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You searched for publisher:"University of New England". Showing records 1 – 30 of 246 total matches.

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1. Taboada, Manuela B. Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia.

Degree: 2009, University of New England

 This thesis develops, applies and analyses a collaborative design methodology for branding a tourism destination. The area between the Northern Tablelands and the Mid-North Coast… (more)

Subjects/Keywords: 120307 Visual Communication Design (incl. Graphic Design); 120399 Design Practice and Management not elsewhere classified; 150604 Tourism Marketing; collaborative design; sustainable tourism; tourism branding; complex emergence

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APA (6th Edition):

Taboada, M. B. (2009). Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia. (Thesis). University of New England. Retrieved from http://eprints.qut.edu.au/43344/

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):

Taboada, Manuela B. “Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia.” 2009. Thesis, University of New England. Accessed February 23, 2020. http://eprints.qut.edu.au/43344/.

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

MLA Handbook (7th Edition):

Taboada, Manuela B. “Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia.” 2009. Web. 23 Feb 2020.

Vancouver:

Taboada MB. Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia. [Internet] [Thesis]. University of New England; 2009. [cited 2020 Feb 23]. Available from: http://eprints.qut.edu.au/43344/.

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

Council of Science Editors:

Taboada MB. Collaborative destination branding : planning for tourism development through design in the Waterfall Way, NSW, Australia. [Thesis]. University of New England; 2009. Available from: http://eprints.qut.edu.au/43344/

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

2. Purser, Kelly. Competency and capacity : the legal and medical interface.

Degree: 2013, University of New England

 Balancing the competing interests of autonomy and protection of individuals is an escalating challenge confronting an ageing Australian society. Legal and medical professionals are increasingly… (more)

Subjects/Keywords: 180100 LAW; Capacity Assessment; Testamentary Capacity; Enduring Powers of Attorney; Advance Health Directives; Decision-Making Capacity; Medico-Legal

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APA (6th Edition):

Purser, K. (2013). Competency and capacity : the legal and medical interface. (Thesis). University of New England. Retrieved from http://eprints.qut.edu.au/62920/

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):

Purser, Kelly. “Competency and capacity : the legal and medical interface.” 2013. Thesis, University of New England. Accessed February 23, 2020. http://eprints.qut.edu.au/62920/.

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

MLA Handbook (7th Edition):

Purser, Kelly. “Competency and capacity : the legal and medical interface.” 2013. Web. 23 Feb 2020.

Vancouver:

Purser K. Competency and capacity : the legal and medical interface. [Internet] [Thesis]. University of New England; 2013. [cited 2020 Feb 23]. Available from: http://eprints.qut.edu.au/62920/.

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

Council of Science Editors:

Purser K. Competency and capacity : the legal and medical interface. [Thesis]. University of New England; 2013. Available from: http://eprints.qut.edu.au/62920/

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

3. Shanley, Rachel. Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  In the San Francisco Bay Area of California, there are numerous options for secondary education, including free, well-ranked public schools and costly Catholic high… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Shanley, R. (2019). Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/206

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):

Shanley, Rachel. “Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools.” 2019. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/206.

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

MLA Handbook (7th Edition):

Shanley, Rachel. “Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools.” 2019. Web. 23 Feb 2020.

Vancouver:

Shanley R. Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools. [Internet] [Thesis]. University of New England; 2019. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/206.

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

Council of Science Editors:

Shanley R. Why Families Choose Catholic High Schools In Neighborhoods With Highly-Ranked Public Schools. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/206

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

4. Vasseghi, Sheda. The Positioning Of Iran And Iranians In The Origins Of Western Civilization.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  The purpose of this qualitative case study was to explore how a select sample of college-level history textbooks position Iran and Iranians in the… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education; History

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APA (6th Edition):

Vasseghi, S. (2017). The Positioning Of Iran And Iranians In The Origins Of Western Civilization. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/108

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):

Vasseghi, Sheda. “The Positioning Of Iran And Iranians In The Origins Of Western Civilization.” 2017. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/108.

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

MLA Handbook (7th Edition):

Vasseghi, Sheda. “The Positioning Of Iran And Iranians In The Origins Of Western Civilization.” 2017. Web. 23 Feb 2020.

Vancouver:

Vasseghi S. The Positioning Of Iran And Iranians In The Origins Of Western Civilization. [Internet] [Thesis]. University of New England; 2017. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/108.

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

Council of Science Editors:

Vasseghi S. The Positioning Of Iran And Iranians In The Origins Of Western Civilization. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/108

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

5. Mosher, Susan Grace Edwards. Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Flipped learning is a pedagogical model that allows more time for students to engage in active learning in the classroom because direct instruction is… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods

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APA (6th Edition):

Mosher, S. G. E. (2016). Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/93

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):

Mosher, Susan Grace Edwards. “Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/93.

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

MLA Handbook (7th Edition):

Mosher, Susan Grace Edwards. “Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons.” 2016. Web. 23 Feb 2020.

Vancouver:

Mosher SGE. Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/93.

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

Council of Science Editors:

Mosher SGE. Elementary Students’ And Teachers’ Perceptions Of Flipped Mathematics Lessons. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/93

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

6. Rose, Yona Andrew. Middle School Teachers’ Perspectives On Promoting Effective Technology Integration.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Technology integration reforms in education have increased in number and expectation throughout schools across the United States. Some instructors have experienced barriers with skill… (more)

Subjects/Keywords: technology integration; middle school; teachers; educators; 21st Century Skills; skills; attitudes; professional development; collaboration; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Rose, Y. A. (2016). Middle School Teachers’ Perspectives On Promoting Effective Technology Integration. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/49

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):

Rose, Yona Andrew. “Middle School Teachers’ Perspectives On Promoting Effective Technology Integration.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/49.

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

MLA Handbook (7th Edition):

Rose, Yona Andrew. “Middle School Teachers’ Perspectives On Promoting Effective Technology Integration.” 2016. Web. 23 Feb 2020.

Vancouver:

Rose YA. Middle School Teachers’ Perspectives On Promoting Effective Technology Integration. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/49.

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

Council of Science Editors:

Rose YA. Middle School Teachers’ Perspectives On Promoting Effective Technology Integration. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/49

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

7. Philen, Jasmeen. Implementing Meaningful And Sustainable Project Based Learning Pedagogy.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  The traditional model of PK-12 education, with increased emphasis on preparing students for standardized assessments, challenges educators striving to keep students engaged in learning.… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods

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APA (6th Edition):

Philen, J. (2016). Implementing Meaningful And Sustainable Project Based Learning Pedagogy. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/103

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):

Philen, Jasmeen. “Implementing Meaningful And Sustainable Project Based Learning Pedagogy.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/103.

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

MLA Handbook (7th Edition):

Philen, Jasmeen. “Implementing Meaningful And Sustainable Project Based Learning Pedagogy.” 2016. Web. 23 Feb 2020.

Vancouver:

Philen J. Implementing Meaningful And Sustainable Project Based Learning Pedagogy. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/103.

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

Council of Science Editors:

Philen J. Implementing Meaningful And Sustainable Project Based Learning Pedagogy. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/103

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

8. Alberi, Sawyer Marie L. GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Research on women’s portrayal in media generally suggests that women continue to be sexualized and objectified as war trophies in the classic Hollywood warrior… (more)

Subjects/Keywords: American Film Studies; Educational Leadership; Film and Media Studies; Military History; Women's Studies

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APA (6th Edition):

Alberi, S. M. L. (2016). GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/59

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):

Alberi, Sawyer Marie L. “GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/59.

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

MLA Handbook (7th Edition):

Alberi, Sawyer Marie L. “GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat.” 2016. Web. 23 Feb 2020.

Vancouver:

Alberi SML. GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/59.

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

Council of Science Editors:

Alberi SML. GI Jane Versus Sergeant Jane Doe: How Women’s Images In War Movies Contribute To Conflicting Expectations Of Women In Combat. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/59

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

9. Minney, Tony. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Developing teacher leadership in a rural, geographical isolated SIG school is a difficult task toward school turnaround. This research explored the impact of teacher… (more)

Subjects/Keywords: Teacher leadership model; School improvement; turnaround model; teacher leadership model; SIG school improvement model; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Minney, T. (2016). A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/96

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):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/96.

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

MLA Handbook (7th Edition):

Minney, Tony. “A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools.” 2016. Web. 23 Feb 2020.

Vancouver:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/96.

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

Council of Science Editors:

Minney T. A Case Study Of Teachers’ Perceptions On Teacher Leadership As A Model For School Improvement In SIG Schools. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/96

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

10. Thompson, Renée E. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Research from data and anecdotal research from high school students informs us that many traditional high schools are not able to meet the academic,… (more)

Subjects/Keywords: Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching

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APA (6th Edition):

Thompson, R. E. (2016). The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/71

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):

Thompson, Renée E. “The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/71.

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

MLA Handbook (7th Edition):

Thompson, Renée E. “The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.” 2016. Web. 23 Feb 2020.

Vancouver:

Thompson RE. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/71.

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

Council of Science Editors:

Thompson RE. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/71

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

11. Dalina, Kevin R. Students' Perceptions Of Leadership Skills Gained At A County College.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Many colleges offer leadership programs or multiple ways students can develop leadership skills like participation in student clubs or working on campus. Institutions do… (more)

Subjects/Keywords: Community College Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Dalina, K. R. (2016). Students' Perceptions Of Leadership Skills Gained At A County College. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/90

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):

Dalina, Kevin R. “Students' Perceptions Of Leadership Skills Gained At A County College.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/90.

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

MLA Handbook (7th Edition):

Dalina, Kevin R. “Students' Perceptions Of Leadership Skills Gained At A County College.” 2016. Web. 23 Feb 2020.

Vancouver:

Dalina KR. Students' Perceptions Of Leadership Skills Gained At A County College. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/90.

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

Council of Science Editors:

Dalina KR. Students' Perceptions Of Leadership Skills Gained At A County College. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/90

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

12. Green, Richard A. What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Green, R. A. (2015). What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/31

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):

Green, Richard A. “What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/31.

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

MLA Handbook (7th Edition):

Green, Richard A. “What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System.” 2015. Web. 23 Feb 2020.

Vancouver:

Green RA. What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/31.

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

Council of Science Editors:

Green RA. What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/31

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

13. Carlock, Ann M. Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Portfolio Assessment is a form of testing students’ knowledge, skills and understandings that is credited as an accurate measure for teachers to identify the… (more)

Subjects/Keywords: Educational Leadership

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APA (6th Edition):

Carlock, A. M. (2016). Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/102

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):

Carlock, Ann M. “Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/102.

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

MLA Handbook (7th Edition):

Carlock, Ann M. “Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand.” 2016. Web. 23 Feb 2020.

Vancouver:

Carlock AM. Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/102.

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

Council of Science Editors:

Carlock AM. Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/102

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

14. Passmore, Gina C. Burnout In Radiation Therapy: Examining The Six Leading Influences.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Recent studies are highlighting the dangers of burnout amongst healthcare workers, including radiation therapists. Since burnout is associated with an increase in medical errors… (more)

Subjects/Keywords: Educational Leadership; Health and Medical Administration; Oncology

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APA (6th Edition):

Passmore, G. C. (2016). Burnout In Radiation Therapy: Examining The Six Leading Influences. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/98

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):

Passmore, Gina C. “Burnout In Radiation Therapy: Examining The Six Leading Influences.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/98.

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

MLA Handbook (7th Edition):

Passmore, Gina C. “Burnout In Radiation Therapy: Examining The Six Leading Influences.” 2016. Web. 23 Feb 2020.

Vancouver:

Passmore GC. Burnout In Radiation Therapy: Examining The Six Leading Influences. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/98.

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

Council of Science Editors:

Passmore GC. Burnout In Radiation Therapy: Examining The Six Leading Influences. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/98

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

15. Wilmot, Heather. Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  A mixed-methods research study was conducted in a small, rural western Maine school department. The intent of this research was to reveal what kind… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Special Education Administration; Special Education and Teaching

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

APA (6th Edition):

Wilmot, H. (2015). Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/39

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):

Wilmot, Heather. “Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/39.

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

MLA Handbook (7th Edition):

Wilmot, Heather. “Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions.” 2015. Web. 23 Feb 2020.

Vancouver:

Wilmot H. Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/39.

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

Council of Science Editors:

Wilmot H. Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/39

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

16. Casa, Cristina. Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  The health care system has undergone transformation, implementing an interprofessional approach to patient care. Professionals have formed collaborative practice groups that effectively respond to… (more)

Subjects/Keywords: interprofessional education; dental hygienist; collaborative practice; dental hygiene education; Dental Hygiene; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education

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APA (6th Edition):

Casa, C. (2016). Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/54

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):

Casa, Cristina. “Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/54.

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

MLA Handbook (7th Edition):

Casa, Cristina. “Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education.” 2016. Web. 23 Feb 2020.

Vancouver:

Casa C. Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/54.

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

Council of Science Editors:

Casa C. Expanding Interprofessional Learning Opportunities: How Dental Hygiene Administrators And Faculty Perceive Interprofessional Education. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/54

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

17. Lyons, Robert G. Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  The purpose of this phenomenological qualitative study was to examine the factors causing school refusal and in-turn diagnose a school-based intervention designed to retain… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Lyons, R. G. (2016). Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/57

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):

Lyons, Robert G. “Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/57.

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

MLA Handbook (7th Edition):

Lyons, Robert G. “Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions.” 2016. Web. 23 Feb 2020.

Vancouver:

Lyons RG. Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/57.

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

Council of Science Editors:

Lyons RG. Addressing Student School Refusal Through Effective School, Family And Community-Based Interventions. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/57

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

18. Aguada-Hallberg, Laura. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This study sought to examine the extent that social-emotional learning of teachers and students impacts students’ transition from middle school to high school. Existing… (more)

Subjects/Keywords: Education; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Aguada-Hallberg, L. (2015). Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/43

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):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/43.

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

MLA Handbook (7th Edition):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Web. 23 Feb 2020.

Vancouver:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/43.

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

Council of Science Editors:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/43

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

19. Heard, Barbara Rae. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to… (more)

Subjects/Keywords: Accommodations; Biology; Students with blindness and visual impairments; Accessibility; Biology; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Heard, B. R. (2016). Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/48

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):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/48.

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

MLA Handbook (7th Edition):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Web. 23 Feb 2020.

Vancouver:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/48.

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

Council of Science Editors:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/48

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

20. Cooper, Christine L. Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  The purpose of this qualitative phenomenological study was to gain perspectives of grade two through eight teachers on the impact of federal and state… (more)

Subjects/Keywords: Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Cooper, C. L. (2016). Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/84

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):

Cooper, Christine L. “Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/84.

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

MLA Handbook (7th Edition):

Cooper, Christine L. “Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities.” 2016. Web. 23 Feb 2020.

Vancouver:

Cooper CL. Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/84.

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

Council of Science Editors:

Cooper CL. Teacher Perceptions Of The Impact Of Federal And State Mandates On Their Students And Classrooms In Small, Rural, Isolated Communities. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/84

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

21. Cormier, Carolyn Nicole Squires. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Educational leaders face difficult decisions on a regular basis. These decisions, often associated with educational leadership and organizational change, are influenced by a variety… (more)

Subjects/Keywords: Educational Leadership; Social and Philosophical Foundations of Education

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APA (6th Edition):

Cormier, C. N. S. (2017). An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/115

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):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/115.

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

MLA Handbook (7th Edition):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Web. 23 Feb 2020.

Vancouver:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Internet] [Thesis]. University of New England; 2017. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/115.

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

Council of Science Editors:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/115

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

22. McBrierty, Misty. Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  This qualitative case study examined how the perceptions, attitudes, and behaviors of staff relate to the effective use of transformative learning management technologies to… (more)

Subjects/Keywords: Curriculum and Instruction; Educational Leadership; Educational Methods

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APA (6th Edition):

McBrierty, M. (2016). Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/68

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):

McBrierty, Misty. “Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/68.

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

MLA Handbook (7th Edition):

McBrierty, Misty. “Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies.” 2016. Web. 23 Feb 2020.

Vancouver:

McBrierty M. Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/68.

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

Council of Science Editors:

McBrierty M. Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/68

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

23. Cowen, William L., IV. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  Social entrepreneurs actively create and apply business and communication strategies to support societal causes. They face many leadership and logistics challenges including the need… (more)

Subjects/Keywords: intrapersonal communication; social entrepreneur; self leadership; self talk; inner voice; inner dialogue; Educational Leadership; Entrepreneurial and Small Business Operations; Other Communication; Other Psychology

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APA (6th Edition):

Cowen, William L., I. (2015). Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/20

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):

Cowen, William L., IV. “Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/20.

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

MLA Handbook (7th Edition):

Cowen, William L., IV. “Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.” 2015. Web. 23 Feb 2020.

Vancouver:

Cowen, William L. I. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/20.

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

Council of Science Editors:

Cowen, William L. I. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/20

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

24. Wagle, Ashwini R. Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  The profession of dietetics is transitioning to the master’s degree (MS) as the entry-level requirement for registered dietitians’ (RDs) to practice. The purpose of… (more)

Subjects/Keywords: Registered dietitian; Dietetics; Transitional master’s program; Type of practice; Scope of practice; Dietetics and Clinical Nutrition; Educational Leadership; Higher Education

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APA (6th Edition):

Wagle, A. R. (2016). Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/70

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):

Wagle, Ashwini R. “Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/70.

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

MLA Handbook (7th Edition):

Wagle, Ashwini R. “Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics.” 2016. Web. 23 Feb 2020.

Vancouver:

Wagle AR. Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/70.

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

Council of Science Editors:

Wagle AR. Registered Dietitians: Attitudes And Perceptions Regarding Bachelor’s Degree In Nutrition And Dietetics. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/70

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

25. Donati, Corleigh. The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  This qualitative research study examines, explores, and describes teachers' perceptions towards high functioning autistic (ASD) students and its impact on the student's learning environment… (more)

Subjects/Keywords: Educational Leadership; Elementary Education

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APA (6th Edition):

Donati, C. (2017). The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/104

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):

Donati, Corleigh. “The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment.” 2017. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/104.

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

MLA Handbook (7th Edition):

Donati, Corleigh. “The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment.” 2017. Web. 23 Feb 2020.

Vancouver:

Donati C. The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment. [Internet] [Thesis]. University of New England; 2017. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/104.

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

Council of Science Editors:

Donati C. The Impact Of Teachers’ Perceptions Of Students With High Functioning Autism On The Student’s Learning Environment. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/104

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

26. Bertonazzi, Laura Jean Phaneuf. A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This dissertation examined the postcrisis intervention preferences of a purposeful sample of 23 Resident Directors from 17 Catholic colleges and universities in New England.… (more)

Subjects/Keywords: Catholic Studies; Educational Leadership; Higher Education; Higher Education Administration; Student Counseling and Personnel Services

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APA (6th Edition):

Bertonazzi, L. J. P. (2015). A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/30

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):

Bertonazzi, Laura Jean Phaneuf. “A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/30.

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

MLA Handbook (7th Edition):

Bertonazzi, Laura Jean Phaneuf. “A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities.” 2015. Web. 23 Feb 2020.

Vancouver:

Bertonazzi LJP. A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/30.

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

Council of Science Editors:

Bertonazzi LJP. A Study Of The Perceptions Of Pastoral Crisis Intervention As A Crisis Debriefing Strategy Among Resident Directors At Select Catholic Colleges And Universities. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/30

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

27. Bourque, Stefanie Forster. The Impact Of Faculty Development On Community College Adjunct Faculty.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Facing a host of challenges posed by economic constraints and increased accountability, higher education is rapidly changing. All institutions are expected to meet changing… (more)

Subjects/Keywords: Faculty Development; Rural-Serving Community Colleges; Adjunct Faculty; Community College Education Administration; Educational Leadership; Higher Education; Higher Education Administration; Higher Education and Teaching; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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

APA (6th Edition):

Bourque, S. F. (2016). The Impact Of Faculty Development On Community College Adjunct Faculty. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/80

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):

Bourque, Stefanie Forster. “The Impact Of Faculty Development On Community College Adjunct Faculty.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/80.

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

MLA Handbook (7th Edition):

Bourque, Stefanie Forster. “The Impact Of Faculty Development On Community College Adjunct Faculty.” 2016. Web. 23 Feb 2020.

Vancouver:

Bourque SF. The Impact Of Faculty Development On Community College Adjunct Faculty. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/80.

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

Council of Science Editors:

Bourque SF. The Impact Of Faculty Development On Community College Adjunct Faculty. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/80

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

28. Kemper, Victoria. Examining Successful Retention Practices Of A Career College Dean Of Education.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  This intrinsic case study examined retention practices utilized by a dean of education at a career college where student outcomes in retention and graduation… (more)

Subjects/Keywords: Community College Education Administration; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Kemper, V. (2016). Examining Successful Retention Practices Of A Career College Dean Of Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/64

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):

Kemper, Victoria. “Examining Successful Retention Practices Of A Career College Dean Of Education.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/64.

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

MLA Handbook (7th Edition):

Kemper, Victoria. “Examining Successful Retention Practices Of A Career College Dean Of Education.” 2016. Web. 23 Feb 2020.

Vancouver:

Kemper V. Examining Successful Retention Practices Of A Career College Dean Of Education. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/64.

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

Council of Science Editors:

Kemper V. Examining Successful Retention Practices Of A Career College Dean Of Education. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/64

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

29. Ryan, Anne Doody. Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This study examines the relationship of the noncognitive, dispositional characteristics of grit, volition, and mindset to student persistence in undergraduate degree programs by students… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Higher Education

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

APA (6th Edition):

Ryan, A. D. (2015). Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/36

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):

Ryan, Anne Doody. “Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students.” 2015. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/36.

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

MLA Handbook (7th Edition):

Ryan, Anne Doody. “Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students.” 2015. Web. 23 Feb 2020.

Vancouver:

Ryan AD. Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students. [Internet] [Thesis]. University of New England; 2015. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/36.

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

Council of Science Editors:

Ryan AD. Relationship Of Grit, Volition, And Mindset To Undergraduate Student Persistence Of Nontraditional Students. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/36

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

30. Moser, Henri Joseph. Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  This study analyzed the effects of live academic support sessions on online graduate students’ interaction with the course content. This was accomplished through qualitative… (more)

Subjects/Keywords: Curriculum and Instruction; Educational Leadership; Educational Methods; Higher Education; Online and Distance Education

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

APA (6th Edition):

Moser, H. J. (2016). Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/56

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):

Moser, Henri Joseph. “Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content.” 2016. Thesis, University of New England. Accessed February 23, 2020. https://dune.une.edu/theses/56.

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

MLA Handbook (7th Edition):

Moser, Henri Joseph. “Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content.” 2016. Web. 23 Feb 2020.

Vancouver:

Moser HJ. Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content. [Internet] [Thesis]. University of New England; 2016. [cited 2020 Feb 23]. Available from: https://dune.une.edu/theses/56.

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

Council of Science Editors:

Moser HJ. Online Learning And Academic Support Centers: How Synchronous Support Opportunities Affect Graduate Students’ Interaction With The Content. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/56

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

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