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You searched for +publisher:"Virginia Tech" +contributor:("Twiford, Travis W."). Showing records 1 – 30 of 191 total matches.

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Virginia Tech

1. Jones, Doris Jean. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech

 THE IMPACT OF STUDENT ATTENDANCE SOCIO-ECONOMIC STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF THIRD GRADE STUDENTS IN TITLE I SCHOOLS By D. Jean Jones Abstract… (more)

Subjects/Keywords: Socio-Economic Status; Student Achievement; Student Attendance; Mobility

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jones, D. J. (2006). The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27055

Chicago Manual of Style (16th Edition):

Jones, Doris Jean. “The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.” 2006. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/27055.

MLA Handbook (7th Edition):

Jones, Doris Jean. “The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.” 2006. Web. 26 May 2019.

Vancouver:

Jones DJ. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/27055.

Council of Science Editors:

Jones DJ. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27055


Virginia Tech

2. Noone, Colleen Callahan. The Role of Leaders in AVID Schools and the Impact on Student Achievement.

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

 The Advancement Via Individual Determination (AVID) program is designed to provide resources and strategies to enable underrepresented minority students to attend four-year colleges. Research indicates… (more)

Subjects/Keywords: Program Implementation; Program Essentials; AVID; AVID Leadership

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APA (6th Edition):

Noone, C. C. (2010). The Role of Leaders in AVID Schools and the Impact on Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29983

Chicago Manual of Style (16th Edition):

Noone, Colleen Callahan. “The Role of Leaders in AVID Schools and the Impact on Student Achievement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/29983.

MLA Handbook (7th Edition):

Noone, Colleen Callahan. “The Role of Leaders in AVID Schools and the Impact on Student Achievement.” 2010. Web. 26 May 2019.

Vancouver:

Noone CC. The Role of Leaders in AVID Schools and the Impact on Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/29983.

Council of Science Editors:

Noone CC. The Role of Leaders in AVID Schools and the Impact on Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/29983


Virginia Tech

3. Hedrick, Sandra I. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.

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

 The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of… (more)

Subjects/Keywords: Co-teaching; special education; collaborative teaching

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APA (6th Edition):

Hedrick, S. I. (2010). An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30132

Chicago Manual of Style (16th Edition):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/30132.

MLA Handbook (7th Edition):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Web. 26 May 2019.

Vancouver:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/30132.

Council of Science Editors:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30132


Virginia Tech

4. Mercer, Nancy Anne. Instructional Leadership for a School-Based Innovation.

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

 This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student… (more)

Subjects/Keywords: Implementation; Innovation; Leadership; Single-gender Instruction

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APA (6th Edition):

Mercer, N. A. (2011). Instructional Leadership for a School-Based Innovation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30135

Chicago Manual of Style (16th Edition):

Mercer, Nancy Anne. “Instructional Leadership for a School-Based Innovation.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/30135.

MLA Handbook (7th Edition):

Mercer, Nancy Anne. “Instructional Leadership for a School-Based Innovation.” 2011. Web. 26 May 2019.

Vancouver:

Mercer NA. Instructional Leadership for a School-Based Innovation. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/30135.

Council of Science Editors:

Mercer NA. Instructional Leadership for a School-Based Innovation. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/30135


Virginia Tech

5. 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 May 26, 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. 26 May 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 May 26]. 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

6. 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 May 26, 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. 26 May 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 May 26]. 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

7. Mayo, John L. The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was to look at the possible influence the renovation process had on student achievement as measured by performance on the… (more)

Subjects/Keywords: Eighth Grade; Student Achievement; Renovation Process

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APA (6th Edition):

Mayo, J. L. (2012). The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37539

Chicago Manual of Style (16th Edition):

Mayo, John L. “The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/37539.

MLA Handbook (7th Edition):

Mayo, John L. “The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level.” 2012. Web. 26 May 2019.

Vancouver:

Mayo JL. The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/37539.

Council of Science Editors:

Mayo JL. The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/37539


Virginia Tech

8. Parker III, George. Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division.

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

 SUMMATIVE EVALUATION OF AN ALTERNATIVE TEACHER LICENSURE PROGRAM SPONSORED BY A LARGE SUBURBAN SCHOOL DIVISION By George Parker III Glen Earthman, Chair Educational Leadership and… (more)

Subjects/Keywords: Mentorship; Induction; Career Switcher

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APA (6th Edition):

Parker III, G. (2010). Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37602

Chicago Manual of Style (16th Edition):

Parker III, George. “Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/37602.

MLA Handbook (7th Edition):

Parker III, George. “Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division.” 2010. Web. 26 May 2019.

Vancouver:

Parker III G. Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/37602.

Council of Science Editors:

Parker III G. Summative Evaluation of an Alternative Teacher Licensure Program Sponsored by a Large Suburban School Division. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/37602


Virginia Tech

9. Jacobs, Tricia Susan. High School Teacher Perceptions of Empowerment.

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

 As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals… (more)

Subjects/Keywords: Empowerment; Empowerment Domains; High School; Principal Leadership; Teacher Leadership; School Culture; Principal Behaviors; Principal Training; Teacher Perceptions of Leadership

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APA (6th Edition):

Jacobs, T. S. (2014). High School Teacher Perceptions of Empowerment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63891

Chicago Manual of Style (16th Edition):

Jacobs, Tricia Susan. “High School Teacher Perceptions of Empowerment.” 2014. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/63891.

MLA Handbook (7th Edition):

Jacobs, Tricia Susan. “High School Teacher Perceptions of Empowerment.” 2014. Web. 26 May 2019.

Vancouver:

Jacobs TS. High School Teacher Perceptions of Empowerment. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/63891.

Council of Science Editors:

Jacobs TS. High School Teacher Perceptions of Empowerment. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/63891


Virginia Tech

10. Marable, Steve Alexander. Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia.

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

 The purpose of this study was to examine the environmental education curriculum which has been utilized within Green Schools. For this study the researcher defined… (more)

Subjects/Keywords: Green Schools; sustainable schools; high performance schools; and environmental education

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APA (6th Edition):

Marable, S. A. (2014). Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64192

Chicago Manual of Style (16th Edition):

Marable, Steve Alexander. “Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia.” 2014. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/64192.

MLA Handbook (7th Edition):

Marable, Steve Alexander. “Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia.” 2014. Web. 26 May 2019.

Vancouver:

Marable SA. Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/64192.

Council of Science Editors:

Marable SA. Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64192


Virginia Tech

11. 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 May 26, 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. 26 May 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 May 26]. 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

12. Allen, Heather Marie. Public School Foundations' Support of K-12 Public School Divisions in Virginia.

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

 Public school districts nationwide are subject to increased performance expectations as financial resources have decreased and school budgets are stretched to their limits. Less financial… (more)

Subjects/Keywords: public school foundations; education foundations

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APA (6th Edition):

Allen, H. M. (2014). Public School Foundations' Support of K-12 Public School Divisions in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64291

Chicago Manual of Style (16th Edition):

Allen, Heather Marie. “Public School Foundations' Support of K-12 Public School Divisions in Virginia.” 2014. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/64291.

MLA Handbook (7th Edition):

Allen, Heather Marie. “Public School Foundations' Support of K-12 Public School Divisions in Virginia.” 2014. Web. 26 May 2019.

Vancouver:

Allen HM. Public School Foundations' Support of K-12 Public School Divisions in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/64291.

Council of Science Editors:

Allen HM. Public School Foundations' Support of K-12 Public School Divisions in Virginia. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64291


Virginia Tech

13. Phillips, Sharon A. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.

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

 The purpose of this study was to determine the impact of the levels of implementation of four Response to Intervention (RTI) components on the overall… (more)

Subjects/Keywords: Response to Intervention; Elementary School; At-Risk Learners; Special Education  

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APA (6th Edition):

Phillips, S. A. (2013). An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50657

Chicago Manual of Style (16th Edition):

Phillips, Sharon A. “An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.” 2013. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/50657.

MLA Handbook (7th Edition):

Phillips, Sharon A. “An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia.” 2013. Web. 26 May 2019.

Vancouver:

Phillips SA. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/50657.

Council of Science Editors:

Phillips SA. An Assessment of the Levels of Implementation of Four Response to Intervention Components and Impact on Special Education Referrals in 35 Elementary Schools in the Southeastern Portion of Virginia. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50657


Virginia Tech

14. Alarcon Jr., Freddie Punzalan. RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS.

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

 As school divisions across the country toil with closing achievement gaps and work towards finding a comprehensive approach to meeting the needs of all learners,… (more)

Subjects/Keywords: Response to Intervention; Middle School Interventions; RTI Essential Components; and RTI Implementation

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APA (6th Edition):

Alarcon Jr., F. P. (2014). RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50831

Chicago Manual of Style (16th Edition):

Alarcon Jr., Freddie Punzalan. “RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS.” 2014. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/50831.

MLA Handbook (7th Edition):

Alarcon Jr., Freddie Punzalan. “RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS.” 2014. Web. 26 May 2019.

Vancouver:

Alarcon Jr. FP. RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/50831.

Council of Science Editors:

Alarcon Jr. FP. RESPONSE TO INTERVENTION (RTI) IN MIDDLE SCHOOL: A COMPARATIVE STUDY OF STAFF PERCEPTIONS AT TWO MIDDLE SCHOOLS. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/50831


Virginia Tech

15. Unruh, Anne Louise. The Readiness of Middle School Assistant Principals to Become Principals.

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

 The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to… (more)

Subjects/Keywords: middle school; assistant principal; leadership

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APA (6th Edition):

Unruh, A. L. (2011). The Readiness of Middle School Assistant Principals to Become Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28058

Chicago Manual of Style (16th Edition):

Unruh, Anne Louise. “The Readiness of Middle School Assistant Principals to Become Principals.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/28058.

MLA Handbook (7th Edition):

Unruh, Anne Louise. “The Readiness of Middle School Assistant Principals to Become Principals.” 2011. Web. 26 May 2019.

Vancouver:

Unruh AL. The Readiness of Middle School Assistant Principals to Become Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/28058.

Council of Science Editors:

Unruh AL. The Readiness of Middle School Assistant Principals to Become Principals. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28058


Virginia Tech

16. Wilson, Omega W. The Relationship between Student Discipline Disproportionality and High School Dropout Rate.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 <html xmlns="http://www.w3.org/1999/xhtml"> <head> <meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> <title>Omega W. Wilson Abstract</title> </head> <body> Previous research has indicated that there is a possible relationship between… (more)

Subjects/Keywords: Minority; Classroom Management; Discipline Gap; Low Achievement Theory; Zero Tolerance; Suspension and Expulsion

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APA (6th Edition):

Wilson, O. W. (2012). The Relationship between Student Discipline Disproportionality and High School Dropout Rate. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28959

Chicago Manual of Style (16th Edition):

Wilson, Omega W. “The Relationship between Student Discipline Disproportionality and High School Dropout Rate.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/28959.

MLA Handbook (7th Edition):

Wilson, Omega W. “The Relationship between Student Discipline Disproportionality and High School Dropout Rate.” 2012. Web. 26 May 2019.

Vancouver:

Wilson OW. The Relationship between Student Discipline Disproportionality and High School Dropout Rate. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/28959.

Council of Science Editors:

Wilson OW. The Relationship between Student Discipline Disproportionality and High School Dropout Rate. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28959


Virginia Tech

17. Allen, Kim M. THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT.

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

 Learning in school requires active engagement. Student engagement is an important aspect for all students, whether urban, suburban, or rural, and regardless of socioeconomic background.… (more)

Subjects/Keywords: student engagement; industry certification; Career and Technical Education; Vocational Education; disengaged student

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APA (6th Edition):

Allen, K. M. (2010). THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29626

Chicago Manual of Style (16th Edition):

Allen, Kim M. “THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/29626.

MLA Handbook (7th Edition):

Allen, Kim M. “THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT.” 2010. Web. 26 May 2019.

Vancouver:

Allen KM. THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/29626.

Council of Science Editors:

Allen KM. THE PERCEPTIONS OF CAREER AND TECHNICAL EDUCATION (CTE) TEACHERS ON THE INFLUENCE OF CTE ON STUDENT ENGAGEMENT. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/29626


Virginia Tech

18. 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 May 26, 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. 26 May 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 May 26]. 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

19. Barringer, Tina M. Teacher Growth in the Evaluation Process.

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

 Teacher evaluation has a history of challenges, from disagreement over its fundamental purpose to questions of its significance to teachers. Studies (Barnett & McCormick, 2004;… (more)

Subjects/Keywords: evaluation; formative evaluation; professional development; purposes of teacher evaluation; staff development; teacher evaluation; teacher growth

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APA (6th Edition):

Barringer, T. M. (2010). Teacher Growth in the Evaluation Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73010

Chicago Manual of Style (16th Edition):

Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/73010.

MLA Handbook (7th Edition):

Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Web. 26 May 2019.

Vancouver:

Barringer TM. Teacher Growth in the Evaluation Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/73010.

Council of Science Editors:

Barringer TM. Teacher Growth in the Evaluation Process. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/73010


Virginia Tech

20. 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 May 26, 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. 26 May 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 May 26]. 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


Virginia Tech

21. Melise, Patricia J. Variables that Attract and Retain Middle-Income Families to Urban Public Schools.

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

 In the mid-nineteenth century, with the influx of European immigrants into the cities, public schools became the answer to the poverty and ignorance of the… (more)

Subjects/Keywords: education; middle-income families; middle-class; school choice; public schools; Private schools; urban; White flight

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APA (6th Edition):

Melise, P. J. (2011). Variables that Attract and Retain Middle-Income Families to Urban Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77052

Chicago Manual of Style (16th Edition):

Melise, Patricia J. “Variables that Attract and Retain Middle-Income Families to Urban Public Schools.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77052.

MLA Handbook (7th Edition):

Melise, Patricia J. “Variables that Attract and Retain Middle-Income Families to Urban Public Schools.” 2011. Web. 26 May 2019.

Vancouver:

Melise PJ. Variables that Attract and Retain Middle-Income Families to Urban Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77052.

Council of Science Editors:

Melise PJ. Variables that Attract and Retain Middle-Income Families to Urban Public Schools. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77052


Virginia Tech

22. Richardson, Callie Marvin. School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.

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

 The purpose of this study was to investigate relationships between facility conditions and student achievement, attendance, and behavior in an urban elementary school in southeastern… (more)

Subjects/Keywords: Urban Elementary School; Student Achievement; School Facility Conditions

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APA (6th Edition):

Richardson, C. M. (2010). School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77161

Chicago Manual of Style (16th Edition):

Richardson, Callie Marvin. “School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77161.

MLA Handbook (7th Edition):

Richardson, Callie Marvin. “School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.” 2010. Web. 26 May 2019.

Vancouver:

Richardson CM. School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77161.

Council of Science Editors:

Richardson CM. School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77161


Virginia Tech

23. Pitts, Sarah Fazioli. The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.

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

 The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had… (more)

Subjects/Keywords: mentoring; behaviors; alternative licensure; conditions; elementary principals

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APA (6th Edition):

Pitts, S. F. (2011). The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77178

Chicago Manual of Style (16th Edition):

Pitts, Sarah Fazioli. “The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77178.

MLA Handbook (7th Edition):

Pitts, Sarah Fazioli. “The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.” 2011. Web. 26 May 2019.

Vancouver:

Pitts SF. The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77178.

Council of Science Editors:

Pitts SF. The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77178


Virginia Tech

24. Bibb, Wanda. Perceptions of Eight High School Principals Regarding World-Mindedness in Education.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present… (more)

Subjects/Keywords: World-Mindedness; Diversity; School Culture; Internationalism; Global Education; Multicultural Education; Multiculturalism

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APA (6th Edition):

Bibb, W. (2012). Perceptions of Eight High School Principals Regarding World-Mindedness in Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77224

Chicago Manual of Style (16th Edition):

Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77224.

MLA Handbook (7th Edition):

Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Web. 26 May 2019.

Vancouver:

Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77224.

Council of Science Editors:

Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77224


Virginia Tech

25. Holloman, Ronald Alexander. The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education.

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

 This study examined school divisions in the Commonwealth whose percentage African American students in gifted education were proportionate or nearly proportionate to their representation in… (more)

Subjects/Keywords: underrepresentation; populations; minority

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APA (6th Edition):

Holloman, R. A. (2011). The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77253

Chicago Manual of Style (16th Edition):

Holloman, Ronald Alexander. “The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77253.

MLA Handbook (7th Edition):

Holloman, Ronald Alexander. “The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education.” 2011. Web. 26 May 2019.

Vancouver:

Holloman RA. The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77253.

Council of Science Editors:

Holloman RA. The Perceptions of Directors of Gifted Education Regarding Division Factors that Contribute to Proportionate or Nearly Proportionate African American Representation in Gifted Education. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77253


Virginia Tech

26. Phillips, Joey Heyward. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.

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

 Studies suggest a relationship exists between school climate and student achievement (Hoy & Woolfolk, 1993; Smith, 2005; Warren, 2007). This study investigated the relationship between… (more)

Subjects/Keywords: Achievement Gap; Student Achievement; School Climate

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APA (6th Edition):

Phillips, J. H. (2010). The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77257

Chicago Manual of Style (16th Edition):

Phillips, Joey Heyward. “The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77257.

MLA Handbook (7th Edition):

Phillips, Joey Heyward. “The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia.” 2010. Web. 26 May 2019.

Vancouver:

Phillips JH. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77257.

Council of Science Editors:

Phillips JH. The Relationship Between Elementary School Climate and Student Achievement in a School Division in The Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77257


Virginia Tech

27. Reed, Donald R. An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia.

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

 The referral of a student for a psycho-educational evaluation is one of the most important responsibilities of school-based personnel, in particular for the general education… (more)

Subjects/Keywords: child study team; mainstream assistance team; prereferral intervention team

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APA (6th Edition):

Reed, D. R. (2011). An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77270

Chicago Manual of Style (16th Edition):

Reed, Donald R. “An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia.” 2011. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77270.

MLA Handbook (7th Edition):

Reed, Donald R. “An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia.” 2011. Web. 26 May 2019.

Vancouver:

Reed DR. An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77270.

Council of Science Editors:

Reed DR. An Investigation of the Implementation of the Child Study Committee Initiative in a Rural County in Virginia. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77270


Virginia Tech

28. Miles, Bernardine Goode. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.

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

 This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher… (more)

Subjects/Keywords: Algebra; effective teachers; teacher attributes; teacher certification; teacher degree; school performance; student achievement

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APA (6th Edition):

Miles, B. G. (2010). The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77304

Chicago Manual of Style (16th Edition):

Miles, Bernardine Goode. “The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.” 2010. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77304.

MLA Handbook (7th Edition):

Miles, Bernardine Goode. “The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12.” 2010. Web. 26 May 2019.

Vancouver:

Miles BG. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77304.

Council of Science Editors:

Miles BG. The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77304


Virginia Tech

29. Reitz, David Carl. Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The education spectrum includes many different modes of instruction or organizational models. The following are examples of organizational models available to school leaders: self-contained, departmentalized,… (more)

Subjects/Keywords: organizational structures; self-contained; departmentalized; scheduling

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APA (6th Edition):

Reitz, D. C. (2012). Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77314

Chicago Manual of Style (16th Edition):

Reitz, David Carl. “Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77314.

MLA Handbook (7th Edition):

Reitz, David Carl. “Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement.” 2012. Web. 26 May 2019.

Vancouver:

Reitz DC. Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77314.

Council of Science Editors:

Reitz DC. Elementary Classroom Organization Delivery Model and Its Effect on Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77314


Virginia Tech

30. Covington, Robert Matthew. Integrating Technology in the Classroom: Teacher Perspectives.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in… (more)

Subjects/Keywords: technology; teacher beliefs; teacher perceptions; classroom integration

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APA (6th Edition):

Covington, R. M. (2012). Integrating Technology in the Classroom: Teacher Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77316

Chicago Manual of Style (16th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 26, 2019. http://hdl.handle.net/10919/77316.

MLA Handbook (7th Edition):

Covington, Robert Matthew. “Integrating Technology in the Classroom: Teacher Perspectives.” 2012. Web. 26 May 2019.

Vancouver:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/10919/77316.

Council of Science Editors:

Covington RM. Integrating Technology in the Classroom: Teacher Perspectives. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77316

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