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You searched for +publisher:"University of North Texas" +contributor:("Huffman, Jane B."). Showing records 1 – 30 of 75 total matches.

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University of North Texas

1. 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 (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 April 26, 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. 26 Apr 2019.

Vancouver:

Flowers KN. Professional Learning Communities and School Improvement: Implications for District Leadership. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Apr 26]. 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

2. Hill, Shannon D. Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.

Degree: 2009, University of North Texas

 This study examined the relationships between leadership practices of principals and strength of schools as sustainable professional learning communities. Strength of schools as professional learning… (more)

Subjects/Keywords: school improvement; Professional learning communities; Leadership.; change; school reform; School principals.; Professional learning communities.; School improvement programs.

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APA (6th Edition):

Hill, S. D. (2009). Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9846/

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):

Hill, Shannon D. “Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc9846/.

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

MLA Handbook (7th Edition):

Hill, Shannon D. “Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.” 2009. Web. 26 Apr 2019.

Vancouver:

Hill SD. Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9846/.

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

Council of Science Editors:

Hill SD. Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9846/

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


University of North Texas

3. Novotny, Michael T. The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores.

Degree: 2009, University of North Texas

 Many school districts and alternative certification programs use standardized interviews such as the TeacherInsight developed by the Gallup Organization. The TeacherInsight is a Web-based interview… (more)

Subjects/Keywords: teacher selection; TeacherInsight; PDAS; professional development and appraisal system; Teachers  – Rating of.; Teachers  – Selection and appointment.; Prediction of occupational success.

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APA (6th Edition):

Novotny, M. T. (2009). The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9835/

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):

Novotny, Michael T. “The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc9835/.

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

MLA Handbook (7th Edition):

Novotny, Michael T. “The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores.” 2009. Web. 26 Apr 2019.

Vancouver:

Novotny MT. The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9835/.

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

Council of Science Editors:

Novotny MT. The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9835/

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


University of North Texas

4. Williams-Rossi, Dara. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.

Degree: 2009, University of North Texas

 Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of… (more)

Subjects/Keywords: elementary science; Science education; inquiry; Inquiry-based learning.; Science  – Study and teaching (Elementary); Science teachers.; Inquiry Institute (Lambertville, N.J.)

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APA (6th Edition):

Williams-Rossi, D. (2009). The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9911/

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):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

MLA Handbook (7th Edition):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Web. 26 Apr 2019.

Vancouver:

Williams-Rossi D. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

Council of Science Editors:

Williams-Rossi D. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9911/

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


University of North Texas

5. Edge, Donna L. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.

Degree: 2009, University of North Texas

 The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public… (more)

Subjects/Keywords: Math literacy; AVID; college readiness; algebra; Mathematics  – Study and teaching (Secondary)  – Texas.; Algebra  – Study and teaching  – Texas.; College preparation programs  – Texas.

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APA (6th Edition):

Edge, D. L. (2009). Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc11046/

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):

Edge, Donna L. “Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc11046/.

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

MLA Handbook (7th Edition):

Edge, Donna L. “Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.” 2009. Web. 26 Apr 2019.

Vancouver:

Edge DL. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc11046/.

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

Council of Science Editors:

Edge DL. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc11046/

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


University of North Texas

6. Norris, Karen S. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.

Degree: 2009, University of North Texas

 The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers'… (more)

Subjects/Keywords: Reflection; reflective dialogue; teacher reflection; peer dialogue; Elementary school teaching.; Observation (Educational method); Education, Elementary  – Study and teaching.; Elementary school teachers.

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APA (6th Edition):

Norris, K. S. (2009). Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc11018/

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):

Norris, Karen S. “Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc11018/.

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

MLA Handbook (7th Edition):

Norris, Karen S. “Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice.” 2009. Web. 26 Apr 2019.

Vancouver:

Norris KS. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc11018/.

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

Council of Science Editors:

Norris KS. Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc11018/

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


University of North Texas

7. Burdett, John M. The Effects of Professional Learning Communities on Student Achievement.

Degree: 2009, University of North Texas

 The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements… (more)

Subjects/Keywords: Professional learning communities; multilevel growth model; longitudinal; Professional learning communities.; Academic achievement.; School children.

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APA (6th Edition):

Burdett, J. M. (2009). The Effects of Professional Learning Communities on Student Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12089/

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):

Burdett, John M. “The Effects of Professional Learning Communities on Student Achievement.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc12089/.

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

MLA Handbook (7th Edition):

Burdett, John M. “The Effects of Professional Learning Communities on Student Achievement.” 2009. Web. 26 Apr 2019.

Vancouver:

Burdett JM. The Effects of Professional Learning Communities on Student Achievement. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12089/.

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

Council of Science Editors:

Burdett JM. The Effects of Professional Learning Communities on Student Achievement. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12089/

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


University of North Texas

8. Blacklock, Phillip Jeffrey. The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study.

Degree: 2009, University of North Texas

 This descriptive study investigated the development of the 5 dimensions of the professional learning community model in 5 economically disadvantaged and diverse Texas elementary schools,… (more)

Subjects/Keywords: Professional learning communities; school improvement; elementary school; school organization; Professional learning communities  – Texas.; Elementary schools  – Texas  – Evaluation.; Public schools  – Texas  – Evaluation.; Academic achievement  – Texas.

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APA (6th Edition):

Blacklock, P. J. (2009). The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12084/

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):

Blacklock, Phillip Jeffrey. “The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study.” 2009. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc12084/.

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

MLA Handbook (7th Edition):

Blacklock, Phillip Jeffrey. “The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study.” 2009. Web. 26 Apr 2019.

Vancouver:

Blacklock PJ. The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12084/.

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

Council of Science Editors:

Blacklock PJ. The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12084/

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


University of North Texas

9. Stevens, David Todd. An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions.

Degree: 2010, University of North Texas

 The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a… (more)

Subjects/Keywords: UIL; University Interscholastic League; teacher perceptions; administrator perceptions; One-Act Play; Drama festivals  – Texas.; College and school drama  – Competitions  – Texas.; University Interscholastic League (Tex.)

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APA (6th Edition):

Stevens, D. T. (2010). An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28480/

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):

Stevens, David Todd. “An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions.” 2010. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc28480/.

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

MLA Handbook (7th Edition):

Stevens, David Todd. “An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions.” 2010. Web. 26 Apr 2019.

Vancouver:

Stevens DT. An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28480/.

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

Council of Science Editors:

Stevens DT. An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28480/

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


University of North Texas

10. Sheppard, Rebecca Replogle. Determining Factors that Influence High School Principal Turnover Over a Five Year Period.

Degree: 2010, University of North Texas

 The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics,… (more)

Subjects/Keywords: High school principal turnover; high school principal tenure; high school principal retention; High school principals  – Job satisfaction  – Texas.; Employee retention  – Texas.; Labor turnover  – Texas.

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APA (6th Edition):

Sheppard, R. R. (2010). Determining Factors that Influence High School Principal Turnover Over a Five Year Period. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28476/

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):

Sheppard, Rebecca Replogle. “Determining Factors that Influence High School Principal Turnover Over a Five Year Period.” 2010. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc28476/.

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

MLA Handbook (7th Edition):

Sheppard, Rebecca Replogle. “Determining Factors that Influence High School Principal Turnover Over a Five Year Period.” 2010. Web. 26 Apr 2019.

Vancouver:

Sheppard RR. Determining Factors that Influence High School Principal Turnover Over a Five Year Period. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28476/.

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

Council of Science Editors:

Sheppard RR. Determining Factors that Influence High School Principal Turnover Over a Five Year Period. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28476/

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


University of North Texas

11. Wright, Karen K. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.

Degree: 2010, University of North Texas

 The purpose of this study was to examine the relationship between teacher religiosity and teacher self-efficacy. The present study builds upon previous research which has… (more)

Subjects/Keywords: Teacher efficacy; efficacy predictors; teacher religiosity; Teacher effectiveness.; Teachers  – Religious life.

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APA (6th Edition):

Wright, K. K. (2010). An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33216/

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):

Wright, Karen K. “An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.” 2010. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc33216/.

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

MLA Handbook (7th Edition):

Wright, Karen K. “An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity.” 2010. Web. 26 Apr 2019.

Vancouver:

Wright KK. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33216/.

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

Council of Science Editors:

Wright KK. An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33216/

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


University of North Texas

12. Styles, Delesa Haynes. A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates.

Degree: 2010, University of North Texas

 The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent… (more)

Subjects/Keywords: Principal preparation programs; adult learning theories; educational leadership; School principals  – Training of  – Texas.; School administrators  – Training of  – Texas.; Educational leadership  – Texas.

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APA (6th Edition):

Styles, D. H. (2010). A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33205/

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):

Styles, Delesa Haynes. “A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates.” 2010. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc33205/.

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

MLA Handbook (7th Edition):

Styles, Delesa Haynes. “A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates.” 2010. Web. 26 Apr 2019.

Vancouver:

Styles DH. A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33205/.

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

Council of Science Editors:

Styles DH. A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33205/

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


University of North Texas

13. Pruitt, Mary E. Central Office Administrators' Perceptions of the Professional Learning Community Process.

Degree: 2013, University of North Texas

 This study provides a qualitative interpretation of the work done by central office administrators in a school district in Texas as they supported and built… (more)

Subjects/Keywords: Education; professional learning community; central office; educational change; reform

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

APA (6th Edition):

Pruitt, M. E. (2013). Central Office Administrators' Perceptions of the Professional Learning Community Process. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283851/

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):

Pruitt, Mary E. “Central Office Administrators' Perceptions of the Professional Learning Community Process.” 2013. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc283851/.

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

MLA Handbook (7th Edition):

Pruitt, Mary E. “Central Office Administrators' Perceptions of the Professional Learning Community Process.” 2013. Web. 26 Apr 2019.

Vancouver:

Pruitt ME. Central Office Administrators' Perceptions of the Professional Learning Community Process. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283851/.

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

Council of Science Editors:

Pruitt ME. Central Office Administrators' Perceptions of the Professional Learning Community Process. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283851/

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


University of North Texas

14. Miller, Gary. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.

Degree: 2013, University of North Texas

 This qualitative study addressed the question: What are the perceptions of preschool and elementary bilingual and ESL teachers on how technology-enhanced classroom environments support native… (more)

Subjects/Keywords: Emerging technologies; language acquisition; bilingual education

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

APA (6th Edition):

Miller, G. (2013). Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500193/

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):

Miller, Gary. “Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.” 2013. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc500193/.

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

MLA Handbook (7th Edition):

Miller, Gary. “Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.” 2013. Web. 26 Apr 2019.

Vancouver:

Miller G. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500193/.

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

Council of Science Editors:

Miller G. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500193/

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


University of North Texas

15. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

16. 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 (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 April 26, 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. 26 Apr 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 Apr 26]. 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

17. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

18. 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 April 26, 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. 26 Apr 2019.

Vancouver:

Koehler LY. Practices that Influence Instructional Coaches' Perceptions of Effectiveness. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Apr 26]. 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

19. Vineyard, Tracy Elizabeth. Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course.

Degree: 2018, University of North Texas

 A gap exists in education research in the area of online readiness for secondary courses. In the current study, I examined the use of an… (more)

Subjects/Keywords: Secondary; online readiness; K-12 preparation; readiness assessment; aptitudes; skills; propensities; self-regulation; online communication; self-management; secondary technical skills; best-practices; Education, Curriculum and Instruction; Education, Technology; Education, Secondary

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APA (6th Edition):

Vineyard, T. E. (2018). Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157556/

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):

Vineyard, Tracy Elizabeth. “Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course.” 2018. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157556/.

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

MLA Handbook (7th Edition):

Vineyard, Tracy Elizabeth. “Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course.” 2018. Web. 26 Apr 2019.

Vancouver:

Vineyard TE. Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157556/.

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

Council of Science Editors:

Vineyard TE. Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157556/

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


University of North Texas

20. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

21. Bauter, Cynthia. A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice.

Degree: 2013, University of North Texas

 With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas(more)

Subjects/Keywords: 1:1; technology policy schools

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APA (6th Edition):

Bauter, C. (2013). A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407819/

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):

Bauter, Cynthia. “A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice.” 2013. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc407819/.

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

MLA Handbook (7th Edition):

Bauter, Cynthia. “A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice.” 2013. Web. 26 Apr 2019.

Vancouver:

Bauter C. A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407819/.

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

Council of Science Editors:

Bauter C. A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407819/

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


University of North Texas

22. Ewing, Angela R. Analysis of Factors for Successful State-Level Support of Low-Performing Schools.

Degree: 2016, University of North Texas

 This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on… (more)

Subjects/Keywords: school improvement; state support; technical assistance, school improvement coach, Professional Service Provider, Technical Assistance Provider; Education, General; Education, Administration

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APA (6th Edition):

Ewing, A. R. (2016). Analysis of Factors for Successful State-Level Support of Low-Performing Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849605/

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):

Ewing, Angela R. “Analysis of Factors for Successful State-Level Support of Low-Performing Schools.” 2016. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc849605/.

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

MLA Handbook (7th Edition):

Ewing, Angela R. “Analysis of Factors for Successful State-Level Support of Low-Performing Schools.” 2016. Web. 26 Apr 2019.

Vancouver:

Ewing AR. Analysis of Factors for Successful State-Level Support of Low-Performing Schools. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849605/.

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

Council of Science Editors:

Ewing AR. Analysis of Factors for Successful State-Level Support of Low-Performing Schools. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849605/

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


University of North Texas

23. Lovell, Joy E. Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts.

Degree: 2016, University of North Texas

 This qualitative case study examined principals' perceptions regarding stress and burnout, investigated perspectives regarding ways to alleviate chronic stress, and analyzed the extent to which… (more)

Subjects/Keywords: stress; burnout; principal; Education, Administration; Education, Elementary

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APA (6th Edition):

Lovell, J. E. (2016). Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862747/

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):

Lovell, Joy E. “Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts.” 2016. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc862747/.

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

MLA Handbook (7th Edition):

Lovell, Joy E. “Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts.” 2016. Web. 26 Apr 2019.

Vancouver:

Lovell JE. Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862747/.

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

Council of Science Editors:

Lovell JE. Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862747/

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


University of North Texas

24. 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 April 26, 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. 26 Apr 2019.

Vancouver:

Tinsley LH. District Leadership Supporting PLC Implementation in a Rapid Growth District. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Apr 26]. 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

25. Bethley, Troy Y. The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I.

Degree: 2017, University of North Texas

 The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus… (more)

Subjects/Keywords: Advanced Placement; Advanced Placement Calculus AB Exam; Math 1710-Calculus I; Education, Mathematics

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APA (6th Edition):

Bethley, T. Y. (2017). The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984187/

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):

Bethley, Troy Y. “The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I.” 2017. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc984187/.

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

MLA Handbook (7th Edition):

Bethley, Troy Y. “The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I.” 2017. Web. 26 Apr 2019.

Vancouver:

Bethley TY. The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984187/.

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

Council of Science Editors:

Bethley TY. The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984187/

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


University of North Texas

26. Whitaker, Norbert L. Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District.

Degree: 2017, University of North Texas

 In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their… (more)

Subjects/Keywords: pay-for-performance

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

APA (6th Edition):

Whitaker, N. L. (2017). Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984133/

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):

Whitaker, Norbert L. “Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District.” 2017. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc984133/.

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

MLA Handbook (7th Edition):

Whitaker, Norbert L. “Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District.” 2017. Web. 26 Apr 2019.

Vancouver:

Whitaker NL. Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984133/.

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

Council of Science Editors:

Whitaker NL. Teacher Perceptions of Pay-for-Performance: An Investigation of Four Middle School Pay-for-Performance Programs in a Large Urban School District. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984133/

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


University of North Texas

27. Perkins, Gwendolyn Moseley. The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students.

Degree: 2017, University of North Texas

 The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting… (more)

Subjects/Keywords: Teacher Attrition; Middle School; Student Achievement; Regression

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APA (6th Edition):

Perkins, G. M. (2017). The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011806/

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):

Perkins, Gwendolyn Moseley. “The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students.” 2017. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011806/.

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

MLA Handbook (7th Edition):

Perkins, Gwendolyn Moseley. “The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students.” 2017. Web. 26 Apr 2019.

Vancouver:

Perkins GM. The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011806/.

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

Council of Science Editors:

Perkins GM. The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011806/

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


University of North Texas

28. Tseng, Hui Te Li. The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model.

Degree: 2018, University of North Texas

 This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children.… (more)

Subjects/Keywords: cultural capital; reading motivation; reading behavior; new immigrant children.; Education, General; Education, Reading

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APA (6th Edition):

Tseng, H. T. L. (2018). The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248472/

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):

Tseng, Hui Te Li. “The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model.” 2018. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248472/.

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

MLA Handbook (7th Edition):

Tseng, Hui Te Li. “The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model.” 2018. Web. 26 Apr 2019.

Vancouver:

Tseng HTL. The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248472/.

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

Council of Science Editors:

Tseng HTL. The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248472/

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


University of North Texas

29. Curry, David Mitchell. Academic Progress Scores to Predict Performance on a State Assessment.

Degree: 2016, University of North Texas

 This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores… (more)

Subjects/Keywords: Computer Adaptive Testing; Measures of Academic Progress; State of Texas Assessments of Academic Readiness; Education, Tests and Measurements; Education, Secondary; Education, Reading

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APA (6th Edition):

Curry, D. M. (2016). Academic Progress Scores to Predict Performance on a State Assessment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955044/

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):

Curry, David Mitchell. “Academic Progress Scores to Predict Performance on a State Assessment.” 2016. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc955044/.

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

MLA Handbook (7th Edition):

Curry, David Mitchell. “Academic Progress Scores to Predict Performance on a State Assessment.” 2016. Web. 26 Apr 2019.

Vancouver:

Curry DM. Academic Progress Scores to Predict Performance on a State Assessment. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955044/.

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

Council of Science Editors:

Curry DM. Academic Progress Scores to Predict Performance on a State Assessment. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955044/

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


University of North Texas

30. Kemp, Stella Maria. School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model.

Degree: 2011, University of North Texas

 The purpose of this study was to identify and investigate the specific superintendent leadership type and underlying factors that support significant student achievement gains in… (more)

Subjects/Keywords: Student achievement; school governance; school leadership; superintendent; school boards

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

APA (6th Edition):

Kemp, S. M. (2011). School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67996/

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):

Kemp, Stella Maria. “School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model.” 2011. Thesis, University of North Texas. Accessed April 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc67996/.

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

MLA Handbook (7th Edition):

Kemp, Stella Maria. “School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model.” 2011. Web. 26 Apr 2019.

Vancouver:

Kemp SM. School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Apr 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67996/.

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

Council of Science Editors:

Kemp SM. School Governance and Student Achievement: Revealing Factors Beyond the McCarty-Ramsey Model. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67996/

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

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