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You searched for +publisher:"Virginia Tech" +contributor:("Price, Ted S"). Showing records 1 – 30 of 58 total matches.

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Virginia Tech

1. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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

2. Monroe, Herbert Thomas. District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team.

Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech

 A review of the available research indicates that relatively little is known about how districts employ Academic Achievement Teams or similar mechanisms to reduce declines… (more)

Subjects/Keywords: Instructional Leadership; Low Performing Schools; At-Risk Schools; Leadership Qualities and Practices; Monitoring Data; and Enha

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APA (6th Edition):

Monroe, H. T. (2013). District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19266

Chicago Manual of Style (16th Edition):

Monroe, Herbert Thomas. “District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/19266.

MLA Handbook (7th Edition):

Monroe, Herbert Thomas. “District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team.” 2013. Web. 15 Feb 2019.

Vancouver:

Monroe HT. District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/19266.

Council of Science Editors:

Monroe HT. District Leadership Practices that Enhance and Sustain Student Achievement at the Elementary School Level Through the Use of the Academic Achievement Team. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19266


Virginia Tech

3. 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

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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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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

4. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


Virginia Tech

5. 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 15, 2019. 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. 15 Feb 2019.

Vancouver:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Feb 15]. 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

6. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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

7. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


Virginia Tech

8. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


Virginia Tech

9. 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 February 15, 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. 15 Feb 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 Feb 15]. 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

10. 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 15, 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. 15 Feb 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 Feb 15]. 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

11. 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 February 15, 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. 15 Feb 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 Feb 15]. 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

12. 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 15, 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. 15 Feb 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 Feb 15]. 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

13. 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 15, 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. 15 Feb 2019.

Vancouver:

Johnson TE. Professional Development for Secondary School Principals: Delivery, Duration and Discernments. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Feb 15]. 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

14. 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 15, 2019. http://hdl.handle.net/10919/85527.

MLA Handbook (7th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Web. 15 Feb 2019.

Vancouver:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Feb 15]. 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

15. 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 15, 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. 15 Feb 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 Feb 15]. 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

16. 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 February 15, 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. 15 Feb 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 Feb 15]. 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

17. Eary, Wesley W. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.

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

 Many new teachers will be hired in the decades to come. A school administrator screening candidates for teaching positions is faced with a decision that… (more)

Subjects/Keywords: teacher dispositions; teacher characteristics; dispositions; teacher employment criteria; teacher effectiveness

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APA (6th Edition):

Eary, W. W. (2016). SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81540

Chicago Manual of Style (16th Edition):

Eary, Wesley W. “SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/81540.

MLA Handbook (7th Edition):

Eary, Wesley W. “SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY.” 2016. Web. 15 Feb 2019.

Vancouver:

Eary WW. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/81540.

Council of Science Editors:

Eary WW. SCHOOL ADMINISTRATORS' IDENTIFICATION OF DESIRABLE DISPOSITIONS IN NEW TEACHER CANDIDATES: A FOCUS GROUP STUDY. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81540


Virginia Tech

18. Carter, Freeman Darnell. Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study.

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

 Generation X and Millennial Generation Assistant Principals' Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study Freeman Darnell Carter Abstract Employment figures… (more)

Subjects/Keywords: Generational Identity Theory; Generation X; Millennial; Principalship Perceptions

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APA (6th Edition):

Carter, F. D. (2016). Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81877

Chicago Manual of Style (16th Edition):

Carter, Freeman Darnell. “Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/81877.

MLA Handbook (7th Edition):

Carter, Freeman Darnell. “Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study.” 2016. Web. 15 Feb 2019.

Vancouver:

Carter FD. Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/81877.

Council of Science Editors:

Carter FD. Generation X and Millennial Generation Assistant Principals'  Perceptions of the Challenges and Rewards of the Principalship A Qualitative Study. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81877


Virginia Tech

19. Rossini, Elizabeth Mary. Administrators' Perceptions of Using Social Media as a Tool for Learning.

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

 The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a… (more)

Subjects/Keywords: Social Media; Social Technology; Technology Integration; Principals; Administrators; Informal Learning; Digital Literacy

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APA (6th Edition):

Rossini, E. M. (2016). Administrators' Perceptions of Using Social Media as a Tool for Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82345

Chicago Manual of Style (16th Edition):

Rossini, Elizabeth Mary. “Administrators' Perceptions of Using Social Media as a Tool for Learning.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/82345.

MLA Handbook (7th Edition):

Rossini, Elizabeth Mary. “Administrators' Perceptions of Using Social Media as a Tool for Learning.” 2016. Web. 15 Feb 2019.

Vancouver:

Rossini EM. Administrators' Perceptions of Using Social Media as a Tool for Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/82345.

Council of Science Editors:

Rossini EM. Administrators' Perceptions of Using Social Media as a Tool for Learning. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/82345


Virginia Tech

20. 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 15, 2019. 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. 15 Feb 2019.

Vancouver:

Parker SD. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Feb 15]. 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

21. 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 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


Virginia Tech

22. Perera, Agnella Katrise. Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency.

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

 Females currently represent the largest number of teachers in the United States but yet they represent the smallest number of superintendents (Miller, 2009). While female… (more)

Subjects/Keywords: female superintendents; career anchors; personal factors; professional factors; leadership

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APA (6th Edition):

Perera, A. K. (2014). Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64244

Chicago Manual of Style (16th Edition):

Perera, Agnella Katrise. “Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/64244.

MLA Handbook (7th Edition):

Perera, Agnella Katrise. “Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency.” 2014. Web. 15 Feb 2019.

Vancouver:

Perera AK. Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/64244.

Council of Science Editors:

Perera AK. Perceptions of Females in Virginia Regarding the Personal and Professional Factors Impacting Their Career Paths to the Superintendency. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64244


Virginia Tech

23. Daniel, David S. School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools.

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

 The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and… (more)

Subjects/Keywords: Response to Intervention; Middle School; Secondary Schools; School Improvement; Achievement Gap

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APA (6th Edition):

Daniel, D. S. (2015). School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64281

Chicago Manual of Style (16th Edition):

Daniel, David S. “School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/64281.

MLA Handbook (7th Edition):

Daniel, David S. “School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools.” 2015. Web. 15 Feb 2019.

Vancouver:

Daniel DS. School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/64281.

Council of Science Editors:

Daniel DS. School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64281


Virginia Tech

24. Coppage-Miller, Jacqueline C. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.

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

 The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended… (more)

Subjects/Keywords: accountability; high-stakes testing; principal

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APA (6th Edition):

Coppage-Miller, J. C. (2014). Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56674

Chicago Manual of Style (16th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/56674.

MLA Handbook (7th Edition):

Coppage-Miller, Jacqueline C. “Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing.” 2014. Web. 15 Feb 2019.

Vancouver:

Coppage-Miller JC. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/56674.

Council of Science Editors:

Coppage-Miller JC. Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56674


Virginia Tech

25. Isbell, Angela Lake. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.

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

 The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one… (more)

Subjects/Keywords: school climate; Title I; school accreditation

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APA (6th Edition):

Isbell, A. L. (2014). A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56675

Chicago Manual of Style (16th Edition):

Isbell, Angela Lake. “A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/56675.

MLA Handbook (7th Edition):

Isbell, Angela Lake. “A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.” 2014. Web. 15 Feb 2019.

Vancouver:

Isbell AL. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/56675.

Council of Science Editors:

Isbell AL. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56675


Virginia Tech

26. Hunley-Stukes, Deborah Arnita. Professional Development Offerings for Principals in the Commonwealth of Virginia.

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

 As the instructional leader, principals must engage in on-going professional development training for their learning and to aid in improving student achievement (Grande, 2012). This… (more)

Subjects/Keywords: Keywords: professional development; ISLLC Standards

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APA (6th Edition):

Hunley-Stukes, D. A. (2014). Professional Development Offerings for Principals in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56690

Chicago Manual of Style (16th Edition):

Hunley-Stukes, Deborah Arnita. “Professional Development Offerings for Principals in the Commonwealth of Virginia.” 2014. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/56690.

MLA Handbook (7th Edition):

Hunley-Stukes, Deborah Arnita. “Professional Development Offerings for Principals in the Commonwealth of Virginia.” 2014. Web. 15 Feb 2019.

Vancouver:

Hunley-Stukes DA. Professional Development Offerings for Principals in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/56690.

Council of Science Editors:

Hunley-Stukes DA. Professional Development Offerings for Principals in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56690


Virginia Tech

27. 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 February 15, 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. 15 Feb 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 Feb 15]. 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

28. Warthan, Donna. The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.

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

 The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency… (more)

Subjects/Keywords: K-8 schools; early adolescents; junior high school; middle schools; student achievement

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APA (6th Edition):

Warthan, D. (2011). The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73003

Chicago Manual of Style (16th Edition):

Warthan, Donna. “The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/73003.

MLA Handbook (7th Edition):

Warthan, Donna. “The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.” 2011. Web. 15 Feb 2019.

Vancouver:

Warthan D. The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/73003.

Council of Science Editors:

Warthan D. The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/73003


Virginia Tech

29. Blowe, Eleanor Hearst. The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.

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

 In 2002, the No Child Left Behind (NCLB) legislation (U.S. Department of Education, 2002) was signed into law to help children in the United States… (more)

Subjects/Keywords: Career and Technical Education; Graduation Rates; High-Stakes Testing; No Child Left Behind; Student Achievement

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APA (6th Edition):

Blowe, E. H. (2011). The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73014

Chicago Manual of Style (16th Edition):

Blowe, Eleanor Hearst. “The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 15, 2019. http://hdl.handle.net/10919/73014.

MLA Handbook (7th Edition):

Blowe, Eleanor Hearst. “The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.” 2011. Web. 15 Feb 2019.

Vancouver:

Blowe EH. The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10919/73014.

Council of Science Editors:

Blowe EH. The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/73014

30. 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 February 15, 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. 15 Feb 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 Feb 15]. 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

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