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You searched for +publisher:"Vanderbilt University" +contributor:("Joseph Murphy"). Showing records 1 – 8 of 8 total matches.

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Vanderbilt University

1. Drake, Timothy Arthur. How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis.

Degree: PhD, Leadership and Policy Studies, 2015, Vanderbilt University

 Data-driven school leadership is more than just a popular reform mantraâexternal accountability pressures, private and public financial support, and principal training, certification, and evaluation policies… (more)

Subjects/Keywords: latent class growth analysis; data-driven decision making; education leadership; technology

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APA (6th Edition):

Drake, T. A. (2015). How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-11202015-133122/ ;

Chicago Manual of Style (16th Edition):

Drake, Timothy Arthur. “How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu//available/etd-11202015-133122/ ;.

MLA Handbook (7th Edition):

Drake, Timothy Arthur. “How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis.” 2015. Web. 21 Feb 2019.

Vancouver:

Drake TA. How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu//available/etd-11202015-133122/ ;.

Council of Science Editors:

Drake TA. How Technology, Strategic Decision Making, and School Context Influence Principals' Use of a Data Warehouse: A Latent Class Growth Analysis. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu//available/etd-11202015-133122/ ;


Vanderbilt University

2. Nguyen, Tuan Dinh. The Theories and Determinants of Teacher Attrition and Retention.

Degree: PhD, Leadership and Policy Studies, 2018, Vanderbilt University

 Teachers represent a critical part of public education and there is compelling interest in retaining teachers. This has led researchers and policy makers to develop… (more)

Subjects/Keywords: teacher attrition; teacher policy; retention

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APA (6th Edition):

Nguyen, T. D. (2018). The Theories and Determinants of Teacher Attrition and Retention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;

Chicago Manual of Style (16th Edition):

Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.

MLA Handbook (7th Edition):

Nguyen, Tuan Dinh. “The Theories and Determinants of Teacher Attrition and Retention.” 2018. Web. 21 Feb 2019.

Vancouver:

Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;.

Council of Science Editors:

Nguyen TD. The Theories and Determinants of Teacher Attrition and Retention. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-05012018-090814/ ;


Vanderbilt University

3. Torre, Daniela. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.

Degree: PhD, Leadership and Policy Studies, 2015, Vanderbilt University

 English learners (Els), defined as students who are identified as needing support learning English in school, are a rapidly growing and underperforming segment of the… (more)

Subjects/Keywords: Peer Effects; Teacher Effectiveness; School Improvement; Education Policy

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APA (6th Edition):

Torre, D. (2015). How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;

Chicago Manual of Style (16th Edition):

Torre, Daniela. “How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;.

MLA Handbook (7th Edition):

Torre, Daniela. “How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination.” 2015. Web. 21 Feb 2019.

Vancouver:

Torre D. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;.

Council of Science Editors:

Torre D. How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-110345/ ;


Vanderbilt University

4. Huff, Jason Taylor. Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise.

Degree: PhD, Leadership and Policy Studies, 2009, Vanderbilt University

 While there is ample criticism of principal certification and professional development programs to equip individuals with the expertise they need, we as a field possess… (more)

Subjects/Keywords: mixed methods; validation; expertise; educational leadership; instructional leadership

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APA (6th Edition):

Huff, J. T. (2009). Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-03232009-131605/ ;

Chicago Manual of Style (16th Edition):

Huff, Jason Taylor. “Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu//available/etd-03232009-131605/ ;.

MLA Handbook (7th Edition):

Huff, Jason Taylor. “Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise.” 2009. Web. 21 Feb 2019.

Vancouver:

Huff JT. Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu//available/etd-03232009-131605/ ;.

Council of Science Editors:

Huff JT. Knowing "How" Is More Than Knowing "That": A Study of Educational Leadership Expertise. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu//available/etd-03232009-131605/ ;

5. Meyers, Coby Vincent. Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers.

Degree: PhD, Leadership and Policy Studies, 2010, Vanderbilt University

 Texasâ recently completed Governorâs Educator Excellence Grant (GEEG) went against the grain somewhat by encouraging participating schools to design their own merit pay plans within… (more)

Subjects/Keywords: educator compensation; education finance; pay-for-performance

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APA (6th Edition):

Meyers, C. V. (2010). Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12042009-062501/ ;

Chicago Manual of Style (16th Edition):

Meyers, Coby Vincent. “Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-12042009-062501/ ;.

MLA Handbook (7th Edition):

Meyers, Coby Vincent. “Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers.” 2010. Web. 21 Feb 2019.

Vancouver:

Meyers CV. Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-12042009-062501/ ;.

Council of Science Editors:

Meyers CV. Teacher pay-for-performance in Texas: an analysis of teacher involvement in and understanding of the GEEG program and its subsequent impact on teachers. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-12042009-062501/ ;

6. Cravens, Xiu Chen. The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals.

Degree: PhD, Leadership and Policy Studies, 2008, Vanderbilt University

 This dissertation explores a framework for effective school leadership that is connected with research, standards and current practices in the United States, and investigates its… (more)

Subjects/Keywords: cross-cultural studies; assessment; education policy; leadership

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APA (6th Edition):

Cravens, X. C. (2008). The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07112008-141301/ ;

Chicago Manual of Style (16th Edition):

Cravens, Xiu Chen. “The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-07112008-141301/ ;.

MLA Handbook (7th Edition):

Cravens, Xiu Chen. “The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals.” 2008. Web. 21 Feb 2019.

Vancouver:

Cravens XC. The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-07112008-141301/ ;.

Council of Science Editors:

Cravens XC. The Cross-Cultural Fit of the Learning-Centered Leadership Framework and Assessment for Chinese Principals. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://etd.library.vanderbilt.edu/available/etd-07112008-141301/ ;

7. Tobin, Kerri Jennifer. Identifying Best Practices for Homeless Students.

Degree: PhD, Leadership and Policy Studies, 2011, Vanderbilt University

 Homeless elementary school students are a vulnerable population. My mixed-methods study looks closely at one large urban district to determine how its homeless students fare… (more)

Subjects/Keywords: homelessness; student achievement; poverty; at-risk students

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APA (6th Edition):

Tobin, K. J. (2011). Identifying Best Practices for Homeless Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07212011-135524/ ;

Chicago Manual of Style (16th Edition):

Tobin, Kerri Jennifer. “Identifying Best Practices for Homeless Students.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-07212011-135524/ ;.

MLA Handbook (7th Edition):

Tobin, Kerri Jennifer. “Identifying Best Practices for Homeless Students.” 2011. Web. 21 Feb 2019.

Vancouver:

Tobin KJ. Identifying Best Practices for Homeless Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-07212011-135524/ ;.

Council of Science Editors:

Tobin KJ. Identifying Best Practices for Homeless Students. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-07212011-135524/ ;

8. Bower, Corey Bunje. Non-School Social Policy and the Achievement Gap between Classes.

Degree: PhD, Leadership and Policy Studies, 2013, Vanderbilt University

 The gaps in achievement and attainment between races and classes have long vexed our educational system, with the former remaining stubbornly stable and the latter… (more)

Subjects/Keywords: health care; housing policy; neighborhood effects; out-of-school time; education policy; human development; human ecology

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APA (6th Edition):

Bower, C. B. (2013). Non-School Social Policy and the Achievement Gap between Classes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07192013-062348/ ;

Chicago Manual of Style (16th Edition):

Bower, Corey Bunje. “Non-School Social Policy and the Achievement Gap between Classes.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed February 21, 2019. http://etd.library.vanderbilt.edu/available/etd-07192013-062348/ ;.

MLA Handbook (7th Edition):

Bower, Corey Bunje. “Non-School Social Policy and the Achievement Gap between Classes.” 2013. Web. 21 Feb 2019.

Vancouver:

Bower CB. Non-School Social Policy and the Achievement Gap between Classes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Feb 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-07192013-062348/ ;.

Council of Science Editors:

Bower CB. Non-School Social Policy and the Achievement Gap between Classes. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-07192013-062348/ ;

.