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

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Vanderbilt University

1. Swain, Walker Alexander. Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies.

Degree: PhD, Leadership and Policy Studies, 2017, Vanderbilt University

 American children of lower-income, Black, or Hispanic parents are more likely to suffer from poorer health, poorer academic performance, and ultimately poorer earnings, higher imprisonment,… (more)

Subjects/Keywords: teacher retention; school health; health insurance

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APA (6th Edition):

Swain, W. A. (2017). Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08052017-205755/ ;

Chicago Manual of Style (16th Edition):

Swain, Walker Alexander. “Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-08052017-205755/ ;.

MLA Handbook (7th Edition):

Swain, Walker Alexander. “Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies.” 2017. Web. 19 Oct 2019.

Vancouver:

Swain WA. Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-08052017-205755/ ;.

Council of Science Editors:

Swain WA. Combatting Poverty by Improving Children's Access to Health Services and Effective Teaching: An Evaluation of Three Social Policies. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-08052017-205755/ ;


Vanderbilt University

2. Hunter, Seth Baxter. Identifying the Effects of Classroom Observations on Teacher Performance.

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

 In 2013 the Tennessee Board of Education adopted a policy introducing discontinuities in the number of observations assigned to teachers based on their prior level… (more)

Subjects/Keywords: teacher evaluation; education policy; classroom observations

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APA (6th Edition):

Hunter, S. B. (2018). Identifying the Effects of Classroom Observations on Teacher Performance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06132018-122040/ ;

Chicago Manual of Style (16th Edition):

Hunter, Seth Baxter. “Identifying the Effects of Classroom Observations on Teacher Performance.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-06132018-122040/ ;.

MLA Handbook (7th Edition):

Hunter, Seth Baxter. “Identifying the Effects of Classroom Observations on Teacher Performance.” 2018. Web. 19 Oct 2019.

Vancouver:

Hunter SB. Identifying the Effects of Classroom Observations on Teacher Performance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-06132018-122040/ ;.

Council of Science Editors:

Hunter SB. Identifying the Effects of Classroom Observations on Teacher Performance. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-06132018-122040/ ;


Vanderbilt University

3. Rosenquist, Brooks Alexander. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.

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

 The recent adoption of career and college ready standards also coincides with the adoption of new statewide accountability assessments aligned to these standards. While the… (more)

Subjects/Keywords: education policy; standards; assessment; teacher value-added

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APA (6th Edition):

Rosenquist, B. A. (2018). Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;

Chicago Manual of Style (16th Edition):

Rosenquist, Brooks Alexander. “Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;.

MLA Handbook (7th Edition):

Rosenquist, Brooks Alexander. “Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts.” 2018. Web. 19 Oct 2019.

Vancouver:

Rosenquist BA. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;.

Council of Science Editors:

Rosenquist BA. Are State Assessments Aligned to College and Career Ready Standards More Sensitive to Ambitious Instruction in Mathematics?: Evidence from Two Large Urban School Districts. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-03262018-093930/ ;

4. Bose, Nayana. Evaluating the Impact of India's National Rural Employment Guarantee Scheme.

Degree: PhD, Economics, 2015, Vanderbilt University

 I study Indiaâs National Rural Employment Guarantee Scheme (NREGS) which guarantees up to a hundred days of employment in public works to rural households that… (more)

Subjects/Keywords: National Rural Employment Guarantee Program; National Rural Employment Guarantee Scheme; India

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APA (6th Edition):

Bose, N. (2015). Evaluating the Impact of India's National Rural Employment Guarantee Scheme. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03222015-124224/ ;

Chicago Manual of Style (16th Edition):

Bose, Nayana. “Evaluating the Impact of India's National Rural Employment Guarantee Scheme.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-03222015-124224/ ;.

MLA Handbook (7th Edition):

Bose, Nayana. “Evaluating the Impact of India's National Rural Employment Guarantee Scheme.” 2015. Web. 19 Oct 2019.

Vancouver:

Bose N. Evaluating the Impact of India's National Rural Employment Guarantee Scheme. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-03222015-124224/ ;.

Council of Science Editors:

Bose N. Evaluating the Impact of India's National Rural Employment Guarantee Scheme. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-03222015-124224/ ;

5. Fang, Meisha. Has No Child Left Behind Enhanced School Efficiency.

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

 Public schools have been found to be inefficient in producing education outcomes. Few studies, however, have investigated the sources of inefficiency in education. Lack of… (more)

Subjects/Keywords: School Efficiency; No Child Left Behind; Data Envelopment Analysis; Two Stage Analysis

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APA (6th Edition):

Fang, M. (2010). Has No Child Left Behind Enhanced School Efficiency. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03312010-141218/ ;

Chicago Manual of Style (16th Edition):

Fang, Meisha. “Has No Child Left Behind Enhanced School Efficiency.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-03312010-141218/ ;.

MLA Handbook (7th Edition):

Fang, Meisha. “Has No Child Left Behind Enhanced School Efficiency.” 2010. Web. 19 Oct 2019.

Vancouver:

Fang M. Has No Child Left Behind Enhanced School Efficiency. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-03312010-141218/ ;.

Council of Science Editors:

Fang M. Has No Child Left Behind Enhanced School Efficiency. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-03312010-141218/ ;

6. Redding, Christopher Hyde. The Determinants and Consequences of Within-Year Teacher Turnover.

Degree: PhD, Leadership and Policy Studies, 2017, Vanderbilt University

 A substantial literature has emerged to describe teachersâ systematic labor patterns. A fundamental assumption of this literature has been that teacher turnover occurs between school… (more)

Subjects/Keywords: Teacher turnover; teacher education; student achievement

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APA (6th Edition):

Redding, C. H. (2017). The Determinants and Consequences of Within-Year Teacher Turnover. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03272017-120345/ ;

Chicago Manual of Style (16th Edition):

Redding, Christopher Hyde. “The Determinants and Consequences of Within-Year Teacher Turnover.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-03272017-120345/ ;.

MLA Handbook (7th Edition):

Redding, Christopher Hyde. “The Determinants and Consequences of Within-Year Teacher Turnover.” 2017. Web. 19 Oct 2019.

Vancouver:

Redding CH. The Determinants and Consequences of Within-Year Teacher Turnover. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-03272017-120345/ ;.

Council of Science Editors:

Redding CH. The Determinants and Consequences of Within-Year Teacher Turnover. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03272017-120345/ ;

7. Kurz, Alexander. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.

Degree: PhD, Special Education, 2011, Vanderbilt University

 For purposes of this study, I developed an OTL measurement tool called the Instructional Learning Opportunities Guidance System (MyiLOGS) to quantify the extent to which… (more)

Subjects/Keywords: Opportunity-to-learn; intended curriculum model; differentiated opportunity structure; validity; equality; access

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APA (6th Edition):

Kurz, A. (2011). Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;

Chicago Manual of Style (16th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

MLA Handbook (7th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Web. 19 Oct 2019.

Vancouver:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

Council of Science Editors:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;


Vanderbilt University

8. Stuit, David Alan. A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement.

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

 The objective of this dissertation is to understand the circumstances under which non-experimental methods yield unbiased estimates of the effect of magnet school attendance on… (more)

Subjects/Keywords: selection bias; school choice; Quantitative research methods; magnet schools

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APA (6th Edition):

Stuit, D. A. (2009). A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-10052009-210839/ ;

Chicago Manual of Style (16th Edition):

Stuit, David Alan. “A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed October 19, 2019. http://etd.library.vanderbilt.edu/available/etd-10052009-210839/ ;.

MLA Handbook (7th Edition):

Stuit, David Alan. “A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement.” 2009. Web. 19 Oct 2019.

Vancouver:

Stuit DA. A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2019 Oct 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-10052009-210839/ ;.

Council of Science Editors:

Stuit DA. A comparative analysis of non-experimental methods for estimating the impact of magnet school enrollment on student achievement. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-10052009-210839/ ;

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