+publisher:"University of Oklahoma" +contributor:("Garn, Gregg")

University of Oklahoma

1. Amon, Melissa. Principal Transformational Leadership Behaviors and Teacher Motivation.

Degree: EdD, 2018, University of Oklahoma

► While a vast amount of research exists on both teacher motivation and principal leadership styles, there is very little research that examines these topics together.… (more)

Subjects/Keywords: transformational leadership; teachers; principals; psychological needs

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APA (6^th Edition):

Amon, M. (2018). Principal Transformational Leadership Behaviors and Teacher Motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316252

Chicago Manual of Style (16^th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/316252.

MLA Handbook (7^th Edition):

Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Web. 21 Feb 2019.

Vancouver:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/316252.

Council of Science Editors:

Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316252

University of Oklahoma

2. Watkins, Nicole. Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7891

► Abstract Given the recalcitrant effects of isolation and individualism and the barriers to organizational change, the purpose of this study is to put theory into… (more)

▼ Abstract Given the recalcitrant effects of isolation and individualism and the barriers to organizational change, the purpose of this study is to put theory into practice by creating a social network for connecting in-service teachers, pre-service teachers and university faculty on one informal platform. Research has indicated a synergistic relationship between professional learning community development and technology integration, (Dexter, Seashore, & Anderson, 2002; Williams, Atkinson, Cate & O’Hair, 2008) and these components have been found to be mutually influential in the support of systemic school change and improved student success; however, the investment of billions of dollars in educational technology has yielded mixed results in terms of impact on teacher isolation. To reveal initiatives that contribute to the development and sustainability of a systemic change process, a closer examination of a new, enhancing experience that includes various stages of teacher development is warranted. This perspective-seeking study monitors individual support within a social network. This study employs a phenomenographical design in order to more fully understand the lived experiences of twenty teachers in their use of online social network as well as teacher perceptions of the effects of the online community to overcome isolation. In creating a meta-network of professional learning communities, a culture was established and the lived experiences of the phenomenon were generated. From the data, five categories emerged as the collective lived experiences of the participants: affinity space, professional growth, outside expertise, discourse and collaboration. The five identified categories were classified into a hierarchy and relationships among and between the categories were identified. The outcome space identified the categories as a product of the lived experience but isolation was identified as the rationale for participation. The participants who self-identified as isolated were the most participatory in the online setting. This study identified ways to develop, strengthen, and extend professional learning communities beyond the constraints of time and place and have important implications on professional development, movements in reform and the development of new communicative technologies and their application to teaching and learning. Advisors/Committee Members: Garn, Gregg (advisor), Williams, Leslie (committee member), Vaughn, Courtney (committee member), Maiden, Jeffrey (committee member), Beach, Sara A. (committee member).

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Watkins, N. (2013). Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7891

Chicago Manual of Style (16^th Edition):

Watkins, Nicole. “Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/7891.

MLA Handbook (7^th Edition):

Watkins, Nicole. “Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.” 2013. Web. 21 Feb 2019.

Vancouver:

Watkins N. Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/7891.

Council of Science Editors:

Watkins N. Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7891

University of Oklahoma

3. Thomas, Jan. RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.

Degree: EdD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7914

► Abstract The purpose of this qualitative analysis utilizing a hierarchical multiple regression analysis and a one-way analysis of covariance (ANCOVA) was to investigate whether the… (more)

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Thomas, J. (2013). RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7914

Chicago Manual of Style (16^th Edition):

Thomas, Jan. “RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/7914.

MLA Handbook (7^th Edition):

Thomas, Jan. “RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.” 2013. Web. 21 Feb 2019.

Vancouver:

Thomas J. RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/7914.

Council of Science Editors:

Thomas J. RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7914

University of Oklahoma

4. Miller, Mylo. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.

Degree: EdD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10330

► Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation… (more)

▼ Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation of low-income, African-American, and Latino students in the college population has a substantial effect on American society and the economy (Dancy & Brown, 2012). Lower rates of participation in postsecondary education by a growing minority population necessitate for many policy officials the creation of free public college preparatory charter high schools. The purpose of this study is to evaluate the effectiveness of a college preparatory public charter high school through the theoretical lens of social capital. This outcome based effectiveness evaluation study investigated the following: an inner-city college preparatory public charter high school’s effectiveness in reaching its pre-established, explicit goals: 1) organizational performance and value goals and 2) individual performance and value goals. The evaluation determined whether there were statistically significant differences in organizational performance and value and individual performance and value results between gender, socio-economic status, and ethnic groups in the senior class and if there were any significant relationships between measures of social capital, civic engagement, and student achievement results. This evaluation science study found that the college preparatory public charter high school was effective in terms of closing the opportunity gap through its social capital goals to prepare poor and minority students for post-secondary education. While this determination was important, there were significant differences in student achievement results for poor and minority students. The ascertained relationship between social capital measures and student achievement within the college preparatory public charter high school context implies that the opportunity gap for poor and minority students is being minimized. As student grade point averages went up so did the level of student social capital measures suggesting that the social capital goals of the college preparatory public charter high school made a difference in the academic outcomes of the students it serves. Additionally, there was an ascertained relationship between ACT scores and parent service hours which indicates an inferred relationship between parental involvement with and in the school context positively effects student achievement. The significant results linking social capital measures and parent service hours with student achievement provides theoretically-based knowledge about the potential of schools to be socially transformative rather reproductive. Advisors/Committee Members: Frick, William (advisor), Houser, Neil (committee member), Covaleskie, John (committee member), Garn, Gregg (committee member), Maiden, Jeffrey (committee member).

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Miller, M. (2014). AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10330

Chicago Manual of Style (16^th Edition):

Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/10330.

MLA Handbook (7^th Edition):

Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Web. 21 Feb 2019.

Vancouver:

Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/10330.

Council of Science Editors:

Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10330

University of Oklahoma

5. Muller, Lisa. Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.

Degree: EdD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10333

► This program evaluation examines the Advancement Via Individual Determination (AVID) program at Jenks High School in Jenks, Oklahoma. AVID is a college readiness program designed… (more)

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Muller, L. (2014). Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10333

Chicago Manual of Style (16^th Edition):

Muller, Lisa. “Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/10333.

MLA Handbook (7^th Edition):

Muller, Lisa. “Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.” 2014. Web. 21 Feb 2019.

Vancouver:

Muller L. Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/10333.

Council of Science Editors:

Muller L. Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10333

University of Oklahoma

6. Liesenfeld, Peter. A Narrative Inquiry Into A Community School Leadership Experience.

Degree: PhD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10446

► The focus of this study is on examining the role of an educational leader through the process of developing and implementing a community school. As… (more)

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Liesenfeld, P. (2014). A Narrative Inquiry Into A Community School Leadership Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10446

Chicago Manual of Style (16^th Edition):

Liesenfeld, Peter. “A Narrative Inquiry Into A Community School Leadership Experience.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/10446.

MLA Handbook (7^th Edition):

Liesenfeld, Peter. “A Narrative Inquiry Into A Community School Leadership Experience.” 2014. Web. 21 Feb 2019.

Vancouver:

Liesenfeld P. A Narrative Inquiry Into A Community School Leadership Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/10446.

Council of Science Editors:

Liesenfeld P. A Narrative Inquiry Into A Community School Leadership Experience. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10446

University of Oklahoma

7. Mickel, Natasha. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.

Degree: PhD, 2015, University of Oklahoma

URL: http://hdl.handle.net/11244/14635

► This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included… (more)

Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions

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APA (6^th Edition):

Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635

Chicago Manual of Style (16^th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/14635.

MLA Handbook (7^th Edition):

Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 21 Feb 2019.

Vancouver:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/14635.

Council of Science Editors:

Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635

University of Oklahoma

8. Beck, Scott. Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.

Degree: PhD, 2015, University of Oklahoma

URL: http://hdl.handle.net/11244/14668

► Over the course of the past several decades, the principalship has shifted dramatically. Neo-liberal inspired accountability pressures and increasing societal demands have increased the workload… (more)

Subjects/Keywords: Role School Principal Leadership

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APA (6^th Edition):

Beck, S. (2015). Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14668

Chicago Manual of Style (16^th Edition):

Beck, Scott. “Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/14668.

MLA Handbook (7^th Edition):

Beck, Scott. “Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.” 2015. Web. 21 Feb 2019.

Vancouver:

Beck S. Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/14668.

Council of Science Editors:

Beck S. Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14668

University of Oklahoma

9. Butterfield, Stacey. The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.

Degree: EdD, 2015, University of Oklahoma

URL: http://hdl.handle.net/11244/15489

► The purpose of this study was to examine the relationship between Organizational Citizenship Behavior (OCB) and Principal Self-Efficacy (PSE). With a nationwide quest to improve… (more)

Subjects/Keywords: Education; Administration.

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APA (6^th Edition):

Butterfield, S. (2015). The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15489

Chicago Manual of Style (16^th Edition):

Butterfield, Stacey. “The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/15489.

MLA Handbook (7^th Edition):

Butterfield, Stacey. “The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.” 2015. Web. 21 Feb 2019.

Vancouver:

Butterfield S. The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/15489.

Council of Science Editors:

Butterfield S. The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15489

University of Oklahoma

10. Ballard, Stephen. An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.

Degree: PhD, 2016, University of Oklahoma

URL: http://hdl.handle.net/11244/34799

► From 2009 to 2014, school districts in Oklahoma faced the challenge of educating a growing population of students to high academic standards and increased accountability… (more)

Subjects/Keywords: Education Finance and Education Policy; School Funding; Adequacy

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APA (6^th Edition):

Ballard, S. (2016). An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34799

Chicago Manual of Style (16^th Edition):

Ballard, Stephen. “An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/34799.

MLA Handbook (7^th Edition):

Ballard, Stephen. “An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.” 2016. Web. 21 Feb 2019.

Vancouver:

Ballard S. An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/34799.

Council of Science Editors:

Ballard S. An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34799

University of Oklahoma

11. Hime, Shawn. THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.

Degree: PhD, 2017, University of Oklahoma

URL: http://hdl.handle.net/11244/50917

► ABSTRACT The purpose for conducting this study was to examine the extent to which students in districts that have moderate or significant levels of capital… (more)

▼ ABSTRACT The purpose for conducting this study was to examine the extent to which students in districts that have moderate or significant levels of capital funding through building and bond funds are placed at a relative resource advantage compared to students in districts with fewer funds from these two sources. Additionally, the study examines the extent to which crossover funding impacts the equity of current education fiscal support. To accomplish this purpose three research questions were considered: The first research question asked, were there statistically significant differences in resources among Oklahoma school districts with low, moderate, or high levels of capital revenues derived from building fund and bond yields during fiscal year 2016? An Analysis of Variance (ANOVA) was used to answer research question 1. The conclusions from question 1 include: • the ability to support capital expenditures appears to have a meaningful effect on current expenditure levels and • districts that are able to support relatively higher levels of capital expenditures are able to support significantly higher levels of average teacher salaries. The second research question asked, what were the effects of crossover funding on the resource accessibility of the Oklahoma education finance system during fiscal years 2012-2016? The conclusions for research question 2 include: • current expenditures maintained a relatively high level of resource accessibility among districts and • capital expenditures demonstrated a relatively low level of resource accessibility throughout the distribution. Research question 3 asked, what were the effects of crossover funding on the wealth neutrality of the Oklahoma education finance system during fiscal years 2012-2016? The Gini Coefficient, McLoone Index, and Coefficient of Determination were used to ascertain the level of wealth neutrality of the indicated data. The conclusions for research question 3 include: • Current expenditures were highly wealth neutral, again indicating that the state funding formula is functioning accordingly and • capital expenditures were not wealth neutral, across the distribution of school districts. Advisors/Committee Members: Maiden, Jeffrey (advisor), Garn, Gregg (committee member), Gutierrez, Kathrine (committee member), Jones, John (committee member), Hennessey, Maeghan (committee member).

Subjects/Keywords: School Finance; Oklahoma School Funding Equity; Capital Equity; Current Per Pupil Expenditures Equity

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APA (6^th Edition):

Hime, S. (2017). THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50917

Chicago Manual of Style (16^th Edition):

Hime, Shawn. “THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/50917.

MLA Handbook (7^th Edition):

Hime, Shawn. “THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.” 2017. Web. 21 Feb 2019.

Vancouver:

Hime S. THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/50917.

Council of Science Editors:

Hime S. THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50917

University of Oklahoma

12. Thompson, Lynette. THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.

Degree: PhD, 2017, University of Oklahoma

URL: http://hdl.handle.net/11244/50899

► Abstract The purpose of this quantitative study was to determine if there is a relationship between the principal’s knowledge in special education and special education… (more)

▼ Abstract The purpose of this quantitative study was to determine if there is a relationship between the principal’s knowledge in special education and special education students making adequate yearly progress on the Oklahoma Core Curriculum Test (OCCT)/ End-of-Instruction test (EOI). Closing the achievement gap between regular education students and special education students is imperative. School administrators are becoming more concerned about the performance of their special education students (Gloeckler & Daggett, n.d.), and given the increased accountability that has placed administrators at high stakes and is continuing to be of grave concern. The three research questions asked whether there was a statistically significant relationship between principals’ years of experience, certification and their overall knowledge in special education in and the gap between regular education and special education students test scores. Conceptually, this study was framed around transactional and transformational leadership theories. Data were collected through the utilization of a descriptive survey. Demographic information, years of experience, certification and overall knowledge of special education were collected from principals to provide detailed information for the basis of analysis. The participants included 51 principals from five suburban 6A school districts located in Oklahoma. Data were analyzed using SPSS 24.0 for Windows. The results of this study were insightful despite the study revealing there was no statistically significant relationship between the data collected on principals and the gap between student test scores in the regular education and special education subgroups. This study contributes to education by providing recommendations to District Administrator and Site Administrators on how they can assist in increasing student achievement in the subgroup area of special education. Principals becoming instructional leaders and focusing on achievement of all students will make a remarkable difference in the academic achievement of students with special needs. Advisors/Committee Members: Maiden, Jeffrey (advisor), Brandes, Joyce (committee member), Garn, Gregg (committee member), Jones, John (committee member), Williams, Leslie (committee member).

Subjects/Keywords: Education, Special.; Education, Curriculum and Instruction.; Education, Administration.; Instructional Leadership

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APA (6^th Edition):

Thompson, L. (2017). THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50899

Chicago Manual of Style (16^th Edition):

Thompson, Lynette. “THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/50899.

MLA Handbook (7^th Edition):

Thompson, Lynette. “THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.” 2017. Web. 21 Feb 2019.

Vancouver:

Thompson L. THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/50899.

Council of Science Editors:

Thompson L. THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50899

University of Oklahoma

13. Rimmer, Jessica. LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.

Degree: PhD, 2018, University of Oklahoma

URL: http://hdl.handle.net/11244/317081

► In American Higher Education, retention and graduation rates have grown in their prominence as institutional quality indicators. Yet, when measures are interrogated for parity across… (more)

Subjects/Keywords: Leadership; Higher Education Administration; Student Retention; Graduation

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APA (6^th Edition):

Rimmer, J. (2018). LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/317081

Chicago Manual of Style (16^th Edition):

Rimmer, Jessica. “LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/317081.

MLA Handbook (7^th Edition):

Rimmer, Jessica. “LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.” 2018. Web. 21 Feb 2019.

Vancouver:

Rimmer J. LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/317081.

Council of Science Editors:

Rimmer J. LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/317081

University of Oklahoma

14. Hoskinson, Heidi. The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.

Degree: PhD, 2018, University of Oklahoma

URL: http://hdl.handle.net/11244/301623

► This quantitative study focuses on ten small, private colleges and universities affiliated with the Kansas Collegiate Athletic Association of the National Association of Intercollegiate Athletics… (more)

Subjects/Keywords: Intercollegiate Athletics; Small Colleges and Universities; Enrollment Management; Athletic Spending and Admissions

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APA (6^th Edition):

Hoskinson, H. (2018). The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301623

Chicago Manual of Style (16^th Edition):

Hoskinson, Heidi. “The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/301623.

MLA Handbook (7^th Edition):

Hoskinson, Heidi. “The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.” 2018. Web. 21 Feb 2019.

Vancouver:

Hoskinson H. The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/301623.

Council of Science Editors:

Hoskinson H. The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301623

University of Oklahoma

15. Murphy, Haley. Nonprofit Collaboration: Building Relationships Across Sectors.

Degree: PhD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10352

► Discussions about nonprofit organizations often portray a very unique sector with a specific set of values, goals, and norms. And yet, there is a lot… (more)

Subjects/Keywords: Political Science; Public Administration.

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APA (6^th Edition):

Murphy, H. (2014). Nonprofit Collaboration: Building Relationships Across Sectors. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10352

Chicago Manual of Style (16^th Edition):

Murphy, Haley. “Nonprofit Collaboration: Building Relationships Across Sectors.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/10352.

MLA Handbook (7^th Edition):

Murphy, Haley. “Nonprofit Collaboration: Building Relationships Across Sectors.” 2014. Web. 21 Feb 2019.

Vancouver:

Murphy H. Nonprofit Collaboration: Building Relationships Across Sectors. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/10352.

Council of Science Editors:

Murphy H. Nonprofit Collaboration: Building Relationships Across Sectors. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10352

University of Oklahoma

16. Kerber, Rosemary Eileen. Perceptions of female school superintendents.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2002, University of Oklahoma

URL: http://hdl.handle.net/11244/470

► This qualitative study involved female superintendents in the state of Oklahoma. A survey questionnaire designed to gather demographic information was sent to the 48 practicing… (more)

Subjects/Keywords: Women school superintendents Oklahoma.; Education, Administration.; Women's Studies.

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APA (6^th Edition):

Kerber, R. E. (2002). Perceptions of female school superintendents. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/470

Chicago Manual of Style (16^th Edition):

Kerber, Rosemary Eileen. “Perceptions of female school superintendents.” 2002. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/470.

MLA Handbook (7^th Edition):

Kerber, Rosemary Eileen. “Perceptions of female school superintendents.” 2002. Web. 21 Feb 2019.

Vancouver:

Kerber RE. Perceptions of female school superintendents. [Internet] [Doctoral dissertation]. University of Oklahoma; 2002. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/470.

Council of Science Editors:

Kerber RE. Perceptions of female school superintendents. [Doctoral Dissertation]. University of Oklahoma; 2002. Available from: http://hdl.handle.net/11244/470

University of Oklahoma

17. Lewis, Diane Marie Kirby. An examination of Project Team Life: Two case studies.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2003, University of Oklahoma

URL: http://hdl.handle.net/11244/594

► The influence of culture touches many arenas including policy decisions in education. Schools play a vital role in conveying cultural meanings to children and in… (more)

Subjects/Keywords: Project Team Life.; Donation of organs, tissues, etc. Study and teaching Oklahoma.; Education, Administration.; Donation of organs, tissues, etc. Study and teaching Case studies.; Education, Curriculum and Instruction.

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APA (6^th Edition):

Lewis, D. M. K. (2003). An examination of Project Team Life: Two case studies. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/594

Chicago Manual of Style (16^th Edition):

Lewis, Diane Marie Kirby. “An examination of Project Team Life: Two case studies.” 2003. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/594.

MLA Handbook (7^th Edition):

Lewis, Diane Marie Kirby. “An examination of Project Team Life: Two case studies.” 2003. Web. 21 Feb 2019.

Vancouver:

Lewis DMK. An examination of Project Team Life: Two case studies. [Internet] [Doctoral dissertation]. University of Oklahoma; 2003. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/594.

Council of Science Editors:

Lewis DMK. An examination of Project Team Life: Two case studies. [Doctoral Dissertation]. University of Oklahoma; 2003. Available from: http://hdl.handle.net/11244/594

University of Oklahoma

18. York, Rebecca. Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2004, University of Oklahoma

URL: http://hdl.handle.net/11244/694

► This qualitative study investigated successful practices of "highly effective" elementary teachers as they used Oklahoma State achievement test data to close the gap for all… (more)

Subjects/Keywords: Achievement tests Oklahoma.; Education, Elementary.; Education, Curriculum and Instruction.; Education, Administration.; Elementary school teaching Oklahoma.; United States. No Child Left Behind Act of 2001.

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APA (6^th Edition):

York, R. (2004). Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/694

Chicago Manual of Style (16^th Edition):

York, Rebecca. “Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind.” 2004. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/694.

MLA Handbook (7^th Edition):

York, Rebecca. “Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind.” 2004. Web. 21 Feb 2019.

Vancouver:

York R. Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind. [Internet] [Doctoral dissertation]. University of Oklahoma; 2004. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/694.

Council of Science Editors:

York R. Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind. [Doctoral Dissertation]. University of Oklahoma; 2004. Available from: http://hdl.handle.net/11244/694

University of Oklahoma

19. Labyer, Sherry L. Exploring the differences between traditional and alternative schools for educationally disengaged students.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2004, University of Oklahoma

URL: http://hdl.handle.net/11244/719

► Information was recorded, transcribed and analyzed for emerging and recurring themes related to the existence and success of both programs. Data revealed that at-risk students… (more)

Subjects/Keywords: Alternative education Oklahoma.; Problem youth Education Oklahoma.; Alternative education Case studies.; Education, Administration.; Alternative schools Oklahoma.; Problem youth Education Case studies.

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APA (6^th Edition):

Labyer, S. L. (2004). Exploring the differences between traditional and alternative schools for educationally disengaged students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/719

Chicago Manual of Style (16^th Edition):

Labyer, Sherry L. “Exploring the differences between traditional and alternative schools for educationally disengaged students.” 2004. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/719.

MLA Handbook (7^th Edition):

Labyer, Sherry L. “Exploring the differences between traditional and alternative schools for educationally disengaged students.” 2004. Web. 21 Feb 2019.

Vancouver:

Labyer SL. Exploring the differences between traditional and alternative schools for educationally disengaged students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2004. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/719.

Council of Science Editors:

Labyer SL. Exploring the differences between traditional and alternative schools for educationally disengaged students. [Doctoral Dissertation]. University of Oklahoma; 2004. Available from: http://hdl.handle.net/11244/719

University of Oklahoma

20. Gentry, Dennis Ray. Technology supported data-driven decision-making in an Oklahoma elementary school.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2005, University of Oklahoma

URL: http://hdl.handle.net/11244/820

► The researcher collected and examined descriptions of the data-driven decision-making process from six elementary educators. The data were examined to three data-driven decision-making categories found… (more)

Subjects/Keywords: Elementary school administration Case studies.; Education, Elementary.; Education, Administration.; Elementary school administration Oklahoma Data processing.; Elementary school administration Data processing Case Studies.; Elementary school administration Oklahoma.

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APA (6^th Edition):

Gentry, D. R. (2005). Technology supported data-driven decision-making in an Oklahoma elementary school. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/820

Chicago Manual of Style (16^th Edition):

Gentry, Dennis Ray. “Technology supported data-driven decision-making in an Oklahoma elementary school.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/820.

MLA Handbook (7^th Edition):

Gentry, Dennis Ray. “Technology supported data-driven decision-making in an Oklahoma elementary school.” 2005. Web. 21 Feb 2019.

Vancouver:

Gentry DR. Technology supported data-driven decision-making in an Oklahoma elementary school. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/820.

Council of Science Editors:

Gentry DR. Technology supported data-driven decision-making in an Oklahoma elementary school. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/820

University of Oklahoma

21. Johnson, Gary L. A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2007, University of Oklahoma

URL: http://hdl.handle.net/11244/1203

► There was a good (53%) return from the superintendents, but a little weaker (24%) return rate by the school board presidents. The return rate of… (more)

Subjects/Keywords: School board presidents Oklahoma Attitudes.; School board-superintendent relationships Oklahoma Public opinion.; Education, Administration.; Academic achievement Oklahoma.; School superintendents Oklahoma Attitudes.; Community and school Oklahoma Public opinion.; Community and school Oklahoma.; Public opinion Oklahoma.; School board-superintendent relationships Oklahoma.; Power (Social sciences); School superintendents Professional relationships Oklahoma.; School superintendents Oklahoma.

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APA (6^th Edition):

Johnson, G. L. (2007). A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1203

Chicago Manual of Style (16^th Edition):

Johnson, Gary L. “A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma.” 2007. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1203.

MLA Handbook (7^th Edition):

Johnson, Gary L. “A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma.” 2007. Web. 21 Feb 2019.

Vancouver:

Johnson GL. A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma. [Internet] [Doctoral dissertation]. University of Oklahoma; 2007. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1203.

Council of Science Editors:

Johnson GL. A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma. [Doctoral Dissertation]. University of Oklahoma; 2007. Available from: http://hdl.handle.net/11244/1203

22. Campbell-Daughty, Rashell. (RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS.

Degree: PhD, 2016, University of Oklahoma

URL: http://hdl.handle.net/11244/43250

► Although school violence is not a new phenomenon, it is still an issue in American schools. With strong concern for all individuals in educational settings,… (more)

Subjects/Keywords: School violence; students; teachers; aggression; teacher preparation; trauma; anxiety; school policy; school administration; secondary education.

5 more images…

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APA (6^th Edition):

Campbell-Daughty, R. (2016). (RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/43250

Chicago Manual of Style (16^th Edition):

Campbell-Daughty, Rashell. “(RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/43250.

MLA Handbook (7^th Edition):

Campbell-Daughty, Rashell. “(RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS.” 2016. Web. 21 Feb 2019.

Vancouver:

Campbell-Daughty R. (RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/43250.

Council of Science Editors:

Campbell-Daughty R. (RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/43250

University of Oklahoma

23. Weaver, Neal R. Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2005, University of Oklahoma

URL: http://hdl.handle.net/11244/823

► Regionally focused state colleges and universities present a unique and challenging leadership opportunity to the men and women who have been chosen to serve as… (more)

Subjects/Keywords: Education, Higher.; Small colleges Oklahoma Administration.; College presidents Case Studies.; College presidents Oklahoma.; Small colleges Administration Case studies.; Education, Administration.

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APA (6^th Edition):

Weaver, N. R. (2005). Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/823

Chicago Manual of Style (16^th Edition):

Weaver, Neal R. “Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/823.

MLA Handbook (7^th Edition):

Weaver, Neal R. “Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents.” 2005. Web. 21 Feb 2019.

Vancouver:

Weaver NR. Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/823.

Council of Science Editors:

Weaver NR. Presidential leadership: A phenomenological study of the leadership experience of Oklahoma's regional university presidents. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/823

University of Oklahoma

24. Polk, Jamie C. A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2006, University of Oklahoma

URL: http://hdl.handle.net/11244/1026

► The analysis revealed those elements that influenced participants' perception of the phenomenon of reflective practice. The three themes that explicated these teachers' experiences with the… (more)

Subjects/Keywords: Reflective teaching Case studies.; Reflective teaching Oklahoma.; Education, Philosophy of.; Education, Curriculum and Instruction.

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APA (6^th Edition):

Polk, J. C. (2006). A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1026

Chicago Manual of Style (16^th Edition):

Polk, Jamie C. “A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1026.

MLA Handbook (7^th Edition):

Polk, Jamie C. “A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy.” 2006. Web. 21 Feb 2019.

Vancouver:

Polk JC. A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1026.

Council of Science Editors:

Polk JC. A phenomenological study of National Board Certified Teachers use of reflective practice to improve pedagogy. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1026

University of Oklahoma

25. Dodd, Kathy Thomas. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2006, University of Oklahoma

URL: http://hdl.handle.net/11244/1028

► The study indicated that increased student learning is strongly encouraged by the development of professional learning communities. In this case, the development of the PLC… (more)

Subjects/Keywords: Education, Teacher Training.; School improvement programs Case studies.; Educational change Case studies.; Education, Curriculum and Instruction.; Team learning approach in education Case studies.; Education, Elementary.

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APA (6^th Edition):

Dodd, K. T. (2006). It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/1028

Chicago Manual of Style (16^th Edition):

Dodd, Kathy Thomas. “It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.” 2006. Doctoral Dissertation, University of Oklahoma. Accessed February 21, 2019. http://hdl.handle.net/11244/1028.

MLA Handbook (7^th Edition):

Dodd, Kathy Thomas. “It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma.” 2006. Web. 21 Feb 2019.

Vancouver:

Dodd KT. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. [Internet] [Doctoral dissertation]. University of Oklahoma; 2006. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/11244/1028.

Council of Science Editors:

Dodd KT. It is the process, not the test: A mixed method study of a professional learning community at one elementary school in Oklahoma. [Doctoral Dissertation]. University of Oklahoma; 2006. Available from: http://hdl.handle.net/11244/1028

Open Access Theses and Dissertations