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You searched for +publisher:"Western Michigan University" +contributor:("Dr. Patricia Reeves"). Showing records 1 – 30 of 55 total matches.

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Western Michigan University

1. Peterson, Kristen. A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms.

Degree: PhD, Educational Leadership, Research and Technology, 2011, Western Michigan University

  It has become evident in recent years that it is not the placement in the general education classroom that makes the difference for the… (more)

Subjects/Keywords: Curriculum and Instruction; Educational Methods; Elementary Education and Teaching

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APA (6th Edition):

Peterson, K. (2011). A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/448

Chicago Manual of Style (16th Edition):

Peterson, Kristen. “A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms.” 2011. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/448.

MLA Handbook (7th Edition):

Peterson, Kristen. “A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms.” 2011. Web. 17 Nov 2019.

Vancouver:

Peterson K. A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/448.

Council of Science Editors:

Peterson K. A Qualitative Study of Instructional Strategies Used by Elementary General Education Teachers in Inclusive Classrooms. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/448


Western Michigan University

2. Norton-Ejnik, Sara L. Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors.

Degree: PhD, Educational Leadership, Research and Technology, 2011, Western Michigan University

  Strategic teaching of reading occurs at the elementary level, and students are expected to "read to learn" once they enter high school. The majority… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Methods; Secondary Education and Teaching

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APA (6th Edition):

Norton-Ejnik, S. L. (2011). Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/444

Chicago Manual of Style (16th Edition):

Norton-Ejnik, Sara L. “Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors.” 2011. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/444.

MLA Handbook (7th Edition):

Norton-Ejnik, Sara L. “Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors.” 2011. Web. 17 Nov 2019.

Vancouver:

Norton-Ejnik SL. Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/444.

Council of Science Editors:

Norton-Ejnik SL. Teaching Reading in the Secondary Content Area Classroom:Teacher Attitudes and Predictors. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/444


Western Michigan University

3. Babcock, Curtiss J. The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers.

Degree: PhD, Educational Leadership, Research and Technology, 2011, Western Michigan University

  Increased research in the area of early childhood education has expanded knowledge in the area of educating young children and improving school readiness. In… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Babcock, C. J. (2011). The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/343

Chicago Manual of Style (16th Edition):

Babcock, Curtiss J. “The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers.” 2011. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/343.

MLA Handbook (7th Edition):

Babcock, Curtiss J. “The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers.” 2011. Web. 17 Nov 2019.

Vancouver:

Babcock CJ. The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/343.

Council of Science Editors:

Babcock CJ. The Impact of the Head Start Parent Teacher Partnership on Home Based Mathematical Interventions Provided by Single Rural Head Start Mothers. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/343


Western Michigan University

4. Forner, Mark. An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

  This research examined the leadership practices of rural superintendents who have led their districts to significant improvement in student academic achievement. The overall research… (more)

Subjects/Keywords: Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Forner, M. (2010). An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/557

Chicago Manual of Style (16th Edition):

Forner, Mark. “An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study.” 2010. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/557.

MLA Handbook (7th Edition):

Forner, Mark. “An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study.” 2010. Web. 17 Nov 2019.

Vancouver:

Forner M. An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/557.

Council of Science Editors:

Forner M. An Examination of the Leadership Practices of Effective Rural Superintendents: A Multiple Case Study. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/557


Western Michigan University

5. St. Martin, Kimberly. The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study.

Degree: PhD, Educational Leadership, Research and Technology, 2010, Western Michigan University

  This mixed methods study attempted to determine how a system of regular feedback from teachers on principal's work influenced the way in which two… (more)

Subjects/Keywords: Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

St. Martin, K. (2010). The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/608

Chicago Manual of Style (16th Edition):

St. Martin, Kimberly. “The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study.” 2010. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/608.

MLA Handbook (7th Edition):

St. Martin, Kimberly. “The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study.” 2010. Web. 17 Nov 2019.

Vancouver:

St. Martin K. The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/608.

Council of Science Editors:

St. Martin K. The Knowing-Doing Gap: The Influence of Teacher Feedback in Changing Principal Behavior - A Mixed Methods Study. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/608


Western Michigan University

6. Rynberg, Andrew D. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  There is an urgent need to improve our K-12 system. How to implement and sustain educational change, however, is a challenge facing the K-12… (more)

Subjects/Keywords: Student Disciplinary Program; Implementation practices; sustainability practices; behavioral programs; Responsible Thinking Process (RTP); alternative secondary schools; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Rynberg, A. D. (2016). Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1401

Chicago Manual of Style (16th Edition):

Rynberg, Andrew D. “Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1401.

MLA Handbook (7th Edition):

Rynberg, Andrew D. “Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP.” 2016. Web. 17 Nov 2019.

Vancouver:

Rynberg AD. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1401.

Council of Science Editors:

Rynberg AD. Using RTP (Responsible Thinking Process) as a Lever For Improving School Culture: A Case Study of an Alternative Secondary School’s Implementation Of RTP. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1401


Western Michigan University

7. Matthews, Nakia S. Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  It is often necessary for nonprofit organizations (NPOs) to formulate a Request for Proposal (RFP) to procure essential contracted services. This is most common… (more)

Subjects/Keywords: Evaluation; nonprofit; funding; mixed methods; RFP (Request for Proposal); foundations; Educational Assessment, Evaluation, and Research; Public Administration

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APA (6th Edition):

Matthews, N. S. (2015). Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1183

Chicago Manual of Style (16th Edition):

Matthews, Nakia S. “Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1183.

MLA Handbook (7th Edition):

Matthews, Nakia S. “Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled.” 2015. Web. 17 Nov 2019.

Vancouver:

Matthews NS. Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1183.

Council of Science Editors:

Matthews NS. Improving Evaluation in Nonprofit Organizations: A Study of How Evaluation Requests for Proposals Are Developed, Responded to, and Fulfilled. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/1183


Western Michigan University

8. Cunigan-Wells, Martha. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.

Degree: EdD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  This action research case study describes how content area teachers in a middle school with low reading achievement levels utilize cooperative learning and curriculum… (more)

Subjects/Keywords: Cooperative learning; urban education; middle school instruction; critical thinking; teacher implementation of cooperative learning strategies; middle school core content teachers; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Cunigan-Wells, M. (2014). How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/372

Chicago Manual of Style (16th Edition):

Cunigan-Wells, Martha. “How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.” 2014. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/372.

MLA Handbook (7th Edition):

Cunigan-Wells, Martha. “How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.” 2014. Web. 17 Nov 2019.

Vancouver:

Cunigan-Wells M. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/372.

Council of Science Editors:

Cunigan-Wells M. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/372


Western Michigan University

9. Carter, Alan L. From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader.

Degree: PhD, Educational Leadership, Research and Technology, 2017, Western Michigan University

  Teacher leadership is not a new idea. It has become popular in waves over the last century, and has been used primarily to make… (more)

Subjects/Keywords: Teacher leadership; leadership development; phenomenology; charter school; leadership; qualitative; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Carter, A. L. (2017). From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3115

Chicago Manual of Style (16th Edition):

Carter, Alan L. “From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader.” 2017. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3115.

MLA Handbook (7th Edition):

Carter, Alan L. “From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader.” 2017. Web. 17 Nov 2019.

Vancouver:

Carter AL. From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3115.

Council of Science Editors:

Carter AL. From Following to Leading: Experiencing the Phenomena of Becoming a Teacher Leader. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3115


Western Michigan University

10. Aramath, George A. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.

Degree: PhD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  Traditional teacher evaluation systems have little to no impact on changing teacher behavior or improving student achievement. Subsequently, studies and reports show the lack… (more)

Subjects/Keywords: Teacher evaluation; teacher performance; performance evaluation; multidimensional; framework; effective teacher; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Aramath, G. A. (2014). Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/233

Chicago Manual of Style (16th Edition):

Aramath, George A. “Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.” 2014. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/233.

MLA Handbook (7th Edition):

Aramath, George A. “Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools.” 2014. Web. 17 Nov 2019.

Vancouver:

Aramath GA. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/233.

Council of Science Editors:

Aramath GA. Investigating Practices of Research-Proven Multidimensional Teacher Evaluation Systems in Michigan Schools. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/233


Western Michigan University

11. Gothberg, June E. The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues.

Degree: PhD, Educational Leadership, Research and Technology, 2012, Western Michigan University

  The purpose of this study was to examine the equivalence or non-inferiority for comparisons of telephone focus group venue to face-to-face focus group venue,… (more)

Subjects/Keywords: non-inferiority; Latin square design; linguistic analysis; equivalence testing; disclosure; data collection; Communication; Interpersonal and Small Group Communication; Organizational Communication

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APA (6th Edition):

Gothberg, J. E. (2012). The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/47

Chicago Manual of Style (16th Edition):

Gothberg, June E. “The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues.” 2012. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/47.

MLA Handbook (7th Edition):

Gothberg, June E. “The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues.” 2012. Web. 17 Nov 2019.

Vancouver:

Gothberg JE. The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues. [Internet] [Doctoral dissertation]. Western Michigan University; 2012. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/47.

Council of Science Editors:

Gothberg JE. The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues. [Doctoral Dissertation]. Western Michigan University; 2012. Available from: https://scholarworks.wmich.edu/dissertations/47


Western Michigan University

12. Scott, Toran. Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory.

Degree: PhD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  This grounded theory study examined how participants described and reflected on their lives and what led them to choose sacrifice. The study was grounded… (more)

Subjects/Keywords: Sacrifice; altruism; prosocial psychology; behavioral psychology; Christian; generosity; Applied Behavior Analysis

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APA (6th Edition):

Scott, T. (2018). Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3216

Chicago Manual of Style (16th Edition):

Scott, Toran. “Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3216.

MLA Handbook (7th Edition):

Scott, Toran. “Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory.” 2018. Web. 17 Nov 2019.

Vancouver:

Scott T. Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3216.

Council of Science Editors:

Scott T. Sacrificial Dynamite: The Convergence of Developed Empathy and Ongoing Relational Experience With God: A Grounded Theory. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3216


Western Michigan University

13. Rouscher, Gail Y. The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study.

Degree: PhD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  There have been many studies of military and veteran students attending a higher education institution after a period of time on active duty. The… (more)

Subjects/Keywords: Adult learners; GI Bill; Military friendly schools; military in transition; veterans; veteran students; Higher Education

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APA (6th Edition):

Rouscher, G. Y. (2018). The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3218

Chicago Manual of Style (16th Edition):

Rouscher, Gail Y. “The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3218.

MLA Handbook (7th Edition):

Rouscher, Gail Y. “The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study.” 2018. Web. 17 Nov 2019.

Vancouver:

Rouscher GY. The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3218.

Council of Science Editors:

Rouscher GY. The Lived Experiences of Veteran and Military Students in the Context of a “Military Friendly” Institution: A Phenomenological Case Study. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3218

14. Alban, David J. Cultural Adaptations of American Teachers in International Schools.

Degree: PhD, Educational Leadership, Research and Technology, 2013, Western Michigan University

  Global competition of academic aptitude between countries has sparked policymakers’ concerns with the performance of the United States educational system leading to many educational… (more)

Subjects/Keywords: cultural adaptation; international education; culturally responsive teaching; acculturation; international teaching; qualitative research; Bilingual, Multilingual, and Multicultural Education; International and Comparative Education

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APA (6th Edition):

Alban, D. J. (2013). Cultural Adaptations of American Teachers in International Schools. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/193

Chicago Manual of Style (16th Edition):

Alban, David J. “Cultural Adaptations of American Teachers in International Schools.” 2013. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/193.

MLA Handbook (7th Edition):

Alban, David J. “Cultural Adaptations of American Teachers in International Schools.” 2013. Web. 17 Nov 2019.

Vancouver:

Alban DJ. Cultural Adaptations of American Teachers in International Schools. [Internet] [Doctoral dissertation]. Western Michigan University; 2013. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/193.

Council of Science Editors:

Alban DJ. Cultural Adaptations of American Teachers in International Schools. [Doctoral Dissertation]. Western Michigan University; 2013. Available from: https://scholarworks.wmich.edu/dissertations/193


Western Michigan University

15. Izumi, Mitsuyo. Family Resilience and Sojourning Japanese Families in the U.S.

Degree: EdD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  This study examined processes of family resilience sojourning Japanese parents reported using while raising children (between the ages of 4 and 8) in the… (more)

Subjects/Keywords: Family resilience; sojourning Japanese farnilies; Japanese expatriates; marital satisfaction; stress raising children; child adjustment; Asian Studies; Education; Family, Life Course, and Society

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APA (6th Edition):

Izumi, M. (2015). Family Resilience and Sojourning Japanese Families in the U.S. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/527

Chicago Manual of Style (16th Edition):

Izumi, Mitsuyo. “Family Resilience and Sojourning Japanese Families in the U.S.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/527.

MLA Handbook (7th Edition):

Izumi, Mitsuyo. “Family Resilience and Sojourning Japanese Families in the U.S.” 2015. Web. 17 Nov 2019.

Vancouver:

Izumi M. Family Resilience and Sojourning Japanese Families in the U.S. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/527.

Council of Science Editors:

Izumi M. Family Resilience and Sojourning Japanese Families in the U.S. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/527


Western Michigan University

16. Davis, Alisha L. Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs.

Degree: PhD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  Classified as a public health concern, the lack of underrepresented minorities (URMs) in the U.S. health care workforce is still prominent today, even with… (more)

Subjects/Keywords: Health professions; pipeline programs; underrepresented minorities; Health and Physical Education; Higher Education

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APA (6th Edition):

Davis, A. L. (2018). Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3233

Chicago Manual of Style (16th Edition):

Davis, Alisha L. “Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3233.

MLA Handbook (7th Edition):

Davis, Alisha L. “Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs.” 2018. Web. 17 Nov 2019.

Vancouver:

Davis AL. Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3233.

Council of Science Editors:

Davis AL. Experiences of Underrepresented Minority Students in Health Professions Programs, and Their Journeys to the Programs. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3233


Western Michigan University

17. Surian, Jason Michael. Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  This instrumental case study investigated the instructional leadership role that elementary school principals play in shaping literacy instruction in schools designated as “Reward Schools”… (more)

Subjects/Keywords: Leadership; Communication Support; Management and Evaluation; Literacy Education; Michigan Elementary Schools; Michigan Rewards Schools Beating the Odds; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education and Teaching

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APA (6th Edition):

Surian, J. M. (2015). Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/597

Chicago Manual of Style (16th Edition):

Surian, Jason Michael. “Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/597.

MLA Handbook (7th Edition):

Surian, Jason Michael. “Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds.” 2015. Web. 17 Nov 2019.

Vancouver:

Surian JM. Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/597.

Council of Science Editors:

Surian JM. Principal Leadership: Communication, Support, Management, and Evaluation in Literacy Education in Michigan Elementary Reward Schools Beating the Odds. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/597


Western Michigan University

18. Rangel-Clawson, Anna M. A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  Latino students represent 24% of the American student population (National Center for Educational Statistics, 2002, 2013). Dropout rates for Latino students living in severe… (more)

Subjects/Keywords: Hispanic dropout; social bonding theory; social justice framework; Critical Race Theory; disproportionate; high school completion; Bilingual, Multilingual, and Multicultural Education; Education; Race and Ethnicity

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APA (6th Edition):

Rangel-Clawson, A. M. (2016). A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1424

Chicago Manual of Style (16th Edition):

Rangel-Clawson, Anna M. “A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1424.

MLA Handbook (7th Edition):

Rangel-Clawson, Anna M. “A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory.” 2016. Web. 17 Nov 2019.

Vancouver:

Rangel-Clawson AM. A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1424.

Council of Science Editors:

Rangel-Clawson AM. A Phenomenological Approach Examining the Completion of Latino High School Students through the Lenses of Critical Race Theory. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1424


Western Michigan University

19. Kamarudin, Diyana. Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  The study employed an innovative simulation of interview conditions using both face-to-face and online techniques that facilitated both emic and etic perspectives. The dissertation… (more)

Subjects/Keywords: Online interview techniques; traditional interview techniques; researchers; Malaysia; communication; Educational Assessment, Evaluation, and Research; Human Resources Management

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APA (6th Edition):

Kamarudin, D. (2015). Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1178

Chicago Manual of Style (16th Edition):

Kamarudin, Diyana. “Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1178.

MLA Handbook (7th Edition):

Kamarudin, Diyana. “Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context.” 2015. Web. 17 Nov 2019.

Vancouver:

Kamarudin D. Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1178.

Council of Science Editors:

Kamarudin D. Comparing Online and Traditional Interview Techniques: A Qualitative Study of the Experiences of Researchers and Participants in the Malaysian Context. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/1178


Western Michigan University

20. Travis, Timothy J. From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  Instructional rounds are an emerging network structure with processes and protocols designed to develop superintendents’ knowledge and skills in leading large-scale improvement, to enable… (more)

Subjects/Keywords: Instructional rounds; superintendents; activity theory; networked learning; leadership practice communities; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Travis, T. J. (2015). From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1200

Chicago Manual of Style (16th Edition):

Travis, Timothy J. “From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1200.

MLA Handbook (7th Edition):

Travis, Timothy J. “From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network.” 2015. Web. 17 Nov 2019.

Vancouver:

Travis TJ. From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1200.

Council of Science Editors:

Travis TJ. From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/1200


Western Michigan University

21. Woodard, Kelsey. The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis.

Degree: PhD, Educational Leadership, Research and Technology, 2013, Western Michigan University

  This research explored issues surrounding service-learning directors (SLDs) within higher education institutions, including who they are, how they became SLDs, and what they experience… (more)

Subjects/Keywords: Service-learning; service-learning director; reflection; transformational; community; higher education; Higher Education; Higher Education and Teaching

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APA (6th Edition):

Woodard, K. (2013). The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/226

Chicago Manual of Style (16th Edition):

Woodard, Kelsey. “The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis.” 2013. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/226.

MLA Handbook (7th Edition):

Woodard, Kelsey. “The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis.” 2013. Web. 17 Nov 2019.

Vancouver:

Woodard K. The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis. [Internet] [Doctoral dissertation]. Western Michigan University; 2013. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/226.

Council of Science Editors:

Woodard K. The Voices of Higher Education Service-Learning Directors: A Qualitative Inductive Analysis. [Doctoral Dissertation]. Western Michigan University; 2013. Available from: https://scholarworks.wmich.edu/dissertations/226


Western Michigan University

22. Lundquist, Anne E. Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM.

Degree: PhD, Educational Leadership, Research and Technology, 2015, Western Michigan University

  The variety, type and volume of risks affecting higher education are numerous and the consequences for unmanaged risks and missed opportunities are more significant… (more)

Subjects/Keywords: Enterprise risk management; ERM; risk maturity; colleges and universities; shared governance; higher education; Educational Administration and Supervision; Educational Leadership; Higher Education

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APA (6th Edition):

Lundquist, A. E. (2015). Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1181

Chicago Manual of Style (16th Edition):

Lundquist, Anne E. “Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM.” 2015. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1181.

MLA Handbook (7th Edition):

Lundquist, Anne E. “Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM.” 2015. Web. 17 Nov 2019.

Vancouver:

Lundquist AE. Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM. [Internet] [Doctoral dissertation]. Western Michigan University; 2015. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1181.

Council of Science Editors:

Lundquist AE. Enterprise Risk Management (ERM) at U.S. Colleges and Universities: Administration Processes Regarding the Adoption, Implementation, and Integration of ERM. [Doctoral Dissertation]. Western Michigan University; 2015. Available from: https://scholarworks.wmich.edu/dissertations/1181


Western Michigan University

23. Schuemann, Kahler B. A Phenomenological Study into How Students Experience and Understand the University Presidency.

Degree: PhD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  Little is known about how college students experience and understand the university presidency. Students are important consumers of the academic experience and by affiliation… (more)

Subjects/Keywords: University students; university leadership; student development; university presidents; higher education; leadership theory; Educational Leadership; Higher Education; Higher Education Administration

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APA (6th Edition):

Schuemann, K. B. (2014). A Phenomenological Study into How Students Experience and Understand the University Presidency. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/261

Chicago Manual of Style (16th Edition):

Schuemann, Kahler B. “A Phenomenological Study into How Students Experience and Understand the University Presidency.” 2014. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/261.

MLA Handbook (7th Edition):

Schuemann, Kahler B. “A Phenomenological Study into How Students Experience and Understand the University Presidency.” 2014. Web. 17 Nov 2019.

Vancouver:

Schuemann KB. A Phenomenological Study into How Students Experience and Understand the University Presidency. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/261.

Council of Science Editors:

Schuemann KB. A Phenomenological Study into How Students Experience and Understand the University Presidency. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/261


Western Michigan University

24. Alsubaie, Merfat Ayesh. Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children.

Degree: PhD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  It is important to support teachers to adapt and apply effective literacy instruction strategies. Teachers may receive support from many sources, such as pre-service… (more)

Subjects/Keywords: Literary strategies; literacy development; poverty; teaching; elementary teaching; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Alsubaie, M. A. (2018). Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3281

Chicago Manual of Style (16th Edition):

Alsubaie, Merfat Ayesh. “Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3281.

MLA Handbook (7th Edition):

Alsubaie, Merfat Ayesh. “Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children.” 2018. Web. 17 Nov 2019.

Vancouver:

Alsubaie MA. Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3281.

Council of Science Editors:

Alsubaie MA. Ten Elementary School Teachers’ Voices: How They Build Effective Literacy Learning in the Lives of Their 2nd Grade Children. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3281


Western Michigan University

25. Alsulami, Abdulrahman Hamed. University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities.

Degree: EdD, Educational Leadership, Research and Technology, 2018, Western Michigan University

  For several decades, Saudi higher education comprised seven to eight public universities concentrated in the main cities of the country. Since the beginning of… (more)

Subjects/Keywords: University experiences; emerging university; university administrator; Saudi universities; leading new university; leading development process; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Alsulami, A. H. (2018). University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities. (Thesis). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alsulami, Abdulrahman Hamed. “University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities.” 2018. Thesis, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alsulami, Abdulrahman Hamed. “University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities.” 2018. Web. 17 Nov 2019.

Vancouver:

Alsulami AH. University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities. [Internet] [Thesis]. Western Michigan University; 2018. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3245.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alsulami AH. University Leaders’ Experiences in Advancing the Development and Transformation of Emerging Saudi Public Universities. [Thesis]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3245

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Western Michigan University

26. Bryan, Sarah. LGBT Microaggressions in Counselor Education Programs.

Degree: PhD, Counselor Education and Counseling Psychology, 2017, Western Michigan University

  Many lesbian, gay, bisexual, and transgender (LGBT) people report they experience microaggressions, small daily insults and indignities that affect their well-being. For LGBT students,… (more)

Subjects/Keywords: Microaggressions; LGBT; Counselor Education; Counselor Education; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6th Edition):

Bryan, S. (2017). LGBT Microaggressions in Counselor Education Programs. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3173

Chicago Manual of Style (16th Edition):

Bryan, Sarah. “LGBT Microaggressions in Counselor Education Programs.” 2017. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3173.

MLA Handbook (7th Edition):

Bryan, Sarah. “LGBT Microaggressions in Counselor Education Programs.” 2017. Web. 17 Nov 2019.

Vancouver:

Bryan S. LGBT Microaggressions in Counselor Education Programs. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3173.

Council of Science Editors:

Bryan S. LGBT Microaggressions in Counselor Education Programs. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3173


Western Michigan University

27. Tompkins, Mark A. Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts.

Degree: PhD, Educational Leadership, Research and Technology, 2017, Western Michigan University

  In 2010, Public Act 205 was passed and signed into law, revising Michigan School Code section 1250. This revision required compensation for teachers to… (more)

Subjects/Keywords: Merit pay; performance-based; revised school code; teacher; compensation; policy evasion; Michigan school districts; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Tompkins, M. A. (2017). Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3093

Chicago Manual of Style (16th Edition):

Tompkins, Mark A. “Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts.” 2017. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3093.

MLA Handbook (7th Edition):

Tompkins, Mark A. “Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts.” 2017. Web. 17 Nov 2019.

Vancouver:

Tompkins MA. Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3093.

Council of Science Editors:

Tompkins MA. Superintendents’ Response to the Revised School Code Requiring Merit Pay in Selected Michigan School Districts. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3093


Western Michigan University

28. Doubblestein, Vunsin Hiew. From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience.

Degree: PhD, Educational Leadership, Research and Technology, 2017, Western Michigan University

  Aggregate data on Asian Pacific Americans (APAs) may show APAs to have exceptionally high educational attainment and economic mobility compared to other racial groups… (more)

Subjects/Keywords: Southeast Asian American; Asian American; first-generation college students; descendants of refugees; low-income students; children of immigrants; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Doubblestein, V. H. (2017). From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3111

Chicago Manual of Style (16th Edition):

Doubblestein, Vunsin Hiew. “From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience.” 2017. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/3111.

MLA Handbook (7th Edition):

Doubblestein, Vunsin Hiew. “From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience.” 2017. Web. 17 Nov 2019.

Vancouver:

Doubblestein VH. From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/3111.

Council of Science Editors:

Doubblestein VH. From Descendants of Refugees to First-Generation College Students: The Untold Story of Southeast Asian American College Students’ Lived Experience. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3111


Western Michigan University

29. Teed Ramirez, Kathleen Ann. Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  In the early stages of Michigan’s enactment of new educator evaluation statutory requirements, there is an opportunity to examine the readiness of Michigan’s principals… (more)

Subjects/Keywords: Principal evaluation; leadership evaluation; principal readiness; Michigan education; teacher evaluation; types of education evaluation; Educational Administration and Supervision

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APA (6th Edition):

Teed Ramirez, K. A. (2016). Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1403

Chicago Manual of Style (16th Edition):

Teed Ramirez, Kathleen Ann. “Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1403.

MLA Handbook (7th Edition):

Teed Ramirez, Kathleen Ann. “Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study.” 2016. Web. 17 Nov 2019.

Vancouver:

Teed Ramirez KA. Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1403.

Council of Science Editors:

Teed Ramirez KA. Principals’ Experiences Adapting to a New State-Mandated Administrator Evaluation Process: a Phenomenological Study. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1403


Western Michigan University

30. Grinwis, Kathleen A. The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model.

Degree: PhD, Educational Leadership, Research and Technology, 2016, Western Michigan University

  This phenomenological study looked at the lived experiences of 12 teachers and deans participating in an intensive weekly observation/feedback model in several charter school… (more)

Subjects/Keywords: Observation; feedback; coaching; teacher efficacy; leadership efficacy; deans; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Grinwis, K. A. (2016). The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/1421

Chicago Manual of Style (16th Edition):

Grinwis, Kathleen A. “The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model.” 2016. Doctoral Dissertation, Western Michigan University. Accessed November 17, 2019. https://scholarworks.wmich.edu/dissertations/1421.

MLA Handbook (7th Edition):

Grinwis, Kathleen A. “The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model.” 2016. Web. 17 Nov 2019.

Vancouver:

Grinwis KA. The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model. [Internet] [Doctoral dissertation]. Western Michigan University; 2016. [cited 2019 Nov 17]. Available from: https://scholarworks.wmich.edu/dissertations/1421.

Council of Science Editors:

Grinwis KA. The Experience of Teachers and Deans in an Intensive Weekly Observation/Feedback Model. [Doctoral Dissertation]. Western Michigan University; 2016. Available from: https://scholarworks.wmich.edu/dissertations/1421

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