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You searched for +publisher:"University of Tennessee – Chattanooga" +contributor:("Petzko, Vicki"). Showing records 1 – 13 of 13 total matches.

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1. Casson, F. Lee. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.

Degree: 2014, University of Tennessee – Chattanooga

 Many universities and colleges are considering if potential students should disclose their sexual orientation when filling out an application for admission. This recent trend, however,… (more)

Subjects/Keywords: Education; Higher; Universities and colleges  – Admission

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APA (6th Edition):

Casson, F. L. (2014). Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/104

Chicago Manual of Style (16th Edition):

Casson, F Lee. “Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/104.

MLA Handbook (7th Edition):

Casson, F Lee. “Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation.” 2014. Web. 26 Aug 2019.

Vancouver:

Casson FL. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/104.

Council of Science Editors:

Casson FL. Sexuality demographics and the college admissions process: Implications of asking applicants to reveal their sexual orientation. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/104

2. Voyles, Margaret Jennifer. Student academic success as related to student age and gender.

Degree: 2011, University of Tennessee – Chattanooga

 This study examined the possible relationship between student age and student gender on academic achievement on a state mandated assessment for a cohort of North… (more)

Subjects/Keywords: Academic achievement; Birth date effect (Academic achievement); Sex differences in education

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APA (6th Edition):

Voyles, M. J. (2011). Student academic success as related to student age and gender. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/85

Chicago Manual of Style (16th Edition):

Voyles, Margaret Jennifer. “Student academic success as related to student age and gender.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/85.

MLA Handbook (7th Edition):

Voyles, Margaret Jennifer. “Student academic success as related to student age and gender.” 2011. Web. 26 Aug 2019.

Vancouver:

Voyles MJ. Student academic success as related to student age and gender. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/85.

Council of Science Editors:

Voyles MJ. Student academic success as related to student age and gender. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/85

3. Randall, Kristen Leigh. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.

Degree: 2012, University of Tennessee – Chattanooga

 The purpose of this study was to explore uses of arts instruction in regular K-5 elementary school classrooms in a large southeastern school district to… (more)

Subjects/Keywords: Arts  – Instruction and study; Arts  – Study and teaching

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APA (6th Edition):

Randall, K. L. (2012). Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/63

Chicago Manual of Style (16th Edition):

Randall, Kristen Leigh. “Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.” 2012. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/63.

MLA Handbook (7th Edition):

Randall, Kristen Leigh. “Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes.” 2012. Web. 26 Aug 2019.

Vancouver:

Randall KL. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2012. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/63.

Council of Science Editors:

Randall KL. Exploring arts instruction models and correlates with teacher satisfaction and educational outcomes. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/63

4. Bandy, Ryan E. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.

Degree: 2014, University of Tennessee – Chattanooga

 This research study was designed to examine the relationship between the use of open and closed student selection systems for the enrollment of students in… (more)

Subjects/Keywords: Advanced placement programs (Education)  – Evaluation; Academic achievement; Educational equalization

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APA (6th Edition):

Bandy, R. E. (2014). Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/142

Chicago Manual of Style (16th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/142.

MLA Handbook (7th Edition):

Bandy, Ryan E. “Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness.” 2014. Web. 26 Aug 2019.

Vancouver:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/142.

Council of Science Editors:

Bandy RE. Impact of advanced placement student selection models on academic achievement and stakeholder perceptions of program effectiveness. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/142

5. Hood, Steven J. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.

Degree: 2010, University of Tennessee – Chattanooga

 The purpose of this study was to examine the interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning sophomores at… (more)

Subjects/Keywords: College students  – United States

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APA (6th Edition):

Hood, S. J. (2010). Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/290

Chicago Manual of Style (16th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/290.

MLA Handbook (7th Edition):

Hood, Steven J. “Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university.” 2010. Web. 26 Aug 2019.

Vancouver:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/290.

Council of Science Editors:

Hood SJ. Interrelationships of academic readiness, social integration, and perceptions of residence hall experiences of returning Sophomores at a southern university. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/290

6. Legg, Lisa Dianne. From healthcare provider to healthcare educator: strategies for effective transition.

Degree: 2011, University of Tennessee – Chattanooga

 This study attempted to identify effective strategies for healthcare providers transitioning into educational leadership roles. The study employed a mixed method research design. The population… (more)

Subjects/Keywords: Health education

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APA (6th Edition):

Legg, L. D. (2011). From healthcare provider to healthcare educator: strategies for effective transition. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/46

Chicago Manual of Style (16th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/46.

MLA Handbook (7th Edition):

Legg, Lisa Dianne. “From healthcare provider to healthcare educator: strategies for effective transition.” 2011. Web. 26 Aug 2019.

Vancouver:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/46.

Council of Science Editors:

Legg LD. From healthcare provider to healthcare educator: strategies for effective transition. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/46

7. Romine, Xiomara Reid. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.

Degree: 2010, University of Tennessee – Chattanooga

 Prior research has indicated that teacher beliefs can negatively affect teacher behavior. These beliefs often include unrecognized prejudices/biases regarding diversity including race, class and gender,… (more)

Subjects/Keywords: Multicultural education; Effective teaching

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APA (6th Edition):

Romine, X. R. (2010). The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/380

Chicago Manual of Style (16th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/380.

MLA Handbook (7th Edition):

Romine, Xiomara Reid. “The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia.” 2010. Web. 26 Aug 2019.

Vancouver:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/380.

Council of Science Editors:

Romine XR. The relationship of personal and professional teacher diversity belief typologies to average student mathematics achievement in middle schools serving the diverse populations of north Georgia. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/380

8. Shuran, Michael B. Characteristics of special education due process cases in Tennessee: implications and recommendations for policy.

Degree: 2010, University of Tennessee – Chattanooga

 This study focused on the problem of an increasing number of special education- related lawsuits against school districts. The purpose was to identify information in… (more)

Subjects/Keywords: Special education  – Law and legislation  – United States

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APA (6th Edition):

Shuran, M. B. (2010). Characteristics of special education due process cases in Tennessee: implications and recommendations for policy. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/394

Chicago Manual of Style (16th Edition):

Shuran, Michael B. “Characteristics of special education due process cases in Tennessee: implications and recommendations for policy.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/394.

MLA Handbook (7th Edition):

Shuran, Michael B. “Characteristics of special education due process cases in Tennessee: implications and recommendations for policy.” 2010. Web. 26 Aug 2019.

Vancouver:

Shuran MB. Characteristics of special education due process cases in Tennessee: implications and recommendations for policy. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/394.

Council of Science Editors:

Shuran MB. Characteristics of special education due process cases in Tennessee: implications and recommendations for policy. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/394

9. Weitz, David Joseph. A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates.

Degree: 2010, University of Tennessee – Chattanooga

 The health care industry is under siege with muscular skeletal disorders (MSD), the vast majority of which are directly related to the manual repetitive transfer… (more)

Subjects/Keywords: Nursing homes; Nursing home care

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APA (6th Edition):

Weitz, D. J. (2010). A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/420

Chicago Manual of Style (16th Edition):

Weitz, David Joseph. “A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/420.

MLA Handbook (7th Edition):

Weitz, David Joseph. “A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates.” 2010. Web. 26 Aug 2019.

Vancouver:

Weitz DJ. A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/420.

Council of Science Editors:

Weitz DJ. A comparative analysis between skilled nursing facilities experiencing high versus low resident transfer injury rates. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/420

10. Best, Zachary A. Academic optimism in middle schools: a study of factors that appear to contribute to its development.

Degree: 2014, University of Tennessee – Chattanooga

 The need to increase student academic achievement has been established and well-documented in the literature. With a heightened focus on accountability measures, school personnel are… (more)

Subjects/Keywords: Academic achievement; Teacher effectiveness, Educational evaluation; Self-efficacy

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APA (6th Edition):

Best, Z. A. (2014). Academic optimism in middle schools: a study of factors that appear to contribute to its development. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/140

Chicago Manual of Style (16th Edition):

Best, Zachary A. “Academic optimism in middle schools: a study of factors that appear to contribute to its development.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/140.

MLA Handbook (7th Edition):

Best, Zachary A. “Academic optimism in middle schools: a study of factors that appear to contribute to its development.” 2014. Web. 26 Aug 2019.

Vancouver:

Best ZA. Academic optimism in middle schools: a study of factors that appear to contribute to its development. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/140.

Council of Science Editors:

Best ZA. Academic optimism in middle schools: a study of factors that appear to contribute to its development. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/140

11. Browning, BethAnn S. Sustainability of a comprehensive school reform model from the perspectives of three participating principals.

Degree: 2014, University of Tennessee – Chattanooga

 School reform is a deliberate process that requires a strong commitment at all levels. The school leader plays a crucial role in establishing a vision… (more)

Subjects/Keywords: School improvement programs; Literacy  – Study and teaching; Educational leadership; Academic achievement  – Evaluation

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APA (6th Edition):

Browning, B. S. (2014). Sustainability of a comprehensive school reform model from the perspectives of three participating principals. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/141

Chicago Manual of Style (16th Edition):

Browning, BethAnn S. “Sustainability of a comprehensive school reform model from the perspectives of three participating principals.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/141.

MLA Handbook (7th Edition):

Browning, BethAnn S. “Sustainability of a comprehensive school reform model from the perspectives of three participating principals.” 2014. Web. 26 Aug 2019.

Vancouver:

Browning BS. Sustainability of a comprehensive school reform model from the perspectives of three participating principals. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/141.

Council of Science Editors:

Browning BS. Sustainability of a comprehensive school reform model from the perspectives of three participating principals. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/141

12. Stinson, Robert Daniel. Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee.

Degree: 2013, University of Tennessee – Chattanooga

 This historical case study was designed to analyze and describe the quality of the relationships between one historical, military commander, GEN Braxton Bragg, commander of… (more)

Subjects/Keywords: Bragg; Braxton; 1817-1876

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APA (6th Edition):

Stinson, R. D. (2013). Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/403

Chicago Manual of Style (16th Edition):

Stinson, Robert Daniel. “Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/403.

MLA Handbook (7th Edition):

Stinson, Robert Daniel. “Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee.” 2013. Web. 26 Aug 2019.

Vancouver:

Stinson RD. Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/403.

Council of Science Editors:

Stinson RD. Braxton Bragg on leadership: a historical case study on leader-member exchange in the Army of Tennessee. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/403

13. Aldridge, Ashley Elizabeth. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.

Degree: 2009, University of Tennessee – Chattanooga

 The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and… (more)

Subjects/Keywords: Coeducation; Sex differences in education; Single-sex classes (Education); Mathematics  – Study and teaching  – Sex differences; Reading (Elementary)

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APA (6th Edition):

Aldridge, A. E. (2009). A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/188

Chicago Manual of Style (16th Edition):

Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 26, 2019. https://scholar.utc.edu/theses/188.

MLA Handbook (7th Edition):

Aldridge, Ashley Elizabeth. “A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement.” 2009. Web. 26 Aug 2019.

Vancouver:

Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2019 Aug 26]. Available from: https://scholar.utc.edu/theses/188.

Council of Science Editors:

Aldridge AE. A comparison of students in single-sex classes and coeducational classes in high poverty elementary schools in mathematics and reading achievement. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/188

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