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You searched for +publisher:"Virginia Tech" +contributor:("Cash, Carol S."). Showing records 1 – 30 of 140 total matches.

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Virginia Tech

1. Palmer, Karen Smith. A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia.

Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech

 In the Commonwealth of Virginia, gifted education plans are submitted to the state every five years for state approval. The plans must indicate the use… (more)

Subjects/Keywords: gifted education; identification; gifted identification; gifted; gifted minorities

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APA (6th Edition):

Palmer, K. S. (2009). A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29637

Chicago Manual of Style (16th Edition):

Palmer, Karen Smith. “A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/29637.

MLA Handbook (7th Edition):

Palmer, Karen Smith. “A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia.” 2009. Web. 18 Apr 2019.

Vancouver:

Palmer KS. A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/29637.

Council of Science Editors:

Palmer KS. A Comparison of Criteria used in Gifted Identification in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/29637


Virginia Tech

2. Porter, Michelle Kaye. A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 This qualitative case study analyzes the underrepresentation of minority students in Advanced Placement (AP) courses in Virginia high schools and examines the influences that encourage… (more)

Subjects/Keywords: advanced placement; black students; equitable access; leadership impact; minority; participation gaps; principals'actions; principals' beliefs; representation

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APA (6th Edition):

Porter, M. K. (2017). A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85261

Chicago Manual of Style (16th Edition):

Porter, Michelle Kaye. “A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85261.

MLA Handbook (7th Edition):

Porter, Michelle Kaye. “A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District.” 2017. Web. 18 Apr 2019.

Vancouver:

Porter MK. A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85261.

Council of Science Editors:

Porter MK. A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85261


Virginia Tech

3. Wilkerson, Crystal Lynn. Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 New initiatives involving the use and implementation of technology are being put into place in many school systems across the country to help students acquire… (more)

Subjects/Keywords: one-to-one devices; principal leadership; device implementation; pedagogy

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APA (6th Edition):

Wilkerson, C. L. (2017). Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85262

Chicago Manual of Style (16th Edition):

Wilkerson, Crystal Lynn. “Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85262.

MLA Handbook (7th Edition):

Wilkerson, Crystal Lynn. “Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia.” 2017. Web. 18 Apr 2019.

Vancouver:

Wilkerson CL. Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85262.

Council of Science Editors:

Wilkerson CL. Perceptions of School Leaders for One-to-One Device Implementation in K-5 Elementary Schools in One Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85262


Virginia Tech

4. Thomas, Chevese Renee. Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work… (more)

Subjects/Keywords: teacher evaluation; teacher supervision; supervision of instruction; teacher growth

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APA (6th Edition):

Thomas, C. R. (2017). Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85415

Chicago Manual of Style (16th Edition):

Thomas, Chevese Renee. “Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85415.

MLA Handbook (7th Edition):

Thomas, Chevese Renee. “Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.” 2017. Web. 18 Apr 2019.

Vancouver:

Thomas CR. Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85415.

Council of Science Editors:

Thomas CR. Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85415


Virginia Tech

5. Walter, Glenda Powell. Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 The intent of this non-experimental correlational and comparative study was to determine the extent to which self-efficacy predicts student achievement as well as the differences… (more)

Subjects/Keywords: principal leadership; turnaround schools; poverty; school improvement; student achievement; and principal self-efficacy

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APA (6th Edition):

Walter, G. P. (2017). Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85468

Chicago Manual of Style (16th Edition):

Walter, Glenda Powell. “Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85468.

MLA Handbook (7th Edition):

Walter, Glenda Powell. “Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division.” 2017. Web. 18 Apr 2019.

Vancouver:

Walter GP. Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85468.

Council of Science Editors:

Walter GP. Principal Self-efficacy as a Predictor of Student Achievement and Differences among Principals at Turnaround Versus Fully Accredited Schools in One Urban Virginia School Division. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85468


Virginia Tech

6. Casey, Maxine Austin. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda,… (more)

Subjects/Keywords: overrepresentation; special education; minorities; disproportionate; disproportionality; proportionality; risk-ratio; socio-economics; and poverty

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APA (6th Edition):

Casey, M. A. (2017). Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85469

Chicago Manual of Style (16th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85469.

MLA Handbook (7th Edition):

Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Web. 18 Apr 2019.

Vancouver:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85469.

Council of Science Editors:

Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85469


Virginia Tech

7. Johnson, Timothy Erskine. Professional Development for Secondary School Principals: Delivery, Duration and Discernments.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 School leaders are charged with the articulation of a clear vision for bringing about school change and providing students with an instructional program that promotes… (more)

Subjects/Keywords: accreditation; principal; professional development

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APA (6th Edition):

Johnson, T. E. (2017). Professional Development for Secondary School Principals: Delivery, Duration and Discernments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85526

Chicago Manual of Style (16th Edition):

Johnson, Timothy Erskine. “Professional Development for Secondary School Principals: Delivery, Duration and Discernments.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85526.

MLA Handbook (7th Edition):

Johnson, Timothy Erskine. “Professional Development for Secondary School Principals: Delivery, Duration and Discernments.” 2017. Web. 18 Apr 2019.

Vancouver:

Johnson TE. Professional Development for Secondary School Principals: Delivery, Duration and Discernments. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85526.

Council of Science Editors:

Johnson TE. Professional Development for Secondary School Principals: Delivery, Duration and Discernments. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85526


Virginia Tech

8. Irwin, Bartholomew. Teacher Attitudes Toward Teacher Evaluation.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining… (more)

Subjects/Keywords: teacher evaluation; teacher transfer; student growth measure

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APA (6th Edition):

Irwin, B. (2017). Teacher Attitudes Toward Teacher Evaluation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85527

Chicago Manual of Style (16th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85527.

MLA Handbook (7th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Web. 18 Apr 2019.

Vancouver:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85527.

Council of Science Editors:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85527


Virginia Tech

9. Barnett, Felicia Foster. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Teacher retention is a growing issue that plagues schools across America (Grissom, 2011). Consequently, urban high poverty, high minority schools face even greater challenges as… (more)

Subjects/Keywords: teacher retention; teacher job satisfaction; teacher attrition; urban schools; principal leadership; hard to staff schools; and leadership characteristics

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APA (6th Edition):

Barnett, F. F. (2017). Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85529

Chicago Manual of Style (16th Edition):

Barnett, Felicia Foster. “Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85529.

MLA Handbook (7th Edition):

Barnett, Felicia Foster. “Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools.” 2017. Web. 18 Apr 2019.

Vancouver:

Barnett FF. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85529.

Council of Science Editors:

Barnett FF. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85529


Virginia Tech

10. Jones, Jataune Norkeisha. An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Students with disabilities have historically underperformed on achievement tests in comparison to their non-disabled peers (Eckes and Swando, 2009; Hurt, 2012). This qualitative study explored… (more)

Subjects/Keywords: Academic Achievement; Perceptions; School Factors; Special Education; Standards of Learning; Student Achievement; Student with Disability

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APA (6th Edition):

Jones, J. N. (2017). An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85565

Chicago Manual of Style (16th Edition):

Jones, Jataune Norkeisha. “An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/85565.

MLA Handbook (7th Edition):

Jones, Jataune Norkeisha. “An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia.” 2017. Web. 18 Apr 2019.

Vancouver:

Jones JN. An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/85565.

Council of Science Editors:

Jones JN. An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85565


Virginia Tech

11. McLean, Paul Douglas. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.

Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 Abstract The No Child Left Behind legislation has served to make educators throughout the country more aware of the need to increase student academic performance… (more)

Subjects/Keywords: student achievement; building conditions; teacher quality

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APA (6th Edition):

McLean, P. D. (2011). A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26762

Chicago Manual of Style (16th Edition):

McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26762.

MLA Handbook (7th Edition):

McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Web. 18 Apr 2019.

Vancouver:

McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26762.

Council of Science Editors:

McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26762


Virginia Tech

12. Thompson, Phillip Joel. The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 This dissertation examined the possible influence a complete renovation of a school facility had on student achievement as measured by performance on the Standards of… (more)

Subjects/Keywords: renovation; construction; school facilities; achievement; high school

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APA (6th Edition):

Thompson, P. J. (2014). The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71286

Chicago Manual of Style (16th Edition):

Thompson, Phillip Joel. “The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/71286.

MLA Handbook (7th Edition):

Thompson, Phillip Joel. “The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools.” 2014. Web. 18 Apr 2019.

Vancouver:

Thompson PJ. The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/71286.

Council of Science Editors:

Thompson PJ. The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71286


Virginia Tech

13. Brown, Michael James. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The study's purpose was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced… (more)

Subjects/Keywords: Student Achievement; Student Attendance; School Culture; Student Socioeconomic Status; Large and Small High School Population Size; Minority Population; Teacher Quality

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APA (6th Edition):

Brown, M. J. (2015). A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72266

Chicago Manual of Style (16th Edition):

Brown, Michael James. “A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/72266.

MLA Handbook (7th Edition):

Brown, Michael James. “A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.” 2015. Web. 18 Apr 2019.

Vancouver:

Brown MJ. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/72266.

Council of Science Editors:

Brown MJ. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72266


Virginia Tech

14. Wolfe, Christine R. Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to use quantitative data to answer the overarching question, what behaviors develop mutual trust, and what is its association… (more)

Subjects/Keywords: principal; teacher; trust

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APA (6th Edition):

Wolfe, C. R. (2010). Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26547

Chicago Manual of Style (16th Edition):

Wolfe, Christine R. “Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26547.

MLA Handbook (7th Edition):

Wolfe, Christine R. “Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.” 2010. Web. 18 Apr 2019.

Vancouver:

Wolfe CR. Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26547.

Council of Science Editors:

Wolfe CR. Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26547


Virginia Tech

15. Barber, Ryan Neal. TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to determine if the instructional and organizational needs of educators were fully met in school buildings constructed through the… (more)

Subjects/Keywords: public/private partnerships; school facilities; engagement and input in planning; satisfaction with the completed school facility

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APA (6th Edition):

Barber, R. N. (2015). TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72847

Chicago Manual of Style (16th Edition):

Barber, Ryan Neal. “TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/72847.

MLA Handbook (7th Edition):

Barber, Ryan Neal. “TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.” 2015. Web. 18 Apr 2019.

Vancouver:

Barber RN. TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/72847.

Council of Science Editors:

Barber RN. TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72847


Virginia Tech

16. Boyd, Jesse Travis. Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to determine the extent to which online credit recovery is effective at allowing students to regain lost credits and… (more)

Subjects/Keywords: dropout; at-risk students; dropout prevention programs; credit recovery; and online learning

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APA (6th Edition):

Boyd, J. T. (2015). Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72860

Chicago Manual of Style (16th Edition):

Boyd, Jesse Travis. “Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/72860.

MLA Handbook (7th Edition):

Boyd, Jesse Travis. “Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School.” 2015. Web. 18 Apr 2019.

Vancouver:

Boyd JT. Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/72860.

Council of Science Editors:

Boyd JT. Online Credit Recovery as an Effective Intervention for American Students at  Risk of Dropping Out of High School. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72860


Virginia Tech

17. Johnson Jr., Robert Russa. The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that… (more)

Subjects/Keywords: All-Black High Schools; Blacks; Desegregation; Integration; Segregation

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APA (6th Edition):

Johnson Jr., R. R. (2015). The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72900

Chicago Manual of Style (16th Edition):

Johnson Jr., Robert Russa. “The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/72900.

MLA Handbook (7th Edition):

Johnson Jr., Robert Russa. “The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School.” 2015. Web. 18 Apr 2019.

Vancouver:

Johnson Jr. RR. The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/72900.

Council of Science Editors:

Johnson Jr. RR. The Addisonians:  The Experiences of Students Who Attended Lucy Addison High School. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72900

18. Pope, Sharon Elaine. A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in… (more)

Subjects/Keywords: assistant principal; self-efficacy; organizational efficacy; job preparation experiences; human capital management

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APA (6th Edition):

Pope, S. E. (2015). A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73164

Chicago Manual of Style (16th Edition):

Pope, Sharon Elaine. “A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73164.

MLA Handbook (7th Edition):

Pope, Sharon Elaine. “A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.” 2015. Web. 18 Apr 2019.

Vancouver:

Pope SE. A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73164.

Council of Science Editors:

Pope SE. A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73164


Virginia Tech

19. Burnett, Zenia. Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Historically, there are persistent diploma gaps permeating between general education students and students with disabilities. In comparison to their peers, there are fewer youth with… (more)

Subjects/Keywords: special education; achievement outcomes; diploma type; graduation rate; diploma gap

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APA (6th Edition):

Burnett, Z. (2015). Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73174

Chicago Manual of Style (16th Edition):

Burnett, Zenia. “Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73174.

MLA Handbook (7th Edition):

Burnett, Zenia. “Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study.” 2015. Web. 18 Apr 2019.

Vancouver:

Burnett Z. Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73174.

Council of Science Editors:

Burnett Z. Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities:  A Delphi Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73174


Virginia Tech

20. Lipscomb, Kecia Ormond. Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the… (more)

Subjects/Keywords: Effective Communication; Parental Involvement

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APA (6th Edition):

Lipscomb, K. O. (2015). Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73213

Chicago Manual of Style (16th Edition):

Lipscomb, Kecia Ormond. “Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73213.

MLA Handbook (7th Edition):

Lipscomb, Kecia Ormond. “Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.” 2015. Web. 18 Apr 2019.

Vancouver:

Lipscomb KO. Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73213.

Council of Science Editors:

Lipscomb KO. Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73213


Virginia Tech

21. Ramsey, Stefanie Celine. The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes… (more)

Subjects/Keywords: High school; athletes and academics; dropouts; urban males; graduation rates; academic success; at-risk students

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APA (6th Edition):

Ramsey, S. C. (2015). The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73316

Chicago Manual of Style (16th Edition):

Ramsey, Stefanie Celine. “The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73316.

MLA Handbook (7th Edition):

Ramsey, Stefanie Celine. “The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia.” 2015. Web. 18 Apr 2019.

Vancouver:

Ramsey SC. The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73316.

Council of Science Editors:

Ramsey SC. The Relationship Between Participation in  Football and GPA, Discipline, and Attendance of Urban Male High School Athletes  Before and After the Introduction of the  2.0 GPA Play Policy in One School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73316


Virginia Tech

22. Thomas III, Harry R. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban… (more)

Subjects/Keywords: Principal Preparation Programs; Professional Learning; Instructional Efficacy

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APA (6th Edition):

Thomas III, H. R. (2015). The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73327

Chicago Manual of Style (16th Edition):

Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73327.

MLA Handbook (7th Edition):

Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  .” 2015. Web. 18 Apr 2019.

Vancouver:

Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73327.

Council of Science Editors:

Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  . [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73327


Virginia Tech

23. Nabors, Autumn Nicole. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous… (more)

Subjects/Keywords: Teacher Evaluation; Feedback; Teacher Perceptions; Teacher Effectiveness

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APA (6th Edition):

Nabors, A. N. (2015). Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73330

Chicago Manual of Style (16th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73330.

MLA Handbook (7th Edition):

Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 18 Apr 2019.

Vancouver:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73330.

Council of Science Editors:

Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher  Professional Growth in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73330


Virginia Tech

24. Leonard, Nancy Hardie. What School Factors Influence Teachers' Perceptions of Safety.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 The purpose of the study was to describe factors that make teachers feel safe in their classrooms and school buildings. An in-depth exploration of contributing… (more)

Subjects/Keywords: school facilities; colleagues; safety policies; and administrative practices

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APA (6th Edition):

Leonard, N. H. (2016). What School Factors Influence Teachers' Perceptions of Safety. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73677

Chicago Manual of Style (16th Edition):

Leonard, Nancy Hardie. “What School Factors Influence Teachers' Perceptions of Safety.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73677.

MLA Handbook (7th Edition):

Leonard, Nancy Hardie. “What School Factors Influence Teachers' Perceptions of Safety.” 2016. Web. 18 Apr 2019.

Vancouver:

Leonard NH. What School Factors Influence Teachers' Perceptions of Safety. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73677.

Council of Science Editors:

Leonard NH. What School Factors Influence Teachers' Perceptions of Safety. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/73677


Virginia Tech

25. Davis III, Bernard Sydnor. A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the… (more)

Subjects/Keywords: CTE; leadership; education; characteristics

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APA (6th Edition):

Davis III, B. S. (2015). A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73813

Chicago Manual of Style (16th Edition):

Davis III, Bernard Sydnor. “A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/73813.

MLA Handbook (7th Edition):

Davis III, Bernard Sydnor. “A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.” 2015. Web. 18 Apr 2019.

Vancouver:

Davis III BS. A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/73813.

Council of Science Editors:

Davis III BS. A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73813


Virginia Tech

26. Parker, Beverly Adams Lancaster. A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness.

Degree: PhD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 The national push for increased accountability, the demand for academic achievement for all students, as defined by high-stakes testing, and sanctions imposed on public schools… (more)

Subjects/Keywords: principal; leadership; school effectiveness; student achievement; school culture; school improvement

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APA (6th Edition):

Parker, B. A. L. (2015). A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74301

Chicago Manual of Style (16th Edition):

Parker, Beverly Adams Lancaster. “A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/74301.

MLA Handbook (7th Edition):

Parker, Beverly Adams Lancaster. “A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness.” 2015. Web. 18 Apr 2019.

Vancouver:

Parker BAL. A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/74301.

Council of Science Editors:

Parker BAL. A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/74301


Virginia Tech

27. Shifflett, Jr., Douglas Wayne. A Study of Teacher Experiences During a Renovation Project.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to investigate and report teacher perceptions during a renovation project. A quantitative analysis of six demographic variables and a… (more)

Subjects/Keywords: renovation project; teacher satisfaction; teacher experiences; teacher recommendations

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APA (6th Edition):

Shifflett, Jr., D. W. (2010). A Study of Teacher Experiences During a Renovation Project. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26572

Chicago Manual of Style (16th Edition):

Shifflett, Jr., Douglas Wayne. “A Study of Teacher Experiences During a Renovation Project.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26572.

MLA Handbook (7th Edition):

Shifflett, Jr., Douglas Wayne. “A Study of Teacher Experiences During a Renovation Project.” 2010. Web. 18 Apr 2019.

Vancouver:

Shifflett, Jr. DW. A Study of Teacher Experiences During a Renovation Project. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26572.

Council of Science Editors:

Shifflett, Jr. DW. A Study of Teacher Experiences During a Renovation Project. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26572


Virginia Tech

28. Catina, Kathryn L. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study… (more)

Subjects/Keywords: ESOL; ELL; SIOP

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APA (6th Edition):

Catina, K. L. (2010). Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26600

Chicago Manual of Style (16th Edition):

Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26600.

MLA Handbook (7th Edition):

Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Web. 18 Apr 2019.

Vancouver:

Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26600.

Council of Science Editors:

Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26600


Virginia Tech

29. Alday, Kerry N. An Historical Analysis of the Development of National Board Certification Stipends in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of Virginia. This… (more)

Subjects/Keywords: National Board Certification; Teacher Leadership; Improving Low-Performing Schools; Effective Teachers; National Board for Professional Teaching Standards

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APA (6th Edition):

Alday, K. N. (2011). An Historical Analysis of the Development of National Board Certification Stipends in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26633

Chicago Manual of Style (16th Edition):

Alday, Kerry N. “An Historical Analysis of the Development of National Board Certification Stipends in Virginia.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26633.

MLA Handbook (7th Edition):

Alday, Kerry N. “An Historical Analysis of the Development of National Board Certification Stipends in Virginia.” 2011. Web. 18 Apr 2019.

Vancouver:

Alday KN. An Historical Analysis of the Development of National Board Certification Stipends in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26633.

Council of Science Editors:

Alday KN. An Historical Analysis of the Development of National Board Certification Stipends in Virginia. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26633


Virginia Tech

30. Gwynne-Atwater, Angela. An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

 Educational Leadership is faced with the requirements designated under the No Child Left Behind (NCLB) Act of 2001. Included in this legislation are the requirements… (more)

Subjects/Keywords: preschool special education; autism; program evaluation; professional development

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APA (6th Edition):

Gwynne-Atwater, A. (2011). An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26635

Chicago Manual of Style (16th Edition):

Gwynne-Atwater, Angela. “An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/26635.

MLA Handbook (7th Edition):

Gwynne-Atwater, Angela. “An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors.” 2011. Web. 18 Apr 2019.

Vancouver:

Gwynne-Atwater A. An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/26635.

Council of Science Editors:

Gwynne-Atwater A. An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26635

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