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You searched for +publisher:"University of Texas – Austin" +contributor:("Young, Michelle"). Showing records 1 – 19 of 19 total matches.

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University of Texas – Austin

1. Hayes, Danielle Christi. Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry.

Degree: Educational Administration, 2009, University of Texas – Austin

 This dissertation explored the perspectives of African American youth aspirations for college, their support systems, and their academic and social development towards college. The narratives… (more)

Subjects/Keywords: African Americans; Youth; Higher education; College; College access; Support systems; Academic development; Social development; Personal narratives; College aspirations

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APA (6th Edition):

Hayes, D. C. (2009). Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/6675

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):

Hayes, Danielle Christi. “Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry.” 2009. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/6675.

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

MLA Handbook (7th Edition):

Hayes, Danielle Christi. “Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry.” 2009. Web. 17 Feb 2019.

Vancouver:

Hayes DC. Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/6675.

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

Council of Science Editors:

Hayes DC. Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/6675

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


University of Texas – Austin

2. Langford, Lyndon Limuel. The development and testing of an evaluation model for special education.

Degree: Special Education, 2010, University of Texas – Austin

 The purpose of this study was to develop and test a model which addresses special education program evaluation needs. As such, the focus was on… (more)

Subjects/Keywords: Special education evaluation model; Evaluation model; Special education; Theories of action; Espoused theories of action in use; Evaluating special programs

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APA (6th Edition):

Langford, L. L. (2010). The development and testing of an evaluation model for special education. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-871

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):

Langford, Lyndon Limuel. “The development and testing of an evaluation model for special education.” 2010. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-871.

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

MLA Handbook (7th Edition):

Langford, Lyndon Limuel. “The development and testing of an evaluation model for special education.” 2010. Web. 17 Feb 2019.

Vancouver:

Langford LL. The development and testing of an evaluation model for special education. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-871.

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

Council of Science Editors:

Langford LL. The development and testing of an evaluation model for special education. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-871

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


University of Texas – Austin

3. Diem, Sarah Lauren. Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status.

Degree: Educational Administration, 2010, University of Texas – Austin

 The recent decision handed down by the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 (2007) has forced… (more)

Subjects/Keywords: School desegregation; Integration; Segregation; Poverty; Policy implementation; Sociopolitical and geographic context

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APA (6th Edition):

Diem, S. L. (2010). Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-909

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):

Diem, Sarah Lauren. “Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status.” 2010. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-909.

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

MLA Handbook (7th Edition):

Diem, Sarah Lauren. “Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status.” 2010. Web. 17 Feb 2019.

Vancouver:

Diem SL. Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-909.

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

Council of Science Editors:

Diem SL. Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-909

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


University of Texas – Austin

4. Garcia, Maritza Fuentes. Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts.

Degree: Educational Administration, 2011, University of Texas – Austin

 This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to… (more)

Subjects/Keywords: School administrators; Elementary education; Urban schools; Parental involvement; Theory of action; School improvements

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APA (6th Edition):

Garcia, M. F. (2011). Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3040

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):

Garcia, Maritza Fuentes. “Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3040.

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

MLA Handbook (7th Edition):

Garcia, Maritza Fuentes. “Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts.” 2011. Web. 17 Feb 2019.

Vancouver:

Garcia MF. Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3040.

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

Council of Science Editors:

Garcia MF. Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3040

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


University of Texas – Austin

5. Kim, Kyu Tae. A multifocal analysis of Korean educational policies on the teaching profession.

Degree: Educational Administration, 2011, University of Texas – Austin

 Korean education policies were derived from the 5.31 Education Reform oriented to the increase of autonomy and accountability for school effectiveness and the quality instruction… (more)

Subjects/Keywords: Korean education policy; Policy analysis; Macro analysis; Micro analysis; Structural analysis; Educational reform; Policy implementation

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APA (6th Edition):

Kim, K. T. (2011). A multifocal analysis of Korean educational policies on the teaching profession. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2714

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):

Kim, Kyu Tae. “A multifocal analysis of Korean educational policies on the teaching profession.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2714.

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

MLA Handbook (7th Edition):

Kim, Kyu Tae. “A multifocal analysis of Korean educational policies on the teaching profession.” 2011. Web. 17 Feb 2019.

Vancouver:

Kim KT. A multifocal analysis of Korean educational policies on the teaching profession. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2714.

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

Council of Science Editors:

Kim KT. A multifocal analysis of Korean educational policies on the teaching profession. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2714

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


University of Texas – Austin

6. Welton, Anjalé DeVawn. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 Low-income students of color have the difficult task of navigating their educational pathways in an era of resegregation, where they have higher chances of being… (more)

Subjects/Keywords: Social networks; Postsecondary access; Integration; Segregation; High schools

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APA (6th Edition):

Welton, A. D. (2011). Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2803

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):

Welton, Anjalé DeVawn. “Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2803.

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

MLA Handbook (7th Edition):

Welton, Anjalé DeVawn. “Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools.” 2011. Web. 17 Feb 2019.

Vancouver:

Welton AD. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2803.

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

Council of Science Editors:

Welton AD. Navigating networks of opportunity : understanding how social networks connect students to postsecondary resources in integrated and segregated high schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2803

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


University of Texas – Austin

7. Atwood, Erin Denise, 1978-. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.

Degree: Educational Administration, 2011, University of Texas – Austin

 The current economic conditions in the United States have contributed to budgetary cuts to public education at both the federal and state levels. This attention… (more)

Subjects/Keywords: School finance; School law; Latino critical race theory; Critical policy analysis; History; San Antonio

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APA (6th Edition):

Atwood, Erin Denise, 1. (2011). San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4189

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):

Atwood, Erin Denise, 1978-. “San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-4189.

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

MLA Handbook (7th Edition):

Atwood, Erin Denise, 1978-. “San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework.” 2011. Web. 17 Feb 2019.

Vancouver:

Atwood, Erin Denise 1. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4189.

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

Council of Science Editors:

Atwood, Erin Denise 1. San Antonio v. Rodriguez : understanding Texas school finance history through a Latino critical race theory framework. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4189

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


University of Texas – Austin

8. Lee, Pei-Ling. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.

Degree: Educational Administration, 2012, University of Texas – Austin

 The study explored the relationship between program placement policies regarding the education of recently immigrated students and selected outcomes for these newcomers in urban high… (more)

Subjects/Keywords: Placement policies; Placement policies; Newly arrived high school immigrants; Academic performance; High school newcomer academic achievement

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APA (6th Edition):

Lee, P. (2012). Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

MLA Handbook (7th Edition):

Lee, Pei-Ling. “Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know.” 2012. Web. 17 Feb 2019.

Vancouver:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475.

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

Council of Science Editors:

Lee P. Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5475

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


University of Texas – Austin

9. Herbert, Karen Shellberg. Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform.

Degree: Educational Administration, 2010, University of Texas – Austin

 Teacher compensation reforms have been on the rise in recent years, yet research has yet to fully demonstrate how teachers interpret these policies and how… (more)

Subjects/Keywords: Teacher quality; Performance pay; Teacher compensation; Teacher salary; Performance-based compensation; School district policy

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APA (6th Edition):

Herbert, K. S. (2010). Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2317

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):

Herbert, Karen Shellberg. “Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform.” 2010. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2317.

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

MLA Handbook (7th Edition):

Herbert, Karen Shellberg. “Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform.” 2010. Web. 17 Feb 2019.

Vancouver:

Herbert KS. Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2317.

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

Council of Science Editors:

Herbert KS. Making sense of performance pay : sensemaking and sensegiving in teachers' implementation of compensation reform. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2317

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


University of Texas – Austin

10. Choi, AnNa, 1964-. The democratic nature of American public schools in terms of democratic principles.

Degree: Educational Administration, 2010, University of Texas – Austin

 The purpose of this dissertation is to elucidate the democratic nature of American public schools in terms of democratic principles of freedom, equality, and equity… (more)

Subjects/Keywords: American public school; Public schools; Democracy; School quality; Segregation; Brown decision; Educational equality

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APA (6th Edition):

Choi, AnNa, 1. (2010). The democratic nature of American public schools in terms of democratic principles. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1421

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):

Choi, AnNa, 1964-. “The democratic nature of American public schools in terms of democratic principles.” 2010. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1421.

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

MLA Handbook (7th Edition):

Choi, AnNa, 1964-. “The democratic nature of American public schools in terms of democratic principles.” 2010. Web. 17 Feb 2019.

Vancouver:

Choi, AnNa 1. The democratic nature of American public schools in terms of democratic principles. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1421.

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

Council of Science Editors:

Choi, AnNa 1. The democratic nature of American public schools in terms of democratic principles. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1421

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


University of Texas – Austin

11. Halx, Mark D. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.

Degree: Educational Administration, 2010, University of Texas – Austin

 This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose… (more)

Subjects/Keywords: Critical consciousness; Critical thinking; Pedagogy; Pedagogical partnerships; Principals; Low SES high school students; Disadvantaged students; Low socioeconomic high school students

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APA (6th Edition):

Halx, M. D. (2010). Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1682

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):

Halx, Mark D. “Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.” 2010. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1682.

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

MLA Handbook (7th Edition):

Halx, Mark D. “Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?.” 2010. Web. 17 Feb 2019.

Vancouver:

Halx MD. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1682.

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

Council of Science Editors:

Halx MD. Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1682

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


University of Texas – Austin

12. Davis, Bradley Walter. A quantitative analysis of the production, selection, and career paths of Texas public school administrators.

Degree: Educational Administration, 2012, University of Texas – Austin

 Using state-wide, longitudinal data on Texas public school educators employed between the 1991-1991 and 2010-2011 school years, this study explores the disproportionate selection of campus… (more)

Subjects/Keywords: Quantitative analysis; Education policy; Principalship; Social justice; Leadership; Survival analysis; Multinomial logistic regression

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APA (6th Edition):

Davis, B. W. (2012). A quantitative analysis of the production, selection, and career paths of Texas public school administrators. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/35441

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

Chicago Manual of Style (16th Edition):

Davis, Bradley Walter. “A quantitative analysis of the production, selection, and career paths of Texas public school administrators.” 2012. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/35441.

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

MLA Handbook (7th Edition):

Davis, Bradley Walter. “A quantitative analysis of the production, selection, and career paths of Texas public school administrators.” 2012. Web. 17 Feb 2019.

Vancouver:

Davis BW. A quantitative analysis of the production, selection, and career paths of Texas public school administrators. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/35441.

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

Council of Science Editors:

Davis BW. A quantitative analysis of the production, selection, and career paths of Texas public school administrators. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/35441

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


University of Texas – Austin

13. Brewer, Curtis Anthony, 1974-. Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration.

Degree: Educational Administration, 2008, University of Texas – Austin

 Given the present demand for greater accountability in public education and the call to close the achievement gap between the haves and have-nots, scholars have… (more)

Subjects/Keywords: Carter, Jimmy, – 1924-; Poverty – United States; Education – United States

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APA (6th Edition):

Brewer, Curtis Anthony, 1. (2008). Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3826

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):

Brewer, Curtis Anthony, 1974-. “Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration.” 2008. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/3826.

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

MLA Handbook (7th Edition):

Brewer, Curtis Anthony, 1974-. “Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration.” 2008. Web. 17 Feb 2019.

Vancouver:

Brewer, Curtis Anthony 1. Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/3826.

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

Council of Science Editors:

Brewer, Curtis Anthony 1. Interpreting the policy past: the relationship between education and antipoverty policy during the Carter Administration: Relationship between education and antipoverty policy during the Carter Administration. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/3826

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

14. Goodnow, Elisabeth. The relationship between the theory of transformational leadership and data use in schools : an exploratory study.

Degree: Educational Administration, 2011, University of Texas – Austin

 Nationwide reform efforts strive to improve schooling through a range of approaches including improving the quality of campus leadership, restructuring organizational design, and revamping instruction.… (more)

Subjects/Keywords: Leadership; Data use; Transformation leadership; School improvement efforts; Educational administration; Elementary; Secondary; Post-secondary education

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

APA (6th Edition):

Goodnow, E. (2011). The relationship between the theory of transformational leadership and data use in schools : an exploratory study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30990

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):

Goodnow, Elisabeth. “The relationship between the theory of transformational leadership and data use in schools : an exploratory study.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/30990.

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

MLA Handbook (7th Edition):

Goodnow, Elisabeth. “The relationship between the theory of transformational leadership and data use in schools : an exploratory study.” 2011. Web. 17 Feb 2019.

Vancouver:

Goodnow E. The relationship between the theory of transformational leadership and data use in schools : an exploratory study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/30990.

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

Council of Science Editors:

Goodnow E. The relationship between the theory of transformational leadership and data use in schools : an exploratory study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/30990

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

15. Galaviz, Pedro. Principals' perceptions of their own professional development.

Degree: Educational Administration, 2011, University of Texas – Austin

 The dramatic changes precipitated in public schools by state and federal demands for high-stakes testing have put America’s principals on the endangered list. These volatile… (more)

Subjects/Keywords: School principals; Professional development; Theories of learning; United States; Training of; Educational leadership

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

APA (6th Edition):

Galaviz, P. (2011). Principals' perceptions of their own professional development. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2726

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):

Galaviz, Pedro. “Principals' perceptions of their own professional development.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2726.

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

MLA Handbook (7th Edition):

Galaviz, Pedro. “Principals' perceptions of their own professional development.” 2011. Web. 17 Feb 2019.

Vancouver:

Galaviz P. Principals' perceptions of their own professional development. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2726.

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

Council of Science Editors:

Galaviz P. Principals' perceptions of their own professional development. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2726

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

16. Snodgrass Rangel, Virginia Walker. Organizational stability and school performance.

Degree: Educational Administration, 2012, University of Texas – Austin

 Despite decades of policy innovation aimed at improving school performance, the number of public schools defined as low performing in the U.S. continues to grow.… (more)

Subjects/Keywords: Teacher turnover; Principal turnover; Student mobility; School performance; Organizational stability

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

APA (6th Edition):

Snodgrass Rangel, V. W. (2012). Organizational stability and school performance. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-6165

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):

Snodgrass Rangel, Virginia Walker. “Organizational stability and school performance.” 2012. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-6165.

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

MLA Handbook (7th Edition):

Snodgrass Rangel, Virginia Walker. “Organizational stability and school performance.” 2012. Web. 17 Feb 2019.

Vancouver:

Snodgrass Rangel VW. Organizational stability and school performance. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6165.

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

Council of Science Editors:

Snodgrass Rangel VW. Organizational stability and school performance. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6165

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

17. Cho, Vincent, Ph. D. Educational data use and computer data systems : policies, plans, and the enactment of practice.

Degree: Educational Administration, 2011, University of Texas – Austin

 Federal policies such as No Child Left Behind (NCLB) and Race to the Top (RTT) stand as examples of how teachers face increasing expectations that… (more)

Subjects/Keywords: Data-based decision making; Sensemaking; Computer data systems; School district policy; Technology in education

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

APA (6th Edition):

Cho, Vincent, P. D. (2011). Educational data use and computer data systems : policies, plans, and the enactment of practice. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3430

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):

Cho, Vincent, Ph D. “Educational data use and computer data systems : policies, plans, and the enactment of practice.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3430.

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

MLA Handbook (7th Edition):

Cho, Vincent, Ph D. “Educational data use and computer data systems : policies, plans, and the enactment of practice.” 2011. Web. 17 Feb 2019.

Vancouver:

Cho, Vincent PD. Educational data use and computer data systems : policies, plans, and the enactment of practice. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3430.

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

Council of Science Editors:

Cho, Vincent PD. Educational data use and computer data systems : policies, plans, and the enactment of practice. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3430

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

18. Lenoir, Gloria Irma Cisneros. Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas.

Degree: Educational Administration, 2011, University of Texas – Austin

 The foreign-born population in the United States increased by 57% from 1990 to 2000 (U.S. Census, 2003). A substantial growth for minority and immigrant population… (more)

Subjects/Keywords: Newcomer immigrant; Achievement gap; Central Texas; High school

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Lenoir, G. I. C. (2011). Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2817

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):

Lenoir, Gloria Irma Cisneros. “Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2817.

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

MLA Handbook (7th Edition):

Lenoir, Gloria Irma Cisneros. “Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas.” 2011. Web. 17 Feb 2019.

Vancouver:

Lenoir GIC. Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2817.

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

Council of Science Editors:

Lenoir GIC. Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2817

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

19. Carpenter, Bradley Wayne. (Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009.

Degree: Educational Administration, 2011, University of Texas – Austin

 Of the numerous public policy debates currently taking place throughout the United States, perhaps no issue receives more attention than the persistence of “chronically” low-performing… (more)

Subjects/Keywords: Title I School Improvement Grant; Education policy; Economic policy; Globalization; Politics; Critical interpretive policy analysis; Discourse analysis; Performative analysis; Deliberative policy analysis; Deliberative theory

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Carpenter, B. W. (2011). (Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3221

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):

Carpenter, Bradley Wayne. “(Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009.” 2011. Thesis, University of Texas – Austin. Accessed February 17, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3221.

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

MLA Handbook (7th Edition):

Carpenter, Bradley Wayne. “(Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009.” 2011. Web. 17 Feb 2019.

Vancouver:

Carpenter BW. (Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3221.

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

Council of Science Editors:

Carpenter BW. (Re)framing the politics of educational discourse : an investigation of the Title I School Improvement Grant program of 2009. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3221

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

.