Education Association (REA) directors and a sample of public school district superintendents regarding their REAs’… (more)

Subjects/Keywords: Educational Leadership; ESA; North Dakota REA; PK-12 Education; Professional Development

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APA (6th Edition):

Lind, J. E. (2015). Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1802

Chicago Manual of Style (16th Edition):

Lind, Jeffery E. “Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents.” 2015. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1802.

MLA Handbook (7th Edition):

Lind, Jeffery E. “Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents.” 2015. Web. 20 Sep 2019.

Vancouver:

Lind JE. Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1802.

Council of Science Editors:

Lind JE. Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1802

13. Clark, Chad. Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of North Dakota

  Superintendent-principals face the task of effectively leading while performing in their roles and responsibilities as superintendent and principal. A limited amount of research has… (more)

Subjects/Keywords: leadership; management; rural school district; superintendent-principal

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APA (6th Edition):

Clark, C. (2015). Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1883

Chicago Manual of Style (16th Edition):

Clark, Chad. “Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals.” 2015. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1883.

MLA Handbook (7th Edition):

Clark, Chad. “Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals.” 2015. Web. 20 Sep 2019.

Vancouver:

Clark C. Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1883.

Council of Science Editors:

Clark C. Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1883

14. Wilkie-Villebrun, Rae Marie. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of North Dakota

  ABSTRACT This qualitative study examined shared experiences of teachers who remain at American Indian schools teaching for five years or more in an attempt… (more)

Subjects/Keywords: administrators; American Indian schools; minority; poverty; social support model; teacher retention

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APA (6th Edition):

Wilkie-Villebrun, R. M. (2015). How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1980

Chicago Manual of Style (16th Edition):

Wilkie-Villebrun, Rae Marie. “How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.” 2015. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1980.

MLA Handbook (7th Edition):

Wilkie-Villebrun, Rae Marie. “How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.” 2015. Web. 20 Sep 2019.

Vancouver:

Wilkie-Villebrun RM. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1980.

Council of Science Editors:

Wilkie-Villebrun RM. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1980

15. Malm, Roanne Eugenia. Perceptions Of Five Low-Income Parents On School Readiness.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, University of North Dakota

  This small-scale qualitative study explored the perceptions of five low-income mothers regarding their child's readiness for kindergarten. The study has the potential to help… (more)

Subjects/Keywords: early childhood; kindergarten; learning gap; low-income; parents' perceptions; school readiness; Education

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APA (6th Edition):

Malm, R. E. (2011). Perceptions Of Five Low-Income Parents On School Readiness. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1195

Chicago Manual of Style (16th Edition):

Malm, Roanne Eugenia. “Perceptions Of Five Low-Income Parents On School Readiness.” 2011. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1195.

MLA Handbook (7th Edition):

Malm, Roanne Eugenia. “Perceptions Of Five Low-Income Parents On School Readiness.” 2011. Web. 20 Sep 2019.

Vancouver:

Malm RE. Perceptions Of Five Low-Income Parents On School Readiness. [Internet] [Doctoral dissertation]. University of North Dakota; 2011. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1195.

Council of Science Editors:

Malm RE. Perceptions Of Five Low-Income Parents On School Readiness. [Doctoral Dissertation]. University of North Dakota; 2011. Available from: https://commons.und.edu/theses/1195

16. Oban, Shawn A. Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of North Dakota

  Because of the emphasis on No Child Left Behind and high stakes testing, school districts and administrators have been limiting or eliminating fine arts… (more)

Subjects/Keywords: Instrumental music; instruction and study; academic achievement; poor children - education; music participation; Educational Leadership

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APA (6th Edition):

Oban, S. A. (2015). Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1007

Chicago Manual of Style (16th Edition):

Oban, Shawn A. “Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty.” 2015. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1007.

MLA Handbook (7th Edition):

Oban, Shawn A. “Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty.” 2015. Web. 20 Sep 2019.

Vancouver:

Oban SA. Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1007.

Council of Science Editors:

Oban SA. Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1007

17. Mayer, Tammy. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of North Dakota

  ABSTRACT The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has… (more)

Subjects/Keywords: access; achievment standards; assessment; high-stakes testing; Students with Disabilities; Universal Design for Learning

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APA (6th Edition):

Mayer, T. (2017). Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2128

Chicago Manual of Style (16th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2128.

MLA Handbook (7th Edition):

Mayer, Tammy. “Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study.” 2017. Web. 20 Sep 2019.

Vancouver:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2128.

Council of Science Editors:

Mayer T. Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2128

18. Wanzek, Angela. The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

  An ethnographic case study was used to examine roles of a principal in implementing and maintaining positive behavioral interventions and supports (PBIS) in one… (more)

Subjects/Keywords: Educational Leadership; Elementary Principal; Ethnographic Studies; Ethnography; Positive Behavioral Intervention Supports (PBIS); School Culture

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

APA (6th Edition):

Wanzek, A. (2018). The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2437

Chicago Manual of Style (16th Edition):

Wanzek, Angela. “The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study.” 2018. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/2437.

MLA Handbook (7th Edition):

Wanzek, Angela. “The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study.” 2018. Web. 20 Sep 2019.

Vancouver:

Wanzek A. The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/2437.

Council of Science Editors:

Wanzek A. The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2437

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