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You searched for publisher:("Ashland University"). Showing records 1 – 30 of 80 total matches.

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1. Scott, Goggin Evan. A quantitative study of the implementation of formative assessment strategies in the classroom.

Degree: EdD, College of Education, 2018, Ashland University

 The purpose of this quantitative study was to investigate the breadth of formative assessment strategies implemented by classroom teachers. Educators have been turning to the… (more)

Subjects/Keywords: Education; Educational Leadership; Formative Assessment; implementation; operational structure; student-driven; teacher-driven

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APA (6th Edition):

Scott, G. E. (2018). A quantitative study of the implementation of formative assessment strategies in the classroom. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662

Chicago Manual of Style (16th Edition):

Scott, Goggin Evan. “A quantitative study of the implementation of formative assessment strategies in the classroom.” 2018. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.

MLA Handbook (7th Edition):

Scott, Goggin Evan. “A quantitative study of the implementation of formative assessment strategies in the classroom.” 2018. Web. 24 Mar 2019.

Vancouver:

Scott GE. A quantitative study of the implementation of formative assessment strategies in the classroom. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.

Council of Science Editors:

Scott GE. A quantitative study of the implementation of formative assessment strategies in the classroom. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662

2. Smithberger, Mark E. The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms.

Degree: EdD, College of Education, 2018, Ashland University

 This research study looked at how high school core area teachers are trained in the area of formative assessment and the impact this has on… (more)

Subjects/Keywords: Educational Tests and Measurements; formative assessment; professional development; college course work; social constructivism; post-structuralism; high school; core subjects; implementation; data usage

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APA (6th Edition):

Smithberger, M. E. (2018). The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245

Chicago Manual of Style (16th Edition):

Smithberger, Mark E. “The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms.” 2018. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245.

MLA Handbook (7th Edition):

Smithberger, Mark E. “The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms.” 2018. Web. 24 Mar 2019.

Vancouver:

Smithberger ME. The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245.

Council of Science Editors:

Smithberger ME. The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245

3. Bailey-Walker, Tonya M. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.

Degree: EdD, College of Education, 2018, Ashland University

 The underrepresentation of the African American female superintendent is disappointing and calls into question the reasoning behind such despairing amounts. In order to address that… (more)

Subjects/Keywords: African American Studies; African Americans; Educational Leadership; Gender Studies; African-American; African-American female; superintendent; lived experiences; educational leadership; transformational leadership; benevolent sexism; hostile sexism; gender bias; Black Feminist Thought; Critical Race Theory

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APA (6th Edition):

Bailey-Walker, T. M. (2018). Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375

Chicago Manual of Style (16th Edition):

Bailey-Walker, Tonya M. “Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.” 2018. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375.

MLA Handbook (7th Edition):

Bailey-Walker, Tonya M. “Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio.” 2018. Web. 24 Mar 2019.

Vancouver:

Bailey-Walker TM. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375.

Council of Science Editors:

Bailey-Walker TM. Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375

4. Reiser, David A. An impact analysis of computer assisted instruction on the reading skills of students with disabilities.

Degree: EdD, College of Education, 2018, Ashland University

 This quantitative, quasi-experimental research study was designed to determine the impact of a computer assisted reading instruction program on the fluency rates and comprehension skills… (more)

Subjects/Keywords: Educational Leadership; Special Education; Educational Technology; teacher leadership; special education; single subject research; action research; students with disabilities; computer assisted instruction; specialized instruction; Individual Education Program; IEP; reading intervention; reading instruction

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APA (6th Edition):

Reiser, D. A. (2018). An impact analysis of computer assisted instruction on the reading skills of students with disabilities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333

Chicago Manual of Style (16th Edition):

Reiser, David A. “An impact analysis of computer assisted instruction on the reading skills of students with disabilities.” 2018. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333.

MLA Handbook (7th Edition):

Reiser, David A. “An impact analysis of computer assisted instruction on the reading skills of students with disabilities.” 2018. Web. 24 Mar 2019.

Vancouver:

Reiser DA. An impact analysis of computer assisted instruction on the reading skills of students with disabilities. [Internet] [Doctoral dissertation]. Ashland University; 2018. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333.

Council of Science Editors:

Reiser DA. An impact analysis of computer assisted instruction on the reading skills of students with disabilities. [Doctoral Dissertation]. Ashland University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland152328041292333

5. Spanner Morrow, Minerva. A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio.

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

 This dissertation addresses approaches to closing the achievement gap for urban public high schools. High school graduation rates have been increasing, both nationally and in… (more)

Subjects/Keywords: African Americans; Hispanic Americans; Multicultural Education; Secondary Education; Educational Leadership; Achievement gap; graduation rate; African American students; Hispanic students; high school students; equity; diversity; inclusion; disparities; Critical Race Theory; academic achievement; Ohio public schools; Florida public schools; civil rights

…protection of participants and minor students (Ashland University, 2014). One limitation… 

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APA (6th Edition):

Spanner Morrow, M. (2017). A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516

Chicago Manual of Style (16th Edition):

Spanner Morrow, Minerva. “A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio.” 2017. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516.

MLA Handbook (7th Edition):

Spanner Morrow, Minerva. “A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio.” 2017. Web. 24 Mar 2019.

Vancouver:

Spanner Morrow M. A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516.

Council of Science Editors:

Spanner Morrow M. A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516

6. 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 March 24, 2019. 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. 24 Mar 2019.

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 2019 Mar 24]. 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

7. Alfano-Cooper, Maria R. Understanding English Language Learners’ Social Experiences in a United States Suburban High School.

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

 This study was done as a qualitative, phenomenological case study into the lived experiences of 10 English Language Learners (ELL) in a suburban high school… (more)

Subjects/Keywords: English As A Second Language; Education; Minority and Ethnic Groups; English as a Second Language; ESL; ELL; immigrant students; socialization in high school; perceived success; cultural adaptation; socialization; cultural capital; advocacy; educational inequalities; impactful experiences; teacher perceptions

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APA (6th Edition):

Alfano-Cooper, M. R. (2017). Understanding English Language Learners’ Social Experiences in a United States Suburban High School. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272

Chicago Manual of Style (16th Edition):

Alfano-Cooper, Maria R. “Understanding English Language Learners’ Social Experiences in a United States Suburban High School.” 2017. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272.

MLA Handbook (7th Edition):

Alfano-Cooper, Maria R. “Understanding English Language Learners’ Social Experiences in a United States Suburban High School.” 2017. Web. 24 Mar 2019.

Vancouver:

Alfano-Cooper MR. Understanding English Language Learners’ Social Experiences in a United States Suburban High School. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272.

Council of Science Editors:

Alfano-Cooper MR. Understanding English Language Learners’ Social Experiences in a United States Suburban High School. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272

8. Womack, Sandy D, Jr. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.

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

 This qualitative case study explored the experiences of two principals at two urban school districts in Ohio during the No Child Left Behind era. Each… (more)

Subjects/Keywords: Educational Leadership; Education Finance; School Administration; No Child Left Behind sanctions; servant leadership; successful school turnaround; segregated schools; principal leadership; espoused values; enacted values; sanctions financial impact on urban schools; school community partnerships; testing

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APA (6th Edition):

Womack, Sandy D, J. (2017). Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424

Chicago Manual of Style (16th Edition):

Womack, Sandy D, Jr. “Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.” 2017. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424.

MLA Handbook (7th Edition):

Womack, Sandy D, Jr. “Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools.” 2017. Web. 24 Mar 2019.

Vancouver:

Womack, Sandy D J. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. [Internet] [Doctoral dissertation]. Ashland University; 2017. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424.

Council of Science Editors:

Womack, Sandy D J. Sanctions: Exploring the perceptions of urban school principals on No Child Left Behind (NCLB) after successfully turning around low-performing schools. [Doctoral Dissertation]. Ashland University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1491936910556424

9. 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 March 24, 2019. 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. 24 Mar 2019.

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 2019 Mar 24]. 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

10. 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 March 24, 2019. 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. 24 Mar 2019.

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 2019 Mar 24]. 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

11. 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 March 24, 2019. 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. 24 Mar 2019.

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 2019 Mar 24]. 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

12. McPherson, Gary Rynell. Factors Affecting Student Retention At a Midsized Private University.

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

 In this study, I identified institutional actions that reduce student attrition using a mixed-methods research design. The research question asked, “What multitheoretical retention levers can… (more)

Subjects/Keywords: Higher Education; Higher Education Administration; mixed methods; student attrition; student departure; student retention

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APA (6th Edition):

McPherson, G. R. (2016). Factors Affecting Student Retention At a Midsized Private University. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353

Chicago Manual of Style (16th Edition):

McPherson, Gary Rynell. “Factors Affecting Student Retention At a Midsized Private University.” 2016. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353.

MLA Handbook (7th Edition):

McPherson, Gary Rynell. “Factors Affecting Student Retention At a Midsized Private University.” 2016. Web. 24 Mar 2019.

Vancouver:

McPherson GR. Factors Affecting Student Retention At a Midsized Private University. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353.

Council of Science Editors:

McPherson GR. Factors Affecting Student Retention At a Midsized Private University. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353

13. Brantley, Temeka N. The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches.

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

 This study explores youth perceptions on youth leadership development programs (YLDP) in urban Baptist churches. Understanding youth perceptions is a primary source for information that… (more)

Subjects/Keywords: Educational Leadership; Youth leadership; Youth leadership development; Youth leadership development program; Youth program; Baptist Church; Religious program

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APA (6th Edition):

Brantley, T. N. (2016). The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985

Chicago Manual of Style (16th Edition):

Brantley, Temeka N. “The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches.” 2016. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985.

MLA Handbook (7th Edition):

Brantley, Temeka N. “The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches.” 2016. Web. 24 Mar 2019.

Vancouver:

Brantley TN. The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985.

Council of Science Editors:

Brantley TN. The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985

14. Hartsel, Laura M. Why are mid-career teachers leaving the profession?.

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

 This study explored the factors that contribute to mid-career teacher attrition. A secondary focus was to explore how recent policy initiatives have impacted mid-career teacher… (more)

Subjects/Keywords: Education; Teaching; teachers; attrition; mid-career

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APA (6th Edition):

Hartsel, L. M. (2016). Why are mid-career teachers leaving the profession?. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005

Chicago Manual of Style (16th Edition):

Hartsel, Laura M. “Why are mid-career teachers leaving the profession?.” 2016. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005.

MLA Handbook (7th Edition):

Hartsel, Laura M. “Why are mid-career teachers leaving the profession?.” 2016. Web. 24 Mar 2019.

Vancouver:

Hartsel LM. Why are mid-career teachers leaving the profession?. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005.

Council of Science Editors:

Hartsel LM. Why are mid-career teachers leaving the profession?. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1460392005

15. Moore, Benjamin Hall. A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity.

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

 School choice has become increasingly popular as a mechanism to increase student achievement and to induce systematic school improvement. This study analyzed the relative school… (more)

Subjects/Keywords: Education Finance; School Finance; Educational Leadership; open enrollment; school productivity; school funding

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APA (6th Edition):

Moore, B. H. (2016). A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1489002125951766

Chicago Manual of Style (16th Edition):

Moore, Benjamin Hall. “A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity.” 2016. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1489002125951766.

MLA Handbook (7th Edition):

Moore, Benjamin Hall. “A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity.” 2016. Web. 24 Mar 2019.

Vancouver:

Moore BH. A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1489002125951766.

Council of Science Editors:

Moore BH. A Study of the Impact of Ohio's System of Open Enrollment Funding on School Productivity. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1489002125951766

16. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Brecheisen KM. Preparing K-12 Teachers for Online Instruction. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. 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

17. Pund, Jamie Lynn. Teacher Job Satisfaction in a Changing Educational Environment.

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

 This mixed methods study explored the factors that lead to job satisfaction in a changing educational environment. The study was completed in a rural school… (more)

Subjects/Keywords: Education; job satisfaction; educational change; teacher self-efficacy

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APA (6th Edition):

Pund, J. L. (2015). Teacher Job Satisfaction in a Changing Educational Environment. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1447272577

Chicago Manual of Style (16th Edition):

Pund, Jamie Lynn. “Teacher Job Satisfaction in a Changing Educational Environment.” 2015. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1447272577.

MLA Handbook (7th Edition):

Pund, Jamie Lynn. “Teacher Job Satisfaction in a Changing Educational Environment.” 2015. Web. 24 Mar 2019.

Vancouver:

Pund JL. Teacher Job Satisfaction in a Changing Educational Environment. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1447272577.

Council of Science Editors:

Pund JL. Teacher Job Satisfaction in a Changing Educational Environment. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1447272577

18. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. 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

19. Croyle, Christine Marie. The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras.

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

 This study explored the perceptions of Honduran children, teachers, parents and administrators of children with disabilities and how these perceptions impacted the education of students… (more)

Subjects/Keywords: Educational Leadership; Education Philosophy; Special Education; Honduras; disability; perception; children; education; drawings; culture; poverty; government; parents; teachers; administrators

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APA (6th Edition):

Croyle, C. M. (2015). The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1422219994

Chicago Manual of Style (16th Edition):

Croyle, Christine Marie. “The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras.” 2015. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1422219994.

MLA Handbook (7th Edition):

Croyle, Christine Marie. “The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras.” 2015. Web. 24 Mar 2019.

Vancouver:

Croyle CM. The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1422219994.

Council of Science Editors:

Croyle CM. The Journey Toward Visibility: A Case Study of the Perceptions of Children with Disabilities in Honduras. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1422219994

20. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Bush NL. The evolution of a professional learning community in a professional development school. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. 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

21. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Ross JE. The development and support of teacher leaders in Ohio: A grounded theory study. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Mar 24]. 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

22. Cocco, Brad J. How Do Music Teachers Measure Student Growth?.

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

 Just as in other subjects, student growth in music is measured based on a number of factors. Based on the data collected from twelve music… (more)

Subjects/Keywords: Education; Music Education; student growth; K-12 music education

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APA (6th Edition):

Cocco, B. J. (2014). How Do Music Teachers Measure Student Growth?. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1416567235

Chicago Manual of Style (16th Edition):

Cocco, Brad J. “How Do Music Teachers Measure Student Growth?.” 2014. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1416567235.

MLA Handbook (7th Edition):

Cocco, Brad J. “How Do Music Teachers Measure Student Growth?.” 2014. Web. 24 Mar 2019.

Vancouver:

Cocco BJ. How Do Music Teachers Measure Student Growth?. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1416567235.

Council of Science Editors:

Cocco BJ. How Do Music Teachers Measure Student Growth?. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1416567235

23. Pharion, Jeffrey L. Transformational Leadership in Coaching.

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

 Coaching processes have changed over the years, as have the young people who play sports. Because the field of coaching is so dynamic in nature… (more)

Subjects/Keywords: Educational Leadership; coaching; transformational leadership; leadership; American football; education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Pharion, J. L. (2014). Transformational Leadership in Coaching. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189

Chicago Manual of Style (16th Edition):

Pharion, Jeffrey L. “Transformational Leadership in Coaching.” 2014. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189.

MLA Handbook (7th Edition):

Pharion, Jeffrey L. “Transformational Leadership in Coaching.” 2014. Web. 24 Mar 2019.

Vancouver:

Pharion JL. Transformational Leadership in Coaching. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189.

Council of Science Editors:

Pharion JL. Transformational Leadership in Coaching. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1413120189

24. Burke, Jill Vincent. A Case Study of Highly Effective Collaborative Teams.

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

 The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that… (more)

Subjects/Keywords: Education; Secondary Education; School Administration; collaboration; teacher teams; collective efficacy; secondary student achievement; professional learning community

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APA (6th Edition):

Burke, J. V. (2014). A Case Study of Highly Effective Collaborative Teams. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599

Chicago Manual of Style (16th Edition):

Burke, Jill Vincent. “A Case Study of Highly Effective Collaborative Teams.” 2014. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599.

MLA Handbook (7th Edition):

Burke, Jill Vincent. “A Case Study of Highly Effective Collaborative Teams.” 2014. Web. 24 Mar 2019.

Vancouver:

Burke JV. A Case Study of Highly Effective Collaborative Teams. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599.

Council of Science Editors:

Burke JV. A Case Study of Highly Effective Collaborative Teams. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599

25. Hendershott, Joseph Alan. Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools.

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

 This study explores the differences in perceptions among educators regarding whether an empathic connection between themselves and students has a positive impact on the learning… (more)

Subjects/Keywords: Education; Teaching; School Counseling; School Administration; Empathy; at-risk; wounded; emotional literacy; educators; bullying; academic achievement; learning; community; compassion; professional development

…in research to the Human Subjects Review Board at Ashland University. I received the signed… …Foundations, Inquiry, and Community Education; Director, Center for Civic Life at Ashland University… 

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APA (6th Edition):

Hendershott, J. A. (2014). Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407499163

Chicago Manual of Style (16th Edition):

Hendershott, Joseph Alan. “Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools.” 2014. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407499163.

MLA Handbook (7th Edition):

Hendershott, Joseph Alan. “Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools.” 2014. Web. 24 Mar 2019.

Vancouver:

Hendershott JA. Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407499163.

Council of Science Editors:

Hendershott JA. Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407499163

26. Wagner, Tammy L. A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program.

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

 The purpose of this exploratory, phenomenological study was to uncover the common experiences of doctoral student completers in one leadership program. It was conducted using… (more)

Subjects/Keywords: Educational Leadership; Doctoral student completers; leadership identity; career paths

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APA (6th Edition):

Wagner, T. L. (2014). A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585

Chicago Manual of Style (16th Edition):

Wagner, Tammy L. “A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program.” 2014. Doctoral Dissertation, Ashland University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585.

MLA Handbook (7th Edition):

Wagner, Tammy L. “A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program.” 2014. Web. 24 Mar 2019.

Vancouver:

Wagner TL. A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585.

Council of Science Editors:

Wagner TL. A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program. [Doctoral Dissertation]. Ashland University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585

27. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

German JM. Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-Added. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. 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

28. 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 March 24, 2019. 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. 24 Mar 2019.

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 2019 Mar 24]. 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

29. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Willingham, Bruce R J. Do African American Students Limit Their Own Academic Achievement. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. 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

30. 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 March 24, 2019. 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. 24 Mar 2019.

Vancouver:

Clark CJ. Self and Collective Efficacy Perceptions during Project-Based Learning Implementation. [Internet] [Doctoral dissertation]. Ashland University; 2014. [cited 2019 Mar 24]. 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

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