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You searched for publisher:"Ashland University". Showing records 1 – 30 of 75 total matches.

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1. Martin, Michael. School Choice and Teacher Efficacy.

Degree: EdD, College of Education, 2013, Ashland University

 This study begins to explore the efficacy scores of teachers who are employed in a school that is both failing with regards to state achievement… (more)

Subjects/Keywords: Education Policy; Education; Educational Leadership; School Choice; Teacher Efficacy; Ohio State Teacher Efficacy Scale

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APA (6th Edition):

Martin, M. (2013). School Choice and Teacher Efficacy. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175

Chicago Manual of Style (16th Edition):

Martin, Michael. “School Choice and Teacher Efficacy.” 2013. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

MLA Handbook (7th Edition):

Martin, Michael. “School Choice and Teacher Efficacy.” 2013. Web. 25 Sep 2017.

Vancouver:

Martin M. School Choice and Teacher Efficacy. [Internet] [Doctoral dissertation]. Ashland University; 2013. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

Council of Science Editors:

Martin M. School Choice and Teacher Efficacy. [Doctoral Dissertation]. Ashland University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175

2. Fry, Thomas, Jr. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.

Degree: EdD, College of Education, 2013, Ashland University

 In an attempt to ensure the hiring of the most effective teachers from the candidate pool, many school districts rely on teacher selection instruments such… (more)

Subjects/Keywords: Education; Educational Evaluation; Teaching; student growth; value-added; teacher screeners; teacher growth

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APA (6th Edition):

Fry, Thomas, J. (2013). Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313

Chicago Manual of Style (16th Edition):

Fry, Thomas, Jr. “Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.” 2013. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313.

MLA Handbook (7th Edition):

Fry, Thomas, Jr. “Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index.” 2013. Web. 25 Sep 2017.

Vancouver:

Fry, Thomas J. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. [Internet] [Doctoral dissertation]. Ashland University; 2013. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313.

Council of Science Editors:

Fry, Thomas J. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. [Doctoral Dissertation]. Ashland University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1385112313

3. Willingham, Bruce R, Jr. Do African American Students Limit Their Own Academic Achievement.

Degree: EdD, College of Education, 2014, Ashland University

 This qualitative, phenomenological study provides insight into the perceptions, beliefs, and experiences that six, twelfth grade students held regarding their experiences from kindergarten through twelfth… (more)

Subjects/Keywords: African Americans; Education; Personal Relationships; Pedagogy; African Americans; education; relationships; pedagogy; limit; academic achievement; education

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APA (6th Edition):

Willingham, Bruce R, J. (2014). Do African American Students Limit Their Own Academic Achievement. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823

Chicago Manual of Style (16th Edition):

Willingham, Bruce R, Jr. “Do African American Students Limit Their Own Academic Achievement.” 2014. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

MLA Handbook (7th Edition):

Willingham, Bruce R, Jr. “Do African American Students Limit Their Own Academic Achievement.” 2014. Web. 25 Sep 2017.

Vancouver:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823.

Council of Science Editors:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397234823

4. Clark, Chad Jeremy. Self and Collective Efficacy Perceptions during Project-Based Learning Implementation.

Degree: EdD, College of Education, 2014, Ashland University

 Project-based learning (PBL) is a teaching method that has the potential to address the Common Core State Standards and 21st Century skills. I described four… (more)

Subjects/Keywords: Education; Educational Leadership; Middle School Education; project based learning; inquiry; efficacy; collective efficacy; middle school; 21st century skills; common core; curriculum; instructional strategies; methods; science; implement; constructivism; phenomenology; case study; self efficacy; collaboration

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APA (6th Edition):

Clark, C. J. (2014). Self and Collective Efficacy Perceptions during Project-Based Learning Implementation. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154

Chicago Manual of Style (16th Edition):

Clark, Chad Jeremy. “Self and Collective Efficacy Perceptions during Project-Based Learning Implementation.” 2014. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.

MLA Handbook (7th Edition):

Clark, Chad Jeremy. “Self and Collective Efficacy Perceptions during Project-Based Learning Implementation.” 2014. Web. 25 Sep 2017.

Vancouver:

Clark CJ. Self and Collective Efficacy Perceptions during Project-Based Learning Implementation. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.

Council of Science Editors:

Clark CJ. Self and Collective Efficacy Perceptions during Project-Based Learning Implementation. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154

5. Taylor, Kimberly L. My Brothers' Keeper.

Degree: EdD, College of Education, 2014, Ashland University

 Through this qualitative study, the story of the African American male as a learner in the public school system was investigated. There were 12 adult… (more)

Subjects/Keywords: African Americans; Education; Gender; Teaching; African American male learner; Black boys; male learners; gender differences in learning; marginalized students; qualitative study; phenomenological study

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APA (6th Edition):

Taylor, K. L. (2014). My Brothers' Keeper. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883

Chicago Manual of Style (16th Edition):

Taylor, Kimberly L. “My Brothers' Keeper.” 2014. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.

MLA Handbook (7th Edition):

Taylor, Kimberly L. “My Brothers' Keeper.” 2014. Web. 25 Sep 2017.

Vancouver:

Taylor KL. My Brothers' Keeper. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.

Council of Science Editors:

Taylor KL. My Brothers' Keeper. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883

6. German, Julie M. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.

Degree: EdD, College of Education, 2014, Ashland University

 This study explored the impact of Value-Added reports on teachers' perceptions of their efficacy. This research study was completed in a middle school in Ohio… (more)

Subjects/Keywords: Education; Education Policy; Educational Leadership; teacher self-efficacy; Value-Added Metric; teacher evaluation

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APA (6th Edition):

German, J. M. (2014). Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686

Chicago Manual of Style (16th Edition):

German, Julie M. “Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.” 2014. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686.

MLA Handbook (7th Edition):

German, Julie M. “Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added.” 2014. Web. 25 Sep 2017.

Vancouver:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686.

Council of Science Editors:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1398439686

7. Dobransky, Kristine Ann. Technology Use and Integration by Ohio's Community College ESL Instructors.

Degree: EdD, College of Education, 2015, Ashland University

 Technology has become ubiquitous at all levels of education. The purpose of this exploratory study was to determine what technology is currently being used in… (more)

Subjects/Keywords: Educational Technology; English As A Second Language; Community College Education; ESL, technology, community colleges, Ohio, SAMR model

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APA (6th Edition):

Dobransky, K. A. (2015). Technology Use and Integration by Ohio's Community College ESL Instructors. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872

Chicago Manual of Style (16th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

MLA Handbook (7th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Web. 25 Sep 2017.

Vancouver:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

Council of Science Editors:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872

8. Pessia, Wayne J. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.

Degree: EdD, College of Education, 2014, Ashland University

 A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students… (more)

Subjects/Keywords: Education; Higher Education; Religious Education; Technology; Millennial generation; learning style; Christian higher education; mission compromise; online or distance learning; information technology; teaching practices; faculty training; student success; enrollment; education philosophy; spiritual formation

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APA (6th Edition):

Pessia, W. J. (2014). Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628

Chicago Manual of Style (16th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

MLA Handbook (7th Edition):

Pessia, Wayne J. “Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education.” 2014. Web. 25 Sep 2017.

Vancouver:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

Council of Science Editors:

Pessia WJ. Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628

9. Hill, Robert Frederick, lll. An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003.

Degree: EdD, College of Education, 2008, Ashland University

 An ex-post facto approach was used to construct a history of Ohio school finance from 1980-2003 to show links between policy decisions and changes in… (more)

Subjects/Keywords: Education History; School Finance; policy decisions; fiscal equity; Ohio; Ohio school funding; Ohio funding equity; school funding

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APA (6th Edition):

Hill, Robert Frederick, l. (2008). An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1216341836

Chicago Manual of Style (16th Edition):

Hill, Robert Frederick, lll. “An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1216341836.

MLA Handbook (7th Edition):

Hill, Robert Frederick, lll. “An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003.” 2008. Web. 25 Sep 2017.

Vancouver:

Hill, Robert Frederick l. An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1216341836.

Council of Science Editors:

Hill, Robert Frederick l. An historical analysis of policy decisions and the fiscal equity of school funding in Ohio: 1980—2003. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1216341836

10. Lloyd, James Louis. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.

Degree: EdD, College of Education, 2008, Ashland University

 Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to… (more)

Subjects/Keywords: Curricula; Education; Educational Evaluation; Teacher Education; value-added assessment; professional development; school improvement; train-the-trainers

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APA (6th Edition):

Lloyd, J. L. (2008). Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998

Chicago Manual of Style (16th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

MLA Handbook (7th Edition):

Lloyd, James Louis. “Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists.” 2008. Web. 25 Sep 2017.

Vancouver:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998.

Council of Science Editors:

Lloyd JL. Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added Specialists. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1226675998

11. Ingalls, Victoria A. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.

Degree: EdD, College of Education, 2008, Ashland University

 The purpose of this study was to better understand the mathematics placement process currently used at Tiffin University as well as to compare the respective… (more)

Subjects/Keywords: Education; Mathematics; Mathematics Education; mathematics placement

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APA (6th Edition):

Ingalls, V. A. (2008). A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

Chicago Manual of Style (16th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

MLA Handbook (7th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Web. 25 Sep 2017.

Vancouver:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

Council of Science Editors:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

12. Rutar, Pamela K. Mentoring and Ohio School Superintendents.

Degree: EdD, College of Education, 2008, Ashland University

 Changes in education have placed increased pressure on school superintendents. Some states have implemented mentoring programs to aid new superintendents in adjusting to the role.… (more)

Subjects/Keywords: Education; Organization Theory; School Administration; mentoring; superintendent; school superintendents; formal mentoring program

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APA (6th Edition):

Rutar, P. K. (2008). Mentoring and Ohio School Superintendents. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074

Chicago Manual of Style (16th Edition):

Rutar, Pamela K. “Mentoring and Ohio School Superintendents.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074.

MLA Handbook (7th Edition):

Rutar, Pamela K. “Mentoring and Ohio School Superintendents.” 2008. Web. 25 Sep 2017.

Vancouver:

Rutar PK. Mentoring and Ohio School Superintendents. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074.

Council of Science Editors:

Rutar PK. Mentoring and Ohio School Superintendents. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074

13. Danklefsen, Pamela R. Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers.

Degree: EdD, College of Education, 2008, Ashland University

 This dissertation examined perceptions of collaboration from the perspectives of parents of children with disabilities and service providers. Fourteen parents of sixteen children with identified… (more)

Subjects/Keywords: Special Education; collaboration; special education; inclusion; disabilities; parents

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APA (6th Edition):

Danklefsen, P. R. (2008). Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1230150684

Chicago Manual of Style (16th Edition):

Danklefsen, Pamela R. “Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1230150684.

MLA Handbook (7th Edition):

Danklefsen, Pamela R. “Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers.” 2008. Web. 25 Sep 2017.

Vancouver:

Danklefsen PR. Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1230150684.

Council of Science Editors:

Danklefsen PR. Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1230150684

14. Bowers, Trent H. Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to investigate the possible connections between ethical leadership behavior and collective efficacy levels as perceived by teachers. Second, this… (more)

Subjects/Keywords: Education; Ethical Leadership; Collective Efficacy

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APA (6th Edition):

Bowers, T. H. (2009). Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353

Chicago Manual of Style (16th Edition):

Bowers, Trent H. “Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353.

MLA Handbook (7th Edition):

Bowers, Trent H. “Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers.” 2009. Web. 25 Sep 2017.

Vancouver:

Bowers TH. Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353.

Council of Science Editors:

Bowers TH. Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353

15. Siegel, Linda Marie. The Effects of Appreciative Inquiry on Emotional Intelligence.

Degree: EdD, College of Education, 2008, Ashland University

 The purpose of this study was to explore the affects of experiencing Appreciative Inquiry on a group's Emotional Intelligence. The authors of Appreciative Inquiry call… (more)

Subjects/Keywords: Organizational Behavior; emotional intelligence; appreciative inquiry

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APA (6th Edition):

Siegel, L. M. (2008). The Effects of Appreciative Inquiry on Emotional Intelligence. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195

Chicago Manual of Style (16th Edition):

Siegel, Linda Marie. “The Effects of Appreciative Inquiry on Emotional Intelligence.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195.

MLA Handbook (7th Edition):

Siegel, Linda Marie. “The Effects of Appreciative Inquiry on Emotional Intelligence.” 2008. Web. 25 Sep 2017.

Vancouver:

Siegel LM. The Effects of Appreciative Inquiry on Emotional Intelligence. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195.

Council of Science Editors:

Siegel LM. The Effects of Appreciative Inquiry on Emotional Intelligence. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195

16. Chapple, James W. Co-teaching: From Obstacles to Opportunities.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were… (more)

Subjects/Keywords: Education; Special Education; Co-teaching; inclusive education

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APA (6th Edition):

Chapple, J. W. (2009). Co-teaching: From Obstacles to Opportunities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 25 Sep 2017.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

17. Sullivan, Daniel Withers. The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to assess the treatment of ethics in core MBA curriculums in Ohio in response to the passage of the… (more)

Subjects/Keywords: Management; Ethics; Sarbanes-Oxley; MBA; MBA Programs

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APA (6th Edition):

Sullivan, D. W. (2009). The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166

Chicago Manual of Style (16th Edition):

Sullivan, Daniel Withers. “The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166.

MLA Handbook (7th Edition):

Sullivan, Daniel Withers. “The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio.” 2009. Web. 25 Sep 2017.

Vancouver:

Sullivan DW. The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166.

Council of Science Editors:

Sullivan DW. The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166

18. Budd, Sheryl Ann Martin. “We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School.

Degree: EdD, College of Education, 2009, Ashland University

 In the era of educational reform, many models have been used to improve student learning. One characteristic found often in successful reform models was the… (more)

Subjects/Keywords: Education; School Administration; school improvement; school culture; Baldrige; Baldridge in Education Initiative; collaborative teams; change process; Total Quality Management; TQM

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APA (6th Edition):

Budd, S. A. M. (2009). “We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240356633

Chicago Manual of Style (16th Edition):

Budd, Sheryl Ann Martin. ““We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240356633.

MLA Handbook (7th Edition):

Budd, Sheryl Ann Martin. ““We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School.” 2009. Web. 25 Sep 2017.

Vancouver:

Budd SAM. “We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240356633.

Council of Science Editors:

Budd SAM. “We Need A Design Team For That”: A Qualitative Case Study Of The Baldrige Process In A Small Town High School. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240356633

19. Clifford, R. Todd. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.

Degree: EdD, College of Education, 2008, Ashland University

 This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not… (more)

Subjects/Keywords: Education; teacher compensation; merit pay; professional development

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APA (6th Edition):

Clifford, R. T. (2008). Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

Chicago Manual of Style (16th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

MLA Handbook (7th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Web. 25 Sep 2017.

Vancouver:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

Council of Science Editors:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

20. Davis, Phyllis A. Quality of Life of People with Disabilities: Stories of Successful Adults.

Degree: EdD, College of Education, 2009, Ashland University

 This study explored the quality of life of employed college graduates with disabilities. A mixed methods approach was utilized. Quantitative elements involved the measurement of… (more)

Subjects/Keywords: Academic Guidance Counseling; Adult Education; Behaviorial Sciences; Continuing Education; Curricula; Education; Educational Evaluation; Educational Psychology; Educational Sociology; Educational Theory; Elementary Education; Higher Education; Multicultural Education; Quality of life; disabilities; education; teachers; inclusion; self-efficacy; purpose in life; transition; social networks; social skills; universal design; self-advocate; parent advocate; parental support; parental influence; differentiated instruction

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APA (6th Edition):

Davis, P. A. (2009). Quality of Life of People with Disabilities: Stories of Successful Adults. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072

Chicago Manual of Style (16th Edition):

Davis, Phyllis A. “Quality of Life of People with Disabilities: Stories of Successful Adults.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072.

MLA Handbook (7th Edition):

Davis, Phyllis A. “Quality of Life of People with Disabilities: Stories of Successful Adults.” 2009. Web. 25 Sep 2017.

Vancouver:

Davis PA. Quality of Life of People with Disabilities: Stories of Successful Adults. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072.

Council of Science Editors:

Davis PA. Quality of Life of People with Disabilities: Stories of Successful Adults. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241386072

21. Griffith, Jason S. Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?.

Degree: EdD, College of Education, 2009, Ashland University

 Although some school improvement literature has suggested that schools will improve when unions are removed from the school system, unions have rarely been isolated in… (more)

Subjects/Keywords: Education; Educational Evaluation; Labor Relations; school climate; union; teacher union; organizational health; NEA; communication; trust; collective bargaining; academic emphasis; consideration; morale; institutional integrity; resource support; overall health index; job satisfaction; efficacy

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APA (6th Edition):

Griffith, J. S. (2009). Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241664483

Chicago Manual of Style (16th Edition):

Griffith, Jason S. “Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241664483.

MLA Handbook (7th Edition):

Griffith, Jason S. “Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?.” 2009. Web. 25 Sep 2017.

Vancouver:

Griffith JS. Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241664483.

Council of Science Editors:

Griffith JS. Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241664483

22. Biggs, Amy M. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most… (more)

Subjects/Keywords: Teacher Education; teacher educators; teacher education program

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APA (6th Edition):

Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

Chicago Manual of Style (16th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

MLA Handbook (7th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Web. 25 Sep 2017.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

Council of Science Editors:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

23. Hovatter, Rhonda. Ohio Physical Educators’ Perceived Professional Development Needs.

Degree: EdD, College of Education, 2009, Ashland University

 This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators… (more)

Subjects/Keywords: Education; Physical Education; School Administration; Teacher Education; professional development needs; in-service physical educators; Professional Development Needs Questionnaire-Physical Education; Teacher Concerns Questionnaire-Physical Education

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APA (6th Edition):

Hovatter, R. (2009). Ohio Physical Educators’ Perceived Professional Development Needs. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667

Chicago Manual of Style (16th Edition):

Hovatter, Rhonda. “Ohio Physical Educators’ Perceived Professional Development Needs.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

MLA Handbook (7th Edition):

Hovatter, Rhonda. “Ohio Physical Educators’ Perceived Professional Development Needs.” 2009. Web. 25 Sep 2017.

Vancouver:

Hovatter R. Ohio Physical Educators’ Perceived Professional Development Needs. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

Council of Science Editors:

Hovatter R. Ohio Physical Educators’ Perceived Professional Development Needs. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667

24. Ritzenthaler, Mark D. Integrating Technology into Classroom Instruction.

Degree: EdD, College of Education, 2009, Ashland University

 Technology has become increasingly saturated into the very fabric of students' daily lives. They are exposed to and use technology in every facet of their… (more)

Subjects/Keywords: Computer Science; Education; Educational Evaluation; Educational Software; Technology; computer science; education; educational evaluation; educational software; technology

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APA (6th Edition):

Ritzenthaler, M. D. (2009). Integrating Technology into Classroom Instruction. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949

Chicago Manual of Style (16th Edition):

Ritzenthaler, Mark D. “Integrating Technology into Classroom Instruction.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

MLA Handbook (7th Edition):

Ritzenthaler, Mark D. “Integrating Technology into Classroom Instruction.” 2009. Web. 25 Sep 2017.

Vancouver:

Ritzenthaler MD. Integrating Technology into Classroom Instruction. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949.

Council of Science Editors:

Ritzenthaler MD. Integrating Technology into Classroom Instruction. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1245087949

25. Lucas, Paul Mark. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.

Degree: EdD, College of Education, 2009, Ashland University

 This study utilized a mixed-method design in order to investigate the alignment of secondary science teachers' instructional methodologies and their homework designs. Surveys were distributed… (more)

Subjects/Keywords: Education; Educational Theory; Science Education; Secondary Education; Teacher Education; homework; homework design; science instruction; science homework; instructional alignment; instructional methodologies; homework methods

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APA (6th Edition):

Lucas, P. M. (2009). Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408

Chicago Manual of Style (16th Edition):

Lucas, Paul Mark. “Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.

MLA Handbook (7th Edition):

Lucas, Paul Mark. “Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.” 2009. Web. 25 Sep 2017.

Vancouver:

Lucas PM. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.

Council of Science Editors:

Lucas PM. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408

26. Russell, Alecia Marie. An Effective Dropout Prevention Program for Urban Students.

Degree: EdD, College of Education, 2009, Ashland University

 There have been limited qualitative case studies exploring effective urban dropout prevention programs. Specifically, few studies have presented a conceptual orientation based solely upon the… (more)

Subjects/Keywords: Education; adult urban dropouts; case study; African-American dropouts; urban dropout prevention programs

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APA (6th Edition):

Russell, A. M. (2009). An Effective Dropout Prevention Program for Urban Students. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676

Chicago Manual of Style (16th Edition):

Russell, Alecia Marie. “An Effective Dropout Prevention Program for Urban Students.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.

MLA Handbook (7th Edition):

Russell, Alecia Marie. “An Effective Dropout Prevention Program for Urban Students.” 2009. Web. 25 Sep 2017.

Vancouver:

Russell AM. An Effective Dropout Prevention Program for Urban Students. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676.

Council of Science Editors:

Russell AM. An Effective Dropout Prevention Program for Urban Students. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1260899676

27. Stepp, Randolph Scott. A comparison of classroom teachers' and superintendents' views of teacher salary schedule components.

Degree: EdD, College of Education, 2010, Ashland University

 This study investigated similarities and differences between teacher and superintendent views toward factors to be included as a component of a teacher compensation system. A… (more)

Subjects/Keywords: Education; Education History; Educational Evaluation; Educational Sociology; Higher Education; Labor Relations; Public Administration; School Administration; School Finance; Teaching; merit pay for teachers; performance pay for teachers; teacher perceptions toward merit pay; superintendent perceptions toward merit pay; teacher salary schedule

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APA (6th Edition):

Stepp, R. S. (2010). A comparison of classroom teachers' and superintendents' views of teacher salary schedule components. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908

Chicago Manual of Style (16th Edition):

Stepp, Randolph Scott. “A comparison of classroom teachers' and superintendents' views of teacher salary schedule components.” 2010. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.

MLA Handbook (7th Edition):

Stepp, Randolph Scott. “A comparison of classroom teachers' and superintendents' views of teacher salary schedule components.” 2010. Web. 25 Sep 2017.

Vancouver:

Stepp RS. A comparison of classroom teachers' and superintendents' views of teacher salary schedule components. [Internet] [Doctoral dissertation]. Ashland University; 2010. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908.

Council of Science Editors:

Stepp RS. A comparison of classroom teachers' and superintendents' views of teacher salary schedule components. [Doctoral Dissertation]. Ashland University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271445908

28. Parsons, Jennifer C. M. Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus.

Degree: EdD, College of Education, 2010, Ashland University

 This project replicated a previous study by Simons, Bosworth, Fujita, and Jenson (2007) examining the existence of an athletic stigma on a university campus. For… (more)

Subjects/Keywords: Education; Higher Education; Physical Education; Athletes; College Athletes; NCAA Division II

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APA (6th Edition):

Parsons, J. C. M. (2010). Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271777760

Chicago Manual of Style (16th Edition):

Parsons, Jennifer C M. “Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus.” 2010. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271777760.

MLA Handbook (7th Edition):

Parsons, Jennifer C M. “Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus.” 2010. Web. 25 Sep 2017.

Vancouver:

Parsons JCM. Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus. [Internet] [Doctoral dissertation]. Ashland University; 2010. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271777760.

Council of Science Editors:

Parsons JCM. Determining the Existence of an Athletic Stigma on a NCAA Division II University Campus. [Doctoral Dissertation]. Ashland University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1271777760

29. Volchko, Elizabeth A. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.

Degree: EdD, College of Education, 2010, Ashland University

  Using qualitative methodology, this case study of action research investigated how fifteen elementary teachers used the results of an informal reading inventory, the Developmental… (more)

Subjects/Keywords: Education; Reading Instruction; Action research; case study; reading assessment; professional development; Developmental Reading Assessment; informal reading inventory

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APA (6th Edition):

Volchko, E. A. (2010). How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467

Chicago Manual of Style (16th Edition):

Volchko, Elizabeth A. “How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.” 2010. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467.

MLA Handbook (7th Edition):

Volchko, Elizabeth A. “How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.” 2010. Web. 25 Sep 2017.

Vancouver:

Volchko EA. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. [Internet] [Doctoral dissertation]. Ashland University; 2010. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467.

Council of Science Editors:

Volchko EA. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. [Doctoral Dissertation]. Ashland University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467

30. Balotta, Maria. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.

Degree: EdD, College of Education, 2011, Ashland University

 This qualitative study was conducted in the Midwestern U.S. It examined the resilience stories of Puerto Rican educators in an urban school district. The sample… (more)

Subjects/Keywords: Educational Psychology; Ethnic Studies; Hispanic American Studies; Latin American Studies; Multicultural Education; Personality Psychology; Psychology; School Counseling; Spirituality; Teaching; resilience; Puerto Ricans; acculturation; race; language discrimination; Puerto Rico; educators; protective factors; culture; Puerto Rican Diaspora; Hispanics; Latinos; spirituality; teachers; school counselors; personal attributes; environmental factors

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APA (6th Edition):

Balotta, M. (2011). Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552

Chicago Manual of Style (16th Edition):

Balotta, Maria. “Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.” 2011. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.

MLA Handbook (7th Edition):

Balotta, Maria. “Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them.” 2011. Web. 25 Sep 2017.

Vancouver:

Balotta M. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. [Internet] [Doctoral dissertation]. Ashland University; 2011. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.

Council of Science Editors:

Balotta M. Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them. [Doctoral Dissertation]. Ashland University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552

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