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You searched for +publisher:"University of North Texas" +contributor:("Ezzani, Miriam"). Showing records 1 – 30 of 33 total matches.

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University of North Texas

1. Axelson, Gregory Carl. School District Actions that Support the Development of Professional Learning Communities in High Schools.

Degree: 2017, University of North Texas

 A gap exists in education research in the area of district support for campus-based professional learning communities (PLCs). The current study was an examination of… (more)

Subjects/Keywords: Professional learning communities; District support; Education, Administration; Education, Secondary

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

APA (6th Edition):

Axelson, G. C. (2017). School District Actions that Support the Development of Professional Learning Communities in High Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984132/

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

Chicago Manual of Style (16th Edition):

Axelson, Gregory Carl. “School District Actions that Support the Development of Professional Learning Communities in High Schools.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc984132/.

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

MLA Handbook (7th Edition):

Axelson, Gregory Carl. “School District Actions that Support the Development of Professional Learning Communities in High Schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Axelson GC. School District Actions that Support the Development of Professional Learning Communities in High Schools. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984132/.

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

Council of Science Editors:

Axelson GC. School District Actions that Support the Development of Professional Learning Communities in High Schools. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984132/

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


University of North Texas

2. Curtis, Anna E. Professional Learning Communities: A Comparative Case Study of Shared Personal Practice.

Degree: 2017, University of North Texas

 Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements… (more)

Subjects/Keywords: professional learning communities; shared personal practice; Education, Curriculum and Instruction

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APA (6th Edition):

Curtis, A. E. (2017). Professional Learning Communities: A Comparative Case Study of Shared Personal Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011785/

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

Chicago Manual of Style (16th Edition):

Curtis, Anna E. “Professional Learning Communities: A Comparative Case Study of Shared Personal Practice.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011785/.

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

MLA Handbook (7th Edition):

Curtis, Anna E. “Professional Learning Communities: A Comparative Case Study of Shared Personal Practice.” 2017. Web. 17 Jun 2019.

Vancouver:

Curtis AE. Professional Learning Communities: A Comparative Case Study of Shared Personal Practice. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011785/.

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

Council of Science Editors:

Curtis AE. Professional Learning Communities: A Comparative Case Study of Shared Personal Practice. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011785/

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


University of North Texas

3. Carson, Dayanna Vontresea. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.

Degree: 2017, University of North Texas

 The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due… (more)

Subjects/Keywords: African American Female Principals in High Poverty Urban Schools

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APA (6th Edition):

Carson, D. V. (2017). What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011826/

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

Chicago Manual of Style (16th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

MLA Handbook (7th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Web. 17 Jun 2019.

Vancouver:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

Council of Science Editors:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/

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


University of North Texas

4. Warnock, Teresa Georgeanne. School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice.

Degree: 2017, University of North Texas

 The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic… (more)

Subjects/Keywords: Instructional Rounds; Systemic Improvement; School Improvement; Instructional Core; Teacher Capacity; Organizational Capacity; Supportive Conditions; Sustainability; Education, General; Education, Administration; Education, Curriculum and Instruction

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APA (6th Edition):

Warnock, T. G. (2017). School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062801/

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

Chicago Manual of Style (16th Edition):

Warnock, Teresa Georgeanne. “School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062801/.

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

MLA Handbook (7th Edition):

Warnock, Teresa Georgeanne. “School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice.” 2017. Web. 17 Jun 2019.

Vancouver:

Warnock TG. School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062801/.

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

Council of Science Editors:

Warnock TG. School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062801/

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


University of North Texas

5. Koehler, Laura Yvette. Practices that Influence Instructional Coaches' Perceptions of Effectiveness.

Degree: 2017, University of North Texas

 As instructional coaches are being implemented across the country, their purpose is reviewed, as well as which types of instructional coaching tend to have the… (more)

Subjects/Keywords: Instructional Coaching; Instructional Coaches

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APA (6th Edition):

Koehler, L. Y. (2017). Practices that Influence Instructional Coaches' Perceptions of Effectiveness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062802/

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

Chicago Manual of Style (16th Edition):

Koehler, Laura Yvette. “Practices that Influence Instructional Coaches' Perceptions of Effectiveness.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062802/.

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

MLA Handbook (7th Edition):

Koehler, Laura Yvette. “Practices that Influence Instructional Coaches' Perceptions of Effectiveness.” 2017. Web. 17 Jun 2019.

Vancouver:

Koehler LY. Practices that Influence Instructional Coaches' Perceptions of Effectiveness. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062802/.

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

Council of Science Editors:

Koehler LY. Practices that Influence Instructional Coaches' Perceptions of Effectiveness. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062802/

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


University of North Texas

6. Fiori, Christy. Supportive Systems for Building Capacity of the Elementary Instructional Coach.

Degree: 2017, University of North Texas

 The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth… (more)

Subjects/Keywords: building capacity; change process; coaching; collaboration; communication; campus administration support; district administration support; fast-growth; human capital; instructional coach; learning organization; professional learning; professional learning communities; role clarity; shared leadership; social capital; student learning; student results; supportive structures; Education, Curriculum and Instruction; Education, Elementary; Education, General

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APA (6th Edition):

Fiori, C. (2017). Supportive Systems for Building Capacity of the Elementary Instructional Coach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062803/

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

Chicago Manual of Style (16th Edition):

Fiori, Christy. “Supportive Systems for Building Capacity of the Elementary Instructional Coach.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062803/.

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

MLA Handbook (7th Edition):

Fiori, Christy. “Supportive Systems for Building Capacity of the Elementary Instructional Coach.” 2017. Web. 17 Jun 2019.

Vancouver:

Fiori C. Supportive Systems for Building Capacity of the Elementary Instructional Coach. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062803/.

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

Council of Science Editors:

Fiori C. Supportive Systems for Building Capacity of the Elementary Instructional Coach. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062803/

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


University of North Texas

7. Prince, Coryn Elizabeth. The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy.

Degree: 2018, University of North Texas

 This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The… (more)

Subjects/Keywords: Professional learning communities; teacher efficacy; Education, Administration; Education, Teacher Training

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

APA (6th Edition):

Prince, C. E. (2018). The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157537/

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

Chicago Manual of Style (16th Edition):

Prince, Coryn Elizabeth. “The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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

MLA Handbook (7th Edition):

Prince, Coryn Elizabeth. “The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy.” 2018. Web. 17 Jun 2019.

Vancouver:

Prince CE. The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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

Council of Science Editors:

Prince CE. The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157537/

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


University of North Texas

8. Kelly, Elizabeth. Socially Just Principals' Pursuit of Cultural Proficiency.

Degree: 2018, University of North Texas

 The purpose of this research was to explore how the personal and professional experiences of school leaders strengthened or hindered their ability to engage in… (more)

Subjects/Keywords: cultural proficiency; equity; school leadership; social justice; Education, Administration; Education, Teacher Training

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

APA (6th Edition):

Kelly, E. (2018). Socially Just Principals' Pursuit of Cultural Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157538/

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

Chicago Manual of Style (16th Edition):

Kelly, Elizabeth. “Socially Just Principals' Pursuit of Cultural Proficiency.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157538/.

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

MLA Handbook (7th Edition):

Kelly, Elizabeth. “Socially Just Principals' Pursuit of Cultural Proficiency.” 2018. Web. 17 Jun 2019.

Vancouver:

Kelly E. Socially Just Principals' Pursuit of Cultural Proficiency. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157538/.

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

Council of Science Editors:

Kelly E. Socially Just Principals' Pursuit of Cultural Proficiency. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157538/

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


University of North Texas

9. Blanchard, Myrna Elizabeth. The Identification and Placement of Latino Students in Advanced Mathematics Courses.

Degree: 2018, University of North Texas

 Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in… (more)

Subjects/Keywords: advanced mathematics; Latino students; parents; identification and enrollment; systemic reform; Education, Administration; Education, Bilingual and Multicultural; Education, Mathematics

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

APA (6th Edition):

Blanchard, M. E. (2018). The Identification and Placement of Latino Students in Advanced Mathematics Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157571/

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

Chicago Manual of Style (16th Edition):

Blanchard, Myrna Elizabeth. “The Identification and Placement of Latino Students in Advanced Mathematics Courses.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157571/.

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

MLA Handbook (7th Edition):

Blanchard, Myrna Elizabeth. “The Identification and Placement of Latino Students in Advanced Mathematics Courses.” 2018. Web. 17 Jun 2019.

Vancouver:

Blanchard ME. The Identification and Placement of Latino Students in Advanced Mathematics Courses. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157571/.

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

Council of Science Editors:

Blanchard ME. The Identification and Placement of Latino Students in Advanced Mathematics Courses. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157571/

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


University of North Texas

10. Winn, Takesha LaShun. Culturally Relevant Recruitment and Hiring in an Urban District.

Degree: 2018, University of North Texas

 This qualitative case study examined the recruitment and hiring practices of an urban district. Participants in this study included five district-level, human resource staff members… (more)

Subjects/Keywords: hiring; urban district; Culturally Relevant Pedagogy; recruitment; Fit Theory; Education, Administration; Education, Teacher Training

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APA (6th Edition):

Winn, T. L. (2018). Culturally Relevant Recruitment and Hiring in an Urban District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157582/

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

Chicago Manual of Style (16th Edition):

Winn, Takesha LaShun. “Culturally Relevant Recruitment and Hiring in an Urban District.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157582/.

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

MLA Handbook (7th Edition):

Winn, Takesha LaShun. “Culturally Relevant Recruitment and Hiring in an Urban District.” 2018. Web. 17 Jun 2019.

Vancouver:

Winn TL. Culturally Relevant Recruitment and Hiring in an Urban District. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157582/.

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

Council of Science Editors:

Winn TL. Culturally Relevant Recruitment and Hiring in an Urban District. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157582/

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


University of North Texas

11. Dunworth, Rodney Dean. Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness.

Degree: 2018, University of North Texas

 Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who… (more)

Subjects/Keywords: discipline alternative education program; positive behavioral interventions and supports (PBIS); recidivism; restorative justice; social learning theory; Education, General

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

APA (6th Edition):

Dunworth, R. D. (2018). Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157587/

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

Chicago Manual of Style (16th Edition):

Dunworth, Rodney Dean. “Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157587/.

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

MLA Handbook (7th Edition):

Dunworth, Rodney Dean. “Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness.” 2018. Web. 17 Jun 2019.

Vancouver:

Dunworth RD. Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157587/.

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

Council of Science Editors:

Dunworth RD. Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157587/

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


University of North Texas

12. Flowers, Kelly N. Professional Learning Communities and School Improvement: Implications for District Leadership.

Degree: 2018, University of North Texas

 The purpose of this research was to understand the role of district leadership better in the implementation and development of professional learning communities. This investigation… (more)

Subjects/Keywords: professional learning community; school improvement; organizational change; Education, Administration

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

APA (6th Edition):

Flowers, K. N. (2018). Professional Learning Communities and School Improvement: Implications for District Leadership. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157636/

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

Chicago Manual of Style (16th Edition):

Flowers, Kelly N. “Professional Learning Communities and School Improvement: Implications for District Leadership.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157636/.

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

MLA Handbook (7th Edition):

Flowers, Kelly N. “Professional Learning Communities and School Improvement: Implications for District Leadership.” 2018. Web. 17 Jun 2019.

Vancouver:

Flowers KN. Professional Learning Communities and School Improvement: Implications for District Leadership. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157636/.

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

Council of Science Editors:

Flowers KN. Professional Learning Communities and School Improvement: Implications for District Leadership. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157636/

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


University of North Texas

13. Ayala, Lori. Leadership and the Influences of Teacher Absenteeism.

Degree: 2016, University of North Texas

 This study explored campus principals' leadership behaviors and leadership styles to determine possible influences of leadership on teacher absences. The study was viewed through the… (more)

Subjects/Keywords: Leadership style; leadership behaviors; teacher absenteeism; Education, General

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APA (6th Edition):

Ayala, L. (2016). Leadership and the Influences of Teacher Absenteeism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862780/

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

Chicago Manual of Style (16th Edition):

Ayala, Lori. “Leadership and the Influences of Teacher Absenteeism.” 2016. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc862780/.

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

MLA Handbook (7th Edition):

Ayala, Lori. “Leadership and the Influences of Teacher Absenteeism.” 2016. Web. 17 Jun 2019.

Vancouver:

Ayala L. Leadership and the Influences of Teacher Absenteeism. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862780/.

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

Council of Science Editors:

Ayala L. Leadership and the Influences of Teacher Absenteeism. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862780/

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


University of North Texas

14. Jamar, Jacye. District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District.

Degree: 2016, University of North Texas

 The purpose of this descriptive case study was to examine the role of the central office staff and the strategies used to support capacity building… (more)

Subjects/Keywords: professional learning communities; PLC; building capacity; elementary principals; continuous improvement; rapid growth; central office

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APA (6th Edition):

Jamar, J. (2016). District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862745/

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

Chicago Manual of Style (16th Edition):

Jamar, Jacye. “District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District.” 2016. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc862745/.

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

MLA Handbook (7th Edition):

Jamar, Jacye. “District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District.” 2016. Web. 17 Jun 2019.

Vancouver:

Jamar J. District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862745/.

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

Council of Science Editors:

Jamar J. District Support: Strategies for Building Capacity in Elementary Principals in a Rapid Growth District. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862745/

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


University of North Texas

15. Felts, Mark T. Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices.

Degree: 2018, University of North Texas

 This phenomenological multiple case study provides the details, reasoning, and discussion of the role of study abroad experience and its perceived impact(s) on three in-service… (more)

Subjects/Keywords: study abroad; in-service teachers; professional learning; Education, Curriculum and Instruction

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APA (6th Edition):

Felts, M. T. (2018). Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248464/

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

Chicago Manual of Style (16th Edition):

Felts, Mark T. “Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248464/.

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

MLA Handbook (7th Edition):

Felts, Mark T. “Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices.” 2018. Web. 17 Jun 2019.

Vancouver:

Felts MT. Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248464/.

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

Council of Science Editors:

Felts MT. Perceived Impacts of a Study Abroad Experience on In-Service Teachers' Practices. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248464/

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


University of North Texas

16. Bowser Jr., Jimmy Lee. The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement.

Degree: 2018, University of North Texas

 This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement… (more)

Subjects/Keywords: academic achievement; African American males; mathematics; Texas Academic Progress Report (TAPR); teacher experience; attendance rate; socioeconomically disadvantaged students; class size; Education, History of; Education, General; Education, Administration

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APA (6th Edition):

Bowser Jr., J. L. (2018). The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248414/

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

Chicago Manual of Style (16th Edition):

Bowser Jr., Jimmy Lee. “The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248414/.

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

MLA Handbook (7th Edition):

Bowser Jr., Jimmy Lee. “The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement.” 2018. Web. 17 Jun 2019.

Vancouver:

Bowser Jr. JL. The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248414/.

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

Council of Science Editors:

Bowser Jr. JL. The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248414/

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


University of North Texas

17. McCloud, Margie J. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.

Degree: 2018, University of North Texas

 The purpose of the study was to examine the effects of charter schools on African-American students, this study sought to determine if the practice of… (more)

Subjects/Keywords: African-American; charter schools; academic achievement; opportunity gap; achievement gap; connectedness; alignment; rigor; engagement; best practices; meta-analysis; systematic review; Education, Curriculum and Instruction; Education, General

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APA (6th Edition):

McCloud, M. J. (2018). African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404556/

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

Chicago Manual of Style (16th Edition):

McCloud, Margie J. “African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404556/.

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

MLA Handbook (7th Edition):

McCloud, Margie J. “African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness.” 2018. Web. 17 Jun 2019.

Vancouver:

McCloud MJ. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404556/.

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

Council of Science Editors:

McCloud MJ. African-American Achievement in Charter Schools and the Impact of Connectedness, Alignment, Rigor, and Engagement [CARE] on School Effectiveness. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404556/

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


University of North Texas

18. Stello, Christina N. College and Career Readiness of Students with Autism.

Degree: 2019, University of North Texas

 With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet,… (more)

Subjects/Keywords: autism spectrum disorder; transition; Education, Administration; Education, Special; Education, Higher

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APA (6th Edition):

Stello, C. N. (2019). College and Career Readiness of Students with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505143/

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

Chicago Manual of Style (16th Edition):

Stello, Christina N. “College and Career Readiness of Students with Autism.” 2019. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505143/.

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

MLA Handbook (7th Edition):

Stello, Christina N. “College and Career Readiness of Students with Autism.” 2019. Web. 17 Jun 2019.

Vancouver:

Stello CN. College and Career Readiness of Students with Autism. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505143/.

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

Council of Science Editors:

Stello CN. College and Career Readiness of Students with Autism. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505143/

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


University of North Texas

19. Walker, Tonia L. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.

Degree: 2019, University of North Texas

 This qualitative case study explored how school district and campus-level administrators coordinate resources and services for currently enrolled homeless students. Participants in this study included… (more)

Subjects/Keywords: Policy implementation; homelessness; collaboration; social capital

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APA (6th Edition):

Walker, T. L. (2019). Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505224/

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

Chicago Manual of Style (16th Edition):

Walker, Tonia L. “Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.” 2019. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505224/.

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

MLA Handbook (7th Edition):

Walker, Tonia L. “Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools.” 2019. Web. 17 Jun 2019.

Vancouver:

Walker TL. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505224/.

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

Council of Science Editors:

Walker TL. Exploring District and Campus Leaders' Practices that Support Homeless Students in Public Schools. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505224/

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


University of North Texas

20. Tinsley, Laurie Huffman. District Leadership Supporting PLC Implementation in a Rapid Growth District.

Degree: 2016, University of North Texas

 A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of… (more)

Subjects/Keywords: Professional Learning Communities; Collaboration; Systemness; District Leaders: 5 PLC Dimensions; Rapid Growth District; Change Theory, Professional Capital; Education, Administration; Education, Elementary; Education, Secondary

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APA (6th Edition):

Tinsley, L. H. (2016). District Leadership Supporting PLC Implementation in a Rapid Growth District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955053/

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

Chicago Manual of Style (16th Edition):

Tinsley, Laurie Huffman. “District Leadership Supporting PLC Implementation in a Rapid Growth District.” 2016. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc955053/.

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

MLA Handbook (7th Edition):

Tinsley, Laurie Huffman. “District Leadership Supporting PLC Implementation in a Rapid Growth District.” 2016. Web. 17 Jun 2019.

Vancouver:

Tinsley LH. District Leadership Supporting PLC Implementation in a Rapid Growth District. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955053/.

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

Council of Science Editors:

Tinsley LH. District Leadership Supporting PLC Implementation in a Rapid Growth District. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955053/

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


University of North Texas

21. Allison, Chelsea B. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.

Degree: 2018, University of North Texas

 The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of… (more)

Subjects/Keywords: learning spaces; learning environments; teacher perceptions; student perceptions; flexible spaces; Education, Administration

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APA (6th Edition):

Allison, C. B. (2018). Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157599/

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

Chicago Manual of Style (16th Edition):

Allison, Chelsea B. “Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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

MLA Handbook (7th Edition):

Allison, Chelsea B. “Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom.” 2018. Web. 17 Jun 2019.

Vancouver:

Allison CB. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157599/.

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

Council of Science Editors:

Allison CB. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157599/

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


University of North Texas

22. Wellman, Kristen Suzanne. Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities.

Degree: 2018, University of North Texas

 As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives… (more)

Subjects/Keywords: college readiness; student perspectives; academic self-concept; teacher expectation bias; instruction; teacher expectations; Education, Secondary

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APA (6th Edition):

Wellman, K. S. (2018). Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157639/

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

Chicago Manual of Style (16th Edition):

Wellman, Kristen Suzanne. “Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157639/.

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

MLA Handbook (7th Edition):

Wellman, Kristen Suzanne. “Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities.” 2018. Web. 17 Jun 2019.

Vancouver:

Wellman KS. Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157639/.

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

Council of Science Editors:

Wellman KS. Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157639/

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


University of North Texas

23. Slay, Laura Elizabeth. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.

Degree: 2018, University of North Texas

 This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions,… (more)

Subjects/Keywords: expository writing; complex systems; middle school; writing workshop; qualitative research

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APA (6th Edition):

Slay, L. E. (2018). Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248420/

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

Chicago Manual of Style (16th Edition):

Slay, Laura Elizabeth. “Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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

MLA Handbook (7th Edition):

Slay, Laura Elizabeth. “Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction.” 2018. Web. 17 Jun 2019.

Vancouver:

Slay LE. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248420/.

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

Council of Science Editors:

Slay LE. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248420/

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


University of North Texas

24. Little, Regena Ann. Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level.

Degree: 2018, University of North Texas

 The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI… (more)

Subjects/Keywords: Keywords: response to intervention; RtI; secondary schools; high school; research based interventions; interventions; RtI interventions; high school RtI; secondary RtI; change theory..; Education, Administration; Education, Administration; Education, Administration

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APA (6th Edition):

Little, R. A. (2018). Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248383/

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

Chicago Manual of Style (16th Edition):

Little, Regena Ann. “Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level.” 2018. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248383/.

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

MLA Handbook (7th Edition):

Little, Regena Ann. “Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level.” 2018. Web. 17 Jun 2019.

Vancouver:

Little RA. Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248383/.

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

Council of Science Editors:

Little RA. Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248383/

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


University of North Texas

25. Luttrull, Pamelia D. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.

Degree: 2014, University of North Texas

 Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and… (more)

Subjects/Keywords: African American; males; SWPBIS; School discipline  – United States.; Behavior modification  – United States.; Classroom management  – United States.; Rewards and punishments in education  – United States.; African American boys  – Education.; African American students  – Education.

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APA (6th Edition):

Luttrull, P. D. (2014). Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699957/

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

Chicago Manual of Style (16th Edition):

Luttrull, Pamelia D. “Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.” 2014. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc699957/.

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

MLA Handbook (7th Edition):

Luttrull, Pamelia D. “Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools.” 2014. Web. 17 Jun 2019.

Vancouver:

Luttrull PD. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699957/.

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

Council of Science Editors:

Luttrull PD. Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699957/

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


University of North Texas

26. Delich, Joshua T. Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting.

Degree: 2015, University of North Texas

 Understanding organizational behavior (OB) has profoundly influenced organizational performance and how people behave in organizations. Researchers have suggested various micro and macro organizational behaviors to… (more)

Subjects/Keywords: Organizational behavior; contingency theory; policy capturing; social judgment theory; stress; job satisfaction; creativity; leadership; organizational structure; organizational design; organizational change; organizational development; Organizational behavior.; Organizational effectiveness.; Industrial organization.

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APA (6th Edition):

Delich, J. T. (2015). Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822756/

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

Chicago Manual of Style (16th Edition):

Delich, Joshua T. “Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting.” 2015. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc822756/.

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

MLA Handbook (7th Edition):

Delich, Joshua T. “Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting.” 2015. Web. 17 Jun 2019.

Vancouver:

Delich JT. Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822756/.

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

Council of Science Editors:

Delich JT. Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822756/

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


University of North Texas

27. Stanford, Myah D. Transfer of Instructional Practices From Freedom Schools to the Classroom.

Degree: 2016, University of North Texas

 The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program… (more)

Subjects/Keywords: Children’s Defense Fund Freedom Schools Program; Transfer of Learning; Teacher Preparation; Education, Curriculum and Instruction

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APA (6th Edition):

Stanford, M. D. (2016). Transfer of Instructional Practices From Freedom Schools to the Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849712/

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

Chicago Manual of Style (16th Edition):

Stanford, Myah D. “Transfer of Instructional Practices From Freedom Schools to the Classroom.” 2016. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc849712/.

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

MLA Handbook (7th Edition):

Stanford, Myah D. “Transfer of Instructional Practices From Freedom Schools to the Classroom.” 2016. Web. 17 Jun 2019.

Vancouver:

Stanford MD. Transfer of Instructional Practices From Freedom Schools to the Classroom. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849712/.

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

Council of Science Editors:

Stanford MD. Transfer of Instructional Practices From Freedom Schools to the Classroom. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849712/

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


University of North Texas

28. Perez, Consuela. Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects.

Degree: 2019, University of North Texas

 The purpose of this quantitative secondary data analysis was to examine the effect of family, school, and community context on high schools whose students participate… (more)

Subjects/Keywords: FAFSA; financial aid; high schools; HSLS:09; Education, Higher; Education, Secondary; Education, Guidance and Counseling

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

APA (6th Edition):

Perez, C. (2019). Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505152/

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

Chicago Manual of Style (16th Edition):

Perez, Consuela. “Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects.” 2019. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505152/.

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

MLA Handbook (7th Edition):

Perez, Consuela. “Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects.” 2019. Web. 17 Jun 2019.

Vancouver:

Perez C. Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505152/.

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

Council of Science Editors:

Perez C. Developing a Multicontextual Model of High Schools whose Students Participate in Financial Aid Preparation Services: Family, School, and Community Level Effects. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505152/

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


University of North Texas

29. Davis, Adreana A. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.

Degree: 2017, University of North Texas

 A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources… (more)

Subjects/Keywords: formative assessment; short-cycle formative assessment; case study; targeted instructional support; Education, Curriculum and Instruction; Education, Mathematics

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APA (6th Edition):

Davis, A. A. (2017). A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011817/

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

Chicago Manual of Style (16th Edition):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

MLA Handbook (7th Edition):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Web. 17 Jun 2019.

Vancouver:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

Council of Science Editors:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/

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


University of North Texas

30. Poton, Marcy Rose. Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making.

Degree: 2017, University of North Texas

 This study explores all due process hearings that occurred in Texas public school districts from 2010-2015. Special attention was paid to the reasons for the… (more)

Subjects/Keywords: special education; social justice theory; due process; litigation; Education, Administration; Education, Special

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

APA (6th Edition):

Poton, M. R. (2017). Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062836/

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

Chicago Manual of Style (16th Edition):

Poton, Marcy Rose. “Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making.” 2017. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc1062836/.

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

MLA Handbook (7th Edition):

Poton, Marcy Rose. “Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making.” 2017. Web. 17 Jun 2019.

Vancouver:

Poton MR. Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062836/.

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

Council of Science Editors:

Poton MR. Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062836/

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

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