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You searched for +publisher:"Virginia Tech" +contributor:("Kelly, Michael D."). Showing records 1 – 23 of 23 total matches.

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Virginia Tech

1. Parker, Steven Daniel. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 As the number of public school students identified as living in poverty increases, so does the number of children entering kindergarten with inadequate pre-literacy skills.… (more)

Subjects/Keywords: preschool; literacy; poverty

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APA (6th Edition):

Parker, S. D. (2018). Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83363

Chicago Manual of Style (16th Edition):

Parker, Steven Daniel. “Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/83363.

MLA Handbook (7th Edition):

Parker, Steven Daniel. “Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.” 2018. Web. 28 Feb 2020.

Vancouver:

Parker SD. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/83363.

Council of Science Editors:

Parker SD. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83363


Virginia Tech

2. 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 February 28, 2020. 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. 28 Feb 2020.

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 2020 Feb 28]. 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

3. 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 February 28, 2020. 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. 28 Feb 2020.

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 2020 Feb 28]. 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

4. 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 February 28, 2020. 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. 28 Feb 2020.

Vancouver:

Johnson TE. Professional Development for Secondary School Principals: Delivery, Duration and Discernments. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. 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

5. Wyatt, Wendy Sue. The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions.

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

 The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this… (more)

Subjects/Keywords: online learning; at-risk students; high school dropouts; dropout prevention programs; credit recovery; school discipline policies; and high school graduation

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APA (6th Edition):

Wyatt, W. S. (2017). The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86146

Chicago Manual of Style (16th Edition):

Wyatt, Wendy Sue. “The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/86146.

MLA Handbook (7th Edition):

Wyatt, Wendy Sue. “The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions.” 2017. Web. 28 Feb 2020.

Vancouver:

Wyatt WS. The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/86146.

Council of Science Editors:

Wyatt WS. The Impact of Online Credit Recovery Programs on the On Time Graduation Rate in Virginia School Divisions. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86146


Virginia Tech

6. Pinello, Kimberly Ann. The Relationship between Professional Learning Communities and Student Achievement in Virginia.

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

 Many K-12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is… (more)

Subjects/Keywords: professional learning communities; student achievement

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APA (6th Edition):

Pinello, K. A. (2017). The Relationship between Professional Learning Communities and Student Achievement in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85191

Chicago Manual of Style (16th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85191.

MLA Handbook (7th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Web. 28 Feb 2020.

Vancouver:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85191.

Council of Science Editors:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85191


Virginia Tech

7. Ferebee-Johns, Fontaine Monique. Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation.

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

 Alternative education as defined by Sable, Plotts, and Mitchell (2010), is "a public school that addresses needs of students that typically cannot be met at… (more)

Subjects/Keywords: Alternative Education; At-Risk Student; Educational Leadership; Professional Development

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APA (6th Edition):

Ferebee-Johns, F. M. (2017). Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85222

Chicago Manual of Style (16th Edition):

Ferebee-Johns, Fontaine Monique. “Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85222.

MLA Handbook (7th Edition):

Ferebee-Johns, Fontaine Monique. “Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation.” 2017. Web. 28 Feb 2020.

Vancouver:

Ferebee-Johns FM. Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85222.

Council of Science Editors:

Ferebee-Johns FM. Perceptions of Secondary Alternative School Principals Educating At-Risk Students in Regards to Leadership Preparation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85222


Virginia Tech

8. Catlett, Marceline Rollins. What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study.

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

 In education, women administrators are underrepresented in leadership positions, especially as superintendent. The study examined the following: characteristics and experiences of women superintendents to those… (more)

Subjects/Keywords: female administrators; women in education; female superintendents; male superintendents; underrepresented; gender equity; leadership

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APA (6th Edition):

Catlett, M. R. (2017). What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/87758

Chicago Manual of Style (16th Edition):

Catlett, Marceline Rollins. “What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/87758.

MLA Handbook (7th Edition):

Catlett, Marceline Rollins. “What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study.” 2017. Web. 28 Feb 2020.

Vancouver:

Catlett MR. What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/87758.

Council of Science Editors:

Catlett MR. What Influences Qualified Women Administrators in Virginia to remain in Division Level Positions while others Pursue the Position of Superintendent? – A Qualitative Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/87758


Virginia Tech

9. Sullivan, Molly Lynn. The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators.

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

 The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations… (more)

Subjects/Keywords: Mathematics Attitude; Mathematics Anxiety; Elementary Principal Leadership and Mathematics; Principal Observations and Feedback; elementary teachers and mathematics anxiety

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APA (6th Edition):

Sullivan, M. L. (2017). The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85103

Chicago Manual of Style (16th Edition):

Sullivan, Molly Lynn. “The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85103.

MLA Handbook (7th Edition):

Sullivan, Molly Lynn. “The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators.” 2017. Web. 28 Feb 2020.

Vancouver:

Sullivan ML. The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85103.

Council of Science Editors:

Sullivan ML. The Relationship between the Attitude toward Mathematics and the Frequency of Classroom Observations of Mathematics Lessons by Elementary School Administrators. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85103


Virginia Tech

10. Russ, Jonathan Duane. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 Many school divisions throughout the U.S. are having a difficult time retaining teachers (Darling-Hammond, 2010; Ingersoll, R. M., 2004). 'High levels of attrition, estimated to… (more)

Subjects/Keywords: Teacher Retention; Teacher Attrition; Teacher Mentor Programs

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APA (6th Edition):

Russ, J. D. (2018). Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93596

Chicago Manual of Style (16th Edition):

Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/93596.

MLA Handbook (7th Edition):

Russ, Jonathan Duane. “Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia.” 2018. Web. 28 Feb 2020.

Vancouver:

Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/93596.

Council of Science Editors:

Russ JD. Perspectives of Mentors and Mentees on the Teacher Mentor Program and Teacher Retention in a Small Urban School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93596


Virginia Tech

11. Wright, Chantea Renee. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2019, Virginia Tech

 Professional development (PD) is a tool that provides educators additional training to meet the needs of today’s students. A more in-depth look into teacher feelings… (more)

Subjects/Keywords: professional development

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APA (6th Edition):

Wright, C. R. (2019). Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90779

Chicago Manual of Style (16th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/90779.

MLA Handbook (7th Edition):

Wright, Chantea Renee. “Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement.” 2019. Web. 28 Feb 2020.

Vancouver:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/90779.

Council of Science Editors:

Wright CR. Teacher Perception of Professional Development and Impact on Instructional Practice and Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90779

12. Manigo, Catrina Cherry. The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia.

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

 According to the United States Department of Education, approximately 4,172,347 four year olds are eligible to attend publicly funded preschool programs. Of this number, only… (more)

Subjects/Keywords: Lived experiences; preschool; preschool and parent involvement; attitudes and beliefs about preschool; quality of preschool; history of preschool; impact of preschool attendance; phenomenological research and qualitative studies in preschool; kinderg

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APA (6th Edition):

Manigo, C. C. (2016). The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79629

Chicago Manual of Style (16th Edition):

Manigo, Catrina Cherry. “The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/79629.

MLA Handbook (7th Edition):

Manigo, Catrina Cherry. “The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia.” 2016. Web. 28 Feb 2020.

Vancouver:

Manigo CC. The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/79629.

Council of Science Editors:

Manigo CC. The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79629

13. Harding, Lisa Ann. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.

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

 The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to… (more)

Subjects/Keywords: teacher leadership; capacity building; professional development

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APA (6th Edition):

Harding, L. A. (2017). Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85181

Chicago Manual of Style (16th Edition):

Harding, Lisa Ann. “Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85181.

MLA Handbook (7th Edition):

Harding, Lisa Ann. “Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives.” 2017. Web. 28 Feb 2020.

Vancouver:

Harding LA. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85181.

Council of Science Editors:

Harding LA. Building Teacher Leadership Capacity Through School-Level Supports and Professional Development: Teachers' and Principals' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85181

14. Green, Shawn Devell. Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents.

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

 Educational leadership has been studied and disputed for decades, but it remains an elusive topic. The superintendent is the lead advocate in the school district… (more)

Subjects/Keywords: superintendent; leadership characteristics

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APA (6th Edition):

Green, S. D. (2017). Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85260

Chicago Manual of Style (16th Edition):

Green, Shawn Devell. “Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85260.

MLA Handbook (7th Edition):

Green, Shawn Devell. “Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents.” 2017. Web. 28 Feb 2020.

Vancouver:

Green SD. Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85260.

Council of Science Editors:

Green SD. Perceptions of Current Virginia School Superintendents and Active Board Chairpersons Concerning Essential Leadership Characteristics of Superintendents. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85260

15. Trosper, Shawn T. Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives.

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

 A safe school is defined as a physically and emotionally safe environment where faculty and staff, members of the community, and students perceive that they… (more)

Subjects/Keywords: School Safety; School Culture; Physical Environment; Building Design Elements; Principal Perceptions; Architect Perceptions

…88 APPENDIX H VIRGINIA TECH INSTITUTIONAL RESEARCH BOARD APPROVAL LETTER… 

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APA (6th Edition):

Trosper, S. T. (2017). Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85258

Chicago Manual of Style (16th Edition):

Trosper, Shawn T. “Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85258.

MLA Handbook (7th Edition):

Trosper, Shawn T. “Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives.” 2017. Web. 28 Feb 2020.

Vancouver:

Trosper ST. Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85258.

Council of Science Editors:

Trosper ST. Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85258

16. 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 February 28, 2020. http://hdl.handle.net/10919/85527.

MLA Handbook (7th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Web. 28 Feb 2020.

Vancouver:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. 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

17. White, Daniel Scott. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.

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

 This study measured the relative strength of the relationships among the variables that research has suggested improve teacher attitudes toward co-teaching inclusion. The purpose of… (more)

Subjects/Keywords: Special Education Leadership; Teacher Attitudes; Teacher Preparation; Inclusion

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APA (6th Edition):

White, D. S. (2017). Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85259

Chicago Manual of Style (16th Edition):

White, Daniel Scott. “Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85259.

MLA Handbook (7th Edition):

White, Daniel Scott. “Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia.” 2017. Web. 28 Feb 2020.

Vancouver:

White DS. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85259.

Council of Science Editors:

White DS. Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85259

18. 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

…105 Appendix B Virginia Tech Institutional Review Board Approval Memo… 

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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 February 28, 2020. 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. 28 Feb 2020.

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 2020 Feb 28]. 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

19. Jarvis, Michael Christopher. Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school… (more)

Subjects/Keywords: school facilities; infrastructure; technology; rural schools

…terms were cross-referenced in the Virginia Tech online library Summon search engine, Google… 

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APA (6th Edition):

Jarvis, M. C. (2018). Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/93595

Chicago Manual of Style (16th Edition):

Jarvis, Michael Christopher. “Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/93595.

MLA Handbook (7th Edition):

Jarvis, Michael Christopher. “Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia.” 2018. Web. 28 Feb 2020.

Vancouver:

Jarvis MC. Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/93595.

Council of Science Editors:

Jarvis MC. Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/93595

20. Wilcox, Nicole Marie. Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

 When students perceive their surroundings as being safe and comfortable, they can concentrate on higher order tasks such as learning (Bowen et al., 1998); a… (more)

Subjects/Keywords: Keywords: Safety; School Safety; Perceptions; School Climate; School Shootings

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APA (6th Edition):

Wilcox, N. M. (2018). Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/84532

Chicago Manual of Style (16th Edition):

Wilcox, Nicole Marie. “Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/84532.

MLA Handbook (7th Edition):

Wilcox, Nicole Marie. “Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers.” 2018. Web. 28 Feb 2020.

Vancouver:

Wilcox NM. Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/84532.

Council of Science Editors:

Wilcox NM. Building Features that Impact Perceptions of Safety as Seen Through the Eyes of Students and Teachers. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/84532

21. 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 February 28, 2020. 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. 28 Feb 2020.

Vancouver:

Barnett FF. Principal Leadership Practices Influence on Teacher Retention in Urban, Hard-to-Staff Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. 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

22. 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

…Information Center (ERIC), and the Virginia Tech Library Summons program to search for… …available in full text format. Google Scholar and Virginia Tech Summons search engines yielded… 

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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 February 28, 2020. 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. 28 Feb 2020.

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 2020 Feb 28]. 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

23. Perkins, Lisa Marie. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.

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

 The literature shows that school attendance matters. Time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional… (more)

Subjects/Keywords: attendance; discipline; suspensions; school-wide positive behavior interventions and supports

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APA (6th Edition):

Perkins, L. M. (2017). School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85213

Chicago Manual of Style (16th Edition):

Perkins, Lisa Marie. “School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 28, 2020. http://hdl.handle.net/10919/85213.

MLA Handbook (7th Edition):

Perkins, Lisa Marie. “School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools.” 2017. Web. 28 Feb 2020.

Vancouver:

Perkins LM. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10919/85213.

Council of Science Editors:

Perkins LM. School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85213

.