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You searched for publisher:("Ashland University"). Showing records 1 – 30 of 85 total matches.

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1. Sharpe, Tanzeah Shanae Robinson. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.

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

 This study explores the racial attitudes and preferences among 164 children between three and seven years of age. The study is a partial replication of… (more)

Subjects/Keywords: Developmental Psychology; Early Childhood Education; Educational Psychology; Social Psychology; early childhood education; self-esteem; identity; racial awareness; racial identification; racial preference; child development; Kenneth Clark; Mamie Clark; doll test; racial development

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APA (6th Edition):

Sharpe, T. S. R. (2014). Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027

Chicago Manual of Style (16th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

MLA Handbook (7th Edition):

Sharpe, Tanzeah Shanae Robinson. “Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences.” 2014. Web. 11 Aug 2020.

Vancouver:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

Council of Science Editors:

Sharpe TSR. Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027

2. Ingram, Bridget C. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.

Degree: EdD, College of Education, 2016, Ashland University

 This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also… (more)

Subjects/Keywords: African Americans; African American Studies; Education; Educational Leadership; Multicultural Education; African American female principals; leadership persistence; school leadership

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APA (6th Edition):

Ingram, B. C. (2016). After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797

Chicago Manual of Style (16th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

MLA Handbook (7th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Web. 11 Aug 2020.

Vancouver:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

Council of Science Editors:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797

3. Guertler, Cynthia L. Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level.

Degree: EdD, College of Education, 2016, Ashland University

 This mixed-methods study reports on the mathematics anxiety that is experienced by middle-level students and the factors and experiences that lend to or create the… (more)

Subjects/Keywords: Education; Mathematics; Middle School Education; math; anxiety; middle school; teaching; fears; tests

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APA (6th Edition):

Guertler, C. L. (2016). Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland147923618054427

Chicago Manual of Style (16th Edition):

Guertler, Cynthia L. “Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level.” 2016. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland147923618054427.

MLA Handbook (7th Edition):

Guertler, Cynthia L. “Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level.” 2016. Web. 11 Aug 2020.

Vancouver:

Guertler CL. Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland147923618054427.

Council of Science Editors:

Guertler CL. Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School Level. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland147923618054427

4. Brecheisen, Katherine M. Preparing K-12 Teachers for Online Instruction.

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

 This quantitative study reports on the preparation of teachers for the online environment. Data were collected from a survey of current K-12 online teachers (n=395)… (more)

Subjects/Keywords: Teacher Education; online education; teacher preparation; virtual instruction; online teaching standards

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APA (6th Edition):

Brecheisen, K. M. (2015). Preparing K-12 Teachers for Online Instruction. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1449060061

Chicago Manual of Style (16th Edition):

Brecheisen, Katherine M. “Preparing K-12 Teachers for Online Instruction.” 2015. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1449060061.

MLA Handbook (7th Edition):

Brecheisen, Katherine M. “Preparing K-12 Teachers for Online Instruction.” 2015. Web. 11 Aug 2020.

Vancouver:

Brecheisen KM. Preparing K-12 Teachers for Online Instruction. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1449060061.

Council of Science Editors:

Brecheisen KM. Preparing K-12 Teachers for Online Instruction. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1449060061

5. Bush, Nicole Lea. The evolution of a professional learning community in a professional development school.

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

 This study explores whether teacher leaders within a professional development school will take on leadership responsibilities while they are in the midst of learning new… (more)

Subjects/Keywords: Teaching; Teacher Education; Education; teacher leaders; reflective practice; reflection; mentor teachers; professional learning communities; professional development schools; cooperating teacher; university supervisor teacher

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APA (6th Edition):

Bush, N. L. (2015). The evolution of a professional learning community in a professional development school. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042

Chicago Manual of Style (16th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

MLA Handbook (7th Edition):

Bush, Nicole Lea. “The evolution of a professional learning community in a professional development school.” 2015. Web. 11 Aug 2020.

Vancouver:

Bush NL. The evolution of a professional learning community in a professional development school. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

Council of Science Editors:

Bush NL. The evolution of a professional learning community in a professional development school. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042

6. Ross, Jennifer Elaine. The development and support of teacher leaders in Ohio: A grounded theory study.

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

 The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to… (more)

Subjects/Keywords: Educational Leadership; Teacher Education; teacher leadership; teacher leaders; distributed leadership; teacher leader endorsement; formal training; informal training; teacher development; teacher support; teacher training; professional learning; professional development

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APA (6th Edition):

Ross, J. E. (2015). The development and support of teacher leaders in Ohio: A grounded theory study. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469

Chicago Manual of Style (16th Edition):

Ross, Jennifer Elaine. “The development and support of teacher leaders in Ohio: A grounded theory study.” 2015. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

MLA Handbook (7th Edition):

Ross, Jennifer Elaine. “The development and support of teacher leaders in Ohio: A grounded theory study.” 2015. Web. 11 Aug 2020.

Vancouver:

Ross JE. The development and support of teacher leaders in Ohio: A grounded theory study. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

Council of Science Editors:

Ross JE. The development and support of teacher leaders in Ohio: A grounded theory study. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469

7. Braman, Shawn M. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.

Degree: EdD, College of Education, 2017, Ashland University

 This study explored four school leaders in a small, rural school district in a case study during the Great Recession of 2007-09. The exploratory study… (more)

Subjects/Keywords: Educational Leadership; Great Recession of 2009; rural schools; Ohio; leadership; financial challenges; sustainability; classified staff

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APA (6th Edition):

Braman, S. M. (2017). The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927

Chicago Manual of Style (16th Edition):

Braman, Shawn M. “The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.” 2017. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927.

MLA Handbook (7th Edition):

Braman, Shawn M. “The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio.” 2017. Web. 11 Aug 2020.

Vancouver:

Braman SM. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927.

Council of Science Editors:

Braman SM. The New Normal after the Great Recession of 2009: A qualitative case study of a rural school district in Ohio. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1487761573196927

8. McDermott, Mary T. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.

Degree: EdD, College of Education, 2017, Ashland University

 The purpose of this qualitative phenomenological study is to examine the self-perceptions and “lived” experiences of four African-American high school males who have been affected… (more)

Subjects/Keywords: African Americans; Secondary Education; Zero Tolerance policy; Critical Race Theory; African American high school males

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APA (6th Edition):

McDermott, M. T. (2017). The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788

Chicago Manual of Style (16th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Doctoral Dissertation, Ashland University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

MLA Handbook (7th Edition):

McDermott, Mary T. “The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy.” 2017. Web. 11 Aug 2020.

Vancouver:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788.

Council of Science Editors:

McDermott MT. The Voice of Perseverance: The Self-Perceptions of African America High School Males with the Zero Tolerance Policy. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1504990520881788

9. 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 August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

MLA Handbook (7th Edition):

Martin, Michael. “School Choice and Teacher Efficacy.” 2013. Web. 11 Aug 2020.

Vancouver:

Martin M. School Choice and Teacher Efficacy. [Internet] [Doctoral dissertation]. Ashland University; 2013. [cited 2020 Aug 11]. 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

10. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Fry, Thomas J. Exploring the Relationship Between the TeacherInsight Score and the Teacher Growth Index. [Internet] [Doctoral dissertation]. Ashland University; 2013. [cited 2020 Aug 11]. 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

11. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Aug 11]. 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

12. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Clark CJ. Self and Collective Efficacy Perceptions during Project-Based Learning Implementation. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Aug 11]. 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

13. 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 August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.

MLA Handbook (7th Edition):

Taylor, Kimberly L. “My Brothers' Keeper.” 2014. Web. 11 Aug 2020.

Vancouver:

Taylor KL. My Brothers' Keeper. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Aug 11]. 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

14. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2020 Aug 11]. 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

15. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2020 Aug 11]. 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

16. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

17. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

18. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

19. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Aug 11]. 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

20. 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 August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1229983074.

MLA Handbook (7th Edition):

Rutar, Pamela K. “Mentoring and Ohio School Superintendents.” 2008. Web. 11 Aug 2020.

Vancouver:

Rutar PK. Mentoring and Ohio School Superintendents. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Aug 11]. 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

21. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Danklefsen PR. Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Aug 11]. 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

22. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Bowers TH. Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Aug 11]. 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

23. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Siegel LM. The Effects of Appreciative Inquiry on Emotional Intelligence. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2020 Aug 11]. 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

24. 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 August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 11 Aug 2020.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Aug 11]. 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

25. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

26. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

27. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

28. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Davis PA. Quality of Life of People with Disabilities: Stories of Successful Adults. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Aug 11]. 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

29. 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 August 11, 2020. 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. 11 Aug 2020.

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 2020 Aug 11]. 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

30. 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 August 11, 2020. 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. 11 Aug 2020.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Aug 11]. 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

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