publisher:("University of Redlands")

1. Oliver, Aaron Keith. School Capital and Student Engagement| Does School Capital Matter?.

Degree: 2016, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

► School Capital has been shown to affect school setting, effectiveness and student achievement. Schools are a system within society that utilizes the social resources… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Oliver, A. K. (2016). School Capital and Student Engagement| Does School Capital Matter?. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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

Chicago Manual of Style (16^th Edition):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

MLA Handbook (7^th Edition):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Web. 17 Feb 2019.

Vancouver:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

Council of Science Editors:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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

2. Lillestrand, Amy. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.

Degree: 2016, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

► This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current… (more)

Subjects/Keywords: Bilingual education; Elementary education

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APA (6^th Edition):

Lillestrand, A. (2016). Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

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

Chicago Manual of Style (16^th Edition):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

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

MLA Handbook (7^th Edition):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Web. 17 Feb 2019.

Vancouver:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Internet] [Thesis]. University of Redlands; 2016. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

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

Council of Science Editors:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

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

3. Caruthers Collins, Lori. Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3466763

► This mixed methods study examined the extent to which there were differences between African-American and Latino parents' outlooks toward dimensions affecting engagement in their… (more)

Subjects/Keywords: African American Studies; Black Studies; Education, Sociology of; Hispanic American Studies

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

APA (6^th Edition):

Caruthers Collins, L. (2011). Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3466763

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

Chicago Manual of Style (16^th Edition):

Caruthers Collins, Lori. “Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3466763.

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

MLA Handbook (7^th Edition):

Caruthers Collins, Lori. “Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement.” 2011. Web. 17 Feb 2019.

Vancouver:

Caruthers Collins L. Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466763.

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

Council of Science Editors:

Caruthers Collins L. Parental Engagement| Differences between African American and Latino Parents' Outlooks toward Dimensions Affecting Engagement. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466763

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

4. Krizek, Patricia A. The Importance of Teacher-Student Conversations in Early Literacy.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3466771

► Oral language is an essential communication skill that is often overlooked when preparing children to read (Miller, 2010). Children in lower-income families typically have… (more)

▼ Oral language is an essential communication skill that is often overlooked when preparing children to read (Miller, 2010). Children in lower-income families typically have fewer conversations with adults and by the time they enter kindergarten they have only heard and are able to understand half of the words that high-income children can (Hart & Risley, 2003, 1995). Boys start school speaking fewer words than girls, which in turn leads to lower average reading scores for boys (Tyre, 2008). This puts boys at risk, as they need critical reading skills to be academically successful (Brozo, 2010). Considering the importance of oral language in the development of early literacy skills, it is necessary to provide consistent times for conversations to take place in preschool classrooms (Bond & Wasik, 2009). The current quantitative study is guided by the following questions: What is the importance of teacher-student conversations in preschool and if preschool teachers regularly schedule conversations with individual students, will it improve their language and literacy development? Does the preschool teacher's encouraging the children to communicate affect their language and literacy development? Does the amount of years a preschool teacher has been teaching affect the student's language and literacy development? This study examined the developmental growth on five language and literacy Measures from the Desired Results Developmental Profile Revised (DRDP-R) of 54 lower socioeconomic status (SES) state preschool boys in a large urban school district in southern California. The students' 27 state preschool teachers scheduled unscripted conversations with them four times a day for three months—during mealtimes, at recess, at the dramatic play area, and at the library center. Research-based strategies were used to guide the conversations. The teachers' ability to encourage children to communicate and their years of teaching experience was also considered. The results of this study indicated that there was a highly significant difference (p <.01) in the developmental growth by the Scheduled Conversations Treatment Group compared to the Infrequent Conversations Control Group based on the t-test on the DRDP-R: Comprehends meaning (oral language), Expresses self through language, and Uses language in conversation and significant difference (p <.05) developmental growth on Letter and word knowledge. The Pearson product-moment correlation did not show a significant correlation between the student's developmental growth on the measures and the teacher's ability to encourage children to communicate nor on their years of teaching experience.

Subjects/Keywords: Education; Early Childhood

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

APA (6^th Edition):

Krizek, P. A. (2011). The Importance of Teacher-Student Conversations in Early Literacy. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3466771

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

Chicago Manual of Style (16^th Edition):

Krizek, Patricia A. “The Importance of Teacher-Student Conversations in Early Literacy.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3466771.

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

MLA Handbook (7^th Edition):

Krizek, Patricia A. “The Importance of Teacher-Student Conversations in Early Literacy.” 2011. Web. 17 Feb 2019.

Vancouver:

Krizek PA. The Importance of Teacher-Student Conversations in Early Literacy. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466771.

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

Council of Science Editors:

Krizek PA. The Importance of Teacher-Student Conversations in Early Literacy. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3466771

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

5. Ibrahim-Balogun, Ayanna. The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3468549

► African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area… (more)

▼ African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area of literacy, writing scores of African American children are plummeting across the nation on standardized assessments. The present study was designed to inform classroom practices about writing and writing instruction within the context of culturally responsive and relevant instruction in a diverse classroom. Through a culturally responsive and relevant instruction (CRRI) lens, this research explored the experiences of four sixth-grade classroom teachers and 147 African American and Mexican American students within a large urban California school district. Utilizing a qualitative mixed-methods design, the research was divided into mini-cases to provide a descriptive account and draw conclusions about writing instruction. The two mini-cases consisted of two CRRI trained classroom teachers and their students, and two non-CRRI classroom teachers and their students. To triangulate the results, students' writing samples were scored on standardized rubrics to compare CRRI and non-CRRI students, which provided a complete comparative picture of students' writing experience. Data gathered from teachers revealed two emerging themes: instructional practices and desired outcomes. From the instructional practices theme, three primary attributes arose, namely (1) planning and preparation, (2) instructional delivery and (3) student support. In all, CRRI teachers believed writing to be a tool of empowerment, while non-CRRI teachers viewed writing as a tool for communication. Further, CRRI teachers viewed writing as a multi-dimensional tool for expression, maintaining identity, and empowerment. Consistent with CRRI teachers, CRRI students viewed writing as a tool for personal expression and a healing experience. Non-CRRI students felt writing was used to voice feelings and creativity. Pupil responses revealed four categories: writing perceptions, challenges, successes and the use of technology. This research provided insights into the missing voice of teachers and students in curriculum, which is a useful construct in understanding the perspectives of teachers and students about writing and writing instruction. Future research is needed that focuses on the perspective of Mexican American students and the influence of CRRI in their learning. Implications for teachers included the need for teacher education programs to explore a comprehensive cultural approach to educating teachers with writing instruction, while attending to the impact of writing instruction on gender. Further, this study implies the need for a multidimensional approach to writing that can equip teachers to educate 21st century learners.

Subjects/Keywords: Education, Language and Literature; African American Studies; Black Studies; Education, Teacher Training

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

APA (6^th Edition):

Ibrahim-Balogun, A. (2011). The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468549

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

Chicago Manual of Style (16^th Edition):

Ibrahim-Balogun, Ayanna. “The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468549.

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

MLA Handbook (7^th Edition):

Ibrahim-Balogun, Ayanna. “The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study.” 2011. Web. 17 Feb 2019.

Vancouver:

Ibrahim-Balogun A. The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468549.

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

Council of Science Editors:

Ibrahim-Balogun A. The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students| A Case Study. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468549

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

6. Minton, Greg. Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3468553

► Transformative leadership is a concept that addresses the impact of inequality and discrimination in schools and prompts school leaders to help students achieve despite… (more)

Subjects/Keywords: Education, Leadership; Education, Administration; Education, Special

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

APA (6^th Edition):

Minton, G. (2011). Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468553

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

Chicago Manual of Style (16^th Edition):

Minton, Greg. “Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468553.

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

MLA Handbook (7^th Edition):

Minton, Greg. “Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level.” 2011. Web. 17 Feb 2019.

Vancouver:

Minton G. Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468553.

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

Council of Science Editors:

Minton G. Transformative Leadership Practices and Special Needs Students at the Elementary and Secondary Level. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468553

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

7. Roberson, Shyrea J. African-American students' perceptions of their experience in continuation schools.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3468646

► From a Critical Race Theory perspective (Ladson-Billings & Tate, 1995), this study examined the perceptions of experiences of African-American students enrolled in two different… (more)

Subjects/Keywords: African American Studies; Education, Secondary; Education, Continuing

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APA (6^th Edition):

Roberson, S. J. (2011). African-American students' perceptions of their experience in continuation schools. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468646

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

Chicago Manual of Style (16^th Edition):

Roberson, Shyrea J. “African-American students' perceptions of their experience in continuation schools.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468646.

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

MLA Handbook (7^th Edition):

Roberson, Shyrea J. “African-American students' perceptions of their experience in continuation schools.” 2011. Web. 17 Feb 2019.

Vancouver:

Roberson SJ. African-American students' perceptions of their experience in continuation schools. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468646.

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

Council of Science Editors:

Roberson SJ. African-American students' perceptions of their experience in continuation schools. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468646

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

8. Loomis, Corey Campbell. Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3468847

► Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled … (more)

▼ Comprehensive high schools have been unable to meet the needs of all students (Cotton, 2004). Students face challenges, and some have been labeled at risk for various reasons. These students constitute a unique group who often require more time, energy, and resources than large, comprehensive schools can offer. Consequently, they fall behind on credits and get discouraged (Cotton, 2004). To reduce dropout rates, educators in comprehensive high schools may need to adopt new attitudes toward at-risk students (Knoeppel, 2002). Various reform efforts have not led to change at the systems level, and schools operate according to a design based on the needs of an industrial society. The failure of students to succeed in school is a critical problem. This is because the needs of an information-based society require people to possess informational and technological literacy (SCANS, 1991). This qualitative research examined the perceptions of 10 at-risk students regarding their experiences of attending a large comprehensive high school before transferring to an alternative high school. Students' perceptions were examined and described in terms of how the comprehensive high school either supported or failed to address their academic, personal, and emotional needs. The results indicated that the students felt discourage, disconnected, and unsupported while at the comprehensive high school. The large school and class sizes, coupled with a negative school culture and lack of positive, caring teacher-student relationships, pushed students to fail their classes. When the students failed their classes and fell behind on their credits, they gave up hope of graduating and even believed they would not have much of a future after high school. After transferring to a smaller continuation high school, students were successful, felt supported and cared for, and believed they could graduate and have a productive life after high school. Three key factors that led to student success were a smaller learning environment, sufficient academic and personal support, and caring teacher-student relationships. Insights attained from the results of this study may help teachers, counselors, and site and district administrators more effectively support at-risk students in comprehensive and alternative high schools.

Subjects/Keywords: Education, Teacher Training; Education, Secondary

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

APA (6^th Edition):

Loomis, C. C. (2011). Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468847

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

Chicago Manual of Style (16^th Edition):

Loomis, Corey Campbell. “Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468847.

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

MLA Handbook (7^th Edition):

Loomis, Corey Campbell. “Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school.” 2011. Web. 17 Feb 2019.

Vancouver:

Loomis CC. Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468847.

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

Council of Science Editors:

Loomis CC. Secondary "at-risk" students' perceptions of experiences within a comprehensive high school and a continuation high/ alternative high school. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468847

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

9. McDaniel, Brian. Academic achievement differences between Title I students enrolled in music classes and Title I students who are not.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3468849

► Purpose. The purpose of the study was to determine academic achievement differences between those Title I students enrolled in music classes and Title I… (more)

▼ Purpose. The purpose of the study was to determine academic achievement differences between those Title I students enrolled in music classes and Title I students who are not enrolled in music classes. A second purpose was to determine educators' perceptions regarding the educational justice implications of excluding nonproficient Title I students from music. Methodology. This was a mixed-methods study using quantitative data from the annual state achievement test and quantitative data utilizing a 7-point Likert scale measuring perceptions of teachers and administrators regarding the issue of removing nonproficient Title I students from music programs. Additionally, qualitative data were collected from an open-ended question at the end of the survey. The methodology used for the quantitative and qualitative data enabled the researcher to conduct a statistical analysis that directly addressed the research questions. Findings. Data analysis revealed that overall, Title I student participating in music enjoy a dramatically higher proficiency rate on the California Standards Test (CST) and California High School Exit Exam (CAHSEE) than Title I students not participating in music. Additional data demonstrate that teachers and administrators agree that the study of music is important, music "connects" student with school, nonproficient Title I students who are struggling in mathematics should not be pulled from music for supplemental instruction in mathematics, and nonproficient Title I students who are struggling in English should not be pulled from music for supplemental instruction in English. Teachers and administrators, however, disagreed that the involuntary exclusion of nonproficient students denies them their right of equal access. Qualitative themes that emerged were dropout, opportunity, intervention, self-worth, and accountability. Recommendation. The recommendation for further research is that it should focus on replicating this study in other Title I areas with music programs.

Subjects/Keywords: Education, Tests and Measurements; Education, Policy; Education, School Administration; Education, Music

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APA (6^th Edition):

McDaniel, B. (2011). Academic achievement differences between Title I students enrolled in music classes and Title I students who are not. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3468849

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

Chicago Manual of Style (16^th Edition):

McDaniel, Brian. “Academic achievement differences between Title I students enrolled in music classes and Title I students who are not.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3468849.

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

MLA Handbook (7^th Edition):

McDaniel, Brian. “Academic achievement differences between Title I students enrolled in music classes and Title I students who are not.” 2011. Web. 17 Feb 2019.

Vancouver:

McDaniel B. Academic achievement differences between Title I students enrolled in music classes and Title I students who are not. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468849.

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

Council of Science Editors:

McDaniel B. Academic achievement differences between Title I students enrolled in music classes and Title I students who are not. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3468849

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

10. Caballero, Jay Andre R. The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3474274

► Purpose: A student's academic success, as determined by achieving proficiency or advanced levels on the California Standards Test (CST) is said to be predicated… (more)

▼ Purpose: A student's academic success, as determined by achieving proficiency or advanced levels on the California Standards Test (CST) is said to be predicated on solid and effective core content knowledge and delivery by the teacher. This position ignores the impact of the teacher's effectiveness in creating a positive relationship with the student, having an encouraging disposition towards students, and establishing a learning environment steeped in multiculturalism and diversity. The purpose of this study is to determine whether or not these latter practices have a direct impact on the academic achievement of the student as measured by the California Standards Test. Methodology: A sixty-item survey called the Teacher-Student Relationship Questionnaire (TSRQ) was used to collect data provided from 7th and 8th grade middle school students. The TSRQ was designed to measure student perception of their previous year's Language Arts teacher on the constructs of the teacher-student relationship, teacher expectations, and the teacher's use of culturally-relevant pedagogy within the instructional practice. Completed surveys were sorted and the comparative means for each item was calculated. The mean responses were compared using a one sample t-test for percentages against CST student growth percentage. Findings: Descriptive statistics found a significant relationship between student perceptions of the teacher-student relationship and academic growth; however, statistical analysis did not reveal a statistically significant relationship between student perception of the teacher-student relationship and academic growth. Conclusions and recommendations: This study will be of significance to the educational community because in today's era of educational accountability, it is vital that teachers establish a positive interpersonal relationship with students in order to effectively deliver the curriculum to students with intentions of improving student academic achievement. The interaction and connection between the teacher and student must be steeped in trust, respect, and admiration, which will open up pathways of learning and eventually increase student achievement. Further studies are recommended in the areas of culturally-relevant pedagogy and how this construct impacts teacher effectiveness and student academic achievement.

Subjects/Keywords: Education, Leadership; Education, Pedagogy; Education, Educational Psychology

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APA (6^th Edition):

Caballero, J. A. R. (2011). The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474274

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

Chicago Manual of Style (16^th Edition):

Caballero, Jay Andre R. “The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3474274.

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

MLA Handbook (7^th Edition):

Caballero, Jay Andre R. “The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement.” 2011. Web. 17 Feb 2019.

Vancouver:

Caballero JAR. The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474274.

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

Council of Science Editors:

Caballero JAR. The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474274

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

11. Latham, Maureen. Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3479442

► The purpose of this study was to understand the perceptions of administrators who participated in a cultural proficiency professional development program and to describe… (more)

▼ The purpose of this study was to understand the perceptions of administrators who participated in a cultural proficiency professional development program and to describe the themes that emerged from the data analysis in terms of their insights, questions, concerns and hopes related to making a positive difference in the lives of a diverse student population. A qualitative methodology was used and credibility was pursued through the development of trustworthiness with the participants in the interview process. The use of phenomenological research enabled me to analyze the perceptions of administrators regarding their experiences related to participation in the Unity Camp, and reflect the changes of beliefs, attitudes and practices related to educational leadership through their adult learning and cultural proficiency. The following question guided my study: Given participation in cultural proficiency professional development, what are the perceptions of administrators regarding their experiences of the training? Data analysis revealed that administrators reflected they experienced personal changes in their awareness of students' needs, and their ways of relating to students, families and teachers. The administrators shared insight into the changes that occurred in their attitudes and beliefs regarding issues of race, gender, class and privilege and in this transformation reflected the behaviors and attitudes consistent with critical theory and educational justice theory. The major barrier identified by the administrators who participated in the study was the reduction and possible elimination of the Unity Camp cultural proficiency professional development due to the state budget crisis and the elimination of programs in California's public schools. Administrators indicate that this will be loss to the educational benefit of students, and will negatively affect the quality of the relationship of students and families with all educators in the district. The study provided insight into the qualitative indicators of student academic success and the value added of culturally proficient students and staff members in the educational experience. It further illuminated the ability of adults to engage in transformational learning experiences and develop cultural proficiency in their personal and professional lives.

Subjects/Keywords: Education, Leadership; Education, Administration

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

APA (6^th Edition):

Latham, M. (2011). Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3479442

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

Chicago Manual of Style (16^th Edition):

Latham, Maureen. “Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3479442.

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

MLA Handbook (7^th Edition):

Latham, Maureen. “Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development.” 2011. Web. 17 Feb 2019.

Vancouver:

Latham M. Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3479442.

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

Council of Science Editors:

Latham M. Perceptions of Educational Administrators Regarding Their Experiences of Cultural Proficiency Professional Development. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3479442

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

12. Corbin, Linda K. Surviving High School as a Homosexual in a Heteronormative Culture.

Degree: 2011, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3482087

► For decades, adolescent gay male and lesbian students have been victims of abuse and exclusion in the K-12 education system that mandates their attendance.… (more)

▼ For decades, adolescent gay male and lesbian students have been victims of abuse and exclusion in the K-12 education system that mandates their attendance. Many of these students have continually experienced abuse in the form of verbal and physical harassment, physical assault, and exclusion from social aspects of the school culture and the curriculum. Even though a growing number of gay and lesbian youth have been openly proclaiming their sexuality, and the number of bullying incidents associated with real or perceived homosexuality has been on the rise, leaders in the education system have done little to keep up with the legal, political, and societal changes regarding equitable treatment of gay males and lesbians. Gay male and lesbian students are still not able to openly or authentically develop serious, meaningful, same-sex romantic relationships; nor are they able to express themselves without negative repercussions within the high school environment. A qualitative phenomenological study of six gay males and six lesbians was conducted and analyzed. Participants who had attended high school during the decades of the 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s revealed their experiences within a heteronormative high school culture. These participants provided thick descriptions of how they felt, what they saw, and what they heard while they were in school. Comparisons of the participants' responses about their experiences revealed that neither curriculum nor policies inclusive of gay male and lesbian students have significantly changed over the past 60 years. The responses often reflected that the high school experiences of the participants that were drawn from the later decades of the 1980s, 1990s, and 2000s (after the Civil Rights Movement, the Stonewall riots, and the removal of homosexuality as a mental illness from the Diagnostic and Statistical Manual of Mental Disorders) did not differ much from the high school experiences of the participants that were drawn from the earlier decades of the 1950s, 1960s, and 1970s. Conclusions drawn from the study indicate the need for policymakers, teachers, administrators, advocates, and citizens to commit to enacting policies and processes to ensure that gay male and lesbian students receive an equal and equitable education. The experiences of gay male and lesbian students in the education system must be free from abuse, ridicule, and fear. These students must be able to develop authentic personal relationships openly, and they must be able to freely and openly participate in all social activities provided by the school.

Subjects/Keywords: GLBT Studies

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

APA (6^th Edition):

Corbin, L. K. (2011). Surviving High School as a Homosexual in a Heteronormative Culture. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482087

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

Chicago Manual of Style (16^th Edition):

Corbin, Linda K. “Surviving High School as a Homosexual in a Heteronormative Culture.” 2011. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3482087.

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

MLA Handbook (7^th Edition):

Corbin, Linda K. “Surviving High School as a Homosexual in a Heteronormative Culture.” 2011. Web. 17 Feb 2019.

Vancouver:

Corbin LK. Surviving High School as a Homosexual in a Heteronormative Culture. [Internet] [Thesis]. University of Redlands; 2011. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482087.

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

Council of Science Editors:

Corbin LK. Surviving High School as a Homosexual in a Heteronormative Culture. [Thesis]. University of Redlands; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482087

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

13. Akintade-Ogunleye, Oluronke. Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district.

Degree: 2012, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3498706

► This study, conducted in one Southern California district, had two complementary purposes. One was to obtain from special education teachers and regular education teachers… (more)

Subjects/Keywords: Education, Policy; Education, Special

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APA (6^th Edition):

Akintade-Ogunleye, O. (2012). Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3498706

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

Chicago Manual of Style (16^th Edition):

Akintade-Ogunleye, Oluronke. “Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district.” 2012. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3498706.

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

MLA Handbook (7^th Edition):

Akintade-Ogunleye, Oluronke. “Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district.” 2012. Web. 17 Feb 2019.

Vancouver:

Akintade-Ogunleye O. Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district. [Internet] [Thesis]. University of Redlands; 2012. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498706.

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

Council of Science Editors:

Akintade-Ogunleye O. Special education in the first decade of No Child Left Behind legislation| Patterns of student performance and teachers' perceptions in one school district. [Thesis]. University of Redlands; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498706

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

14. Levine, Susan. How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts.

Degree: 2012, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3523903

► The purpose of this study was to ascertain whether students who enter high school in ninth grade and score proficient or advanced on their… (more)

▼ The purpose of this study was to ascertain whether students who enter high school in ninth grade and score proficient or advanced on their CST in English Language Arts remain proficient or advanced 2 years later in 11th grade. The effects of NCLB will be considered as a contributing factor to the difference in student scores. This study was designed to determine what can be changed so that NCLB can better accommodate the needs of high-achieving students. This study examined the relationships between quantifiable variables and student standardized test score outcomes in a population of high school students in 2 High Desert school districts in Southern California. This study utilized a quantitative research design to compare scores of the English Language Arts section of the California STAR test for proficient and advanced students who attended 9th and 11th grades at 2 high schools in 2 Southern California school districts. A quasi experimental design, using pre-post, matched-paired data was employed. Results of the 2009 STAR Test in English Language Arts were used as pretest data in order to set the baseline and were compared to the 2011 data. Dependent t tests, ANOVA, ANCOVA, and regression analysis were used. Quantitative data analysis revealed that there was a strong relationship between student free and reduced lunch status, student GPA, and student honors/AP courses status in regard to continued success on the ELA STAR test. Additionally, there was a significant reduction of scores of both proficient and advanced students in both Districts A and B. Not a formal hypothesis, but discovered through regression analysis, the district in which a student attends school is also a positive predictor for a decreased score 2 years later. Students in District B had a higher probability of a decreased score in 2011. There is great statistical significance in all examined predictors, meaning that changes in the test scores are attributable to the variables between 2009 and 2011. The relationship or correlation which emerged between NCLB and any change in standardized test scores was also discussed.

Subjects/Keywords: Education, Language and Literature; Education, Tests and Measurements; Education, Policy; Education, Secondary

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

APA (6^th Edition):

Levine, S. (2012). How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3523903

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

Chicago Manual of Style (16^th Edition):

Levine, Susan. “How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts.” 2012. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3523903.

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

MLA Handbook (7^th Edition):

Levine, Susan. “How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts.” 2012. Web. 17 Feb 2019.

Vancouver:

Levine S. How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts. [Internet] [Thesis]. University of Redlands; 2012. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3523903.

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

Council of Science Editors:

Levine S. How is No Child Left Behind affecting proficient and advanced students on the California STAR Test in English Language Arts. [Thesis]. University of Redlands; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3523903

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

15. Adams, Michael W. School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race.

Degree: 2013, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549281

► This study focused on the perceived ethics of the decisions superintendents make in response to a situation with a teacher that was value-laden, potentially… (more)

Subjects/Keywords: Ethics; Education, Leadership; Education, Administration

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APA (6^th Edition):

Adams, M. W. (2013). School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549281

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

Chicago Manual of Style (16^th Edition):

Adams, Michael W. “School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race.” 2013. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3549281.

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

MLA Handbook (7^th Edition):

Adams, Michael W. “School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race.” 2013. Web. 17 Feb 2019.

Vancouver:

Adams MW. School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race. [Internet] [Thesis]. University of Redlands; 2013. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549281.

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

Council of Science Editors:

Adams MW. School Superintendents' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Superintendent Personality, and Offender Gender and Race. [Thesis]. University of Redlands; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549281

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

16. Macias, Angela. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.

Degree: 2013, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

► This qualitative study employed narrative inquiry methodology to study funds of knowledge of working-class Latino students. This study involved the construction of personal narratives… (more)

▼ This qualitative study employed narrative inquiry methodology to study funds of knowledge of working-class Latino students. This study involved the construction of personal narratives based on written and oral responses from participants. Participants included ten Latino students, five parents of Latino students, and five teachers of Latino students. The participants were all drawn from one high school in a working class community of Southern California with a high population of Latino families. Interviews consisting of six open-ended questions were conducted with parents and teachers. Student participants completed Photovoice journals in which they addressed people, places, things, and situations that affect their learning. Additional data was gathered from documents such as teachers' lesson plans, maps of local demographics, and field notes taken by the researcher during interviews and class discussions. Findings showed that all students' funds of knowledge consisted of relationships with family and friends, skills related to communication, and skills related to decision-making. These were evident in students' writing by the choices of topics included in journals, emphasis of relationships with important people, and details given about networks of support for success in school. These ideas were also emphasized in parent interviews, indicating close relationships with parents and children. Another finding was that most teachers did not have positive opinions of students' academic support at home. All parents and teachers had a positive view of the school, but the interpretation of students' funds of knowledge was not consistent. Parents valued the relationships and positive influence of siblings and relatives as well as their children's ability to communicate. Teachers seemed to overlook some of these funds of knowledge and tended to focus on more specific instances of school preparation and negative peer influences. Overall, funds of knowledge relied on interactions and relationships. Some conclusions drawn from this study are that teachers may have a limited understanding of students' resources and family values that could be valuable assets to learning. Teachers who have firsthand experience with the school community in their personal lives had a perspective that more closely matched that of parents. Recommendations were made for implementing funds of knowledge, which included implementing aspects of home life and family dynamics into elements of classroom lessons.

Subjects/Keywords: Education, Multilingual; Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Macias, A. (2013). Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

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

Chicago Manual of Style (16^th Edition):

Macias, Angela. “Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.” 2013. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3549283.

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

MLA Handbook (7^th Edition):

Macias, Angela. “Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.” 2013. Web. 17 Feb 2019.

Vancouver:

Macias A. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. [Internet] [Thesis]. University of Redlands; 2013. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283.

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

Council of Science Editors:

Macias A. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. [Thesis]. University of Redlands; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

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

17. Moriarty, Margaret E. School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race.

Degree: 2013, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549284

► This mixed-methods study was designed to determine how principals perceived the ethicality of sanctions for students engaged in sexting behavior relative to the race/ethnicity… (more)

Subjects/Keywords: Ethics; Education, Administration

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APA (6^th Edition):

Moriarty, M. E. (2013). School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549284

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

Chicago Manual of Style (16^th Edition):

Moriarty, Margaret E. “School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race.” 2013. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3549284.

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

MLA Handbook (7^th Edition):

Moriarty, Margaret E. “School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race.” 2013. Web. 17 Feb 2019.

Vancouver:

Moriarty ME. School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race. [Internet] [Thesis]. University of Redlands; 2013. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549284.

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

Council of Science Editors:

Moriarty ME. School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette| Severity of Administrator Response, Principal Personality, and Offender Gender and Race. [Thesis]. University of Redlands; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549284

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

18. Wagner, Kenneth. School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race.

Degree: 2013, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549285

► Site level administrators make decisions during the course of a day that have ethical dimensions that challenge their personal values and ethics. This study… (more)

Subjects/Keywords: Ethics; Education, Leadership; Education, Administration

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APA (6^th Edition):

Wagner, K. (2013). School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549285

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

Chicago Manual of Style (16^th Edition):

Wagner, Kenneth. “School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race.” 2013. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3549285.

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

MLA Handbook (7^th Edition):

Wagner, Kenneth. “School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race.” 2013. Web. 17 Feb 2019.

Vancouver:

Wagner K. School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race. [Internet] [Thesis]. University of Redlands; 2013. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549285.

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

Council of Science Editors:

Wagner K. School Principals' Perceptions of Ethically Just Responses to a Teacher Sexting Vignette| Severity of Administrator Response, Principals' Personality, and Offender Gender and Race. [Thesis]. University of Redlands; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549285

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

19. Henderson-Ditchfield, Wendy. Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422225

► Purpose. California State Policy indicates that K-12 school counselors will respond to social justice related issues such as racial conflict, social unrest, school violence,… (more)

▼ Purpose. California State Policy indicates that K-12 school counselors will respond to social justice related issues such as racial conflict, social unrest, school violence, gang activity, antisocial behavior, and potential suicides. This directive assumes that school counselors have crisis response training as a standard in their education. The purpose of this study was to determine if a gap exists between policy expectations and counselor preparedness, to determine if counselors are anxious about their anticipated response, and to determine if additional crisis response training is needed. Issues of response to terrorism and natural disaster were added to the study because of increased exposure in the United States since the time of policy development. Methodology. A forty-three question descriptive survey was distributed to all active e-mail addresses of school counselors in a single Southern California county. One hundred and one counselors completed the survey. Likert scales were used to measure levels of anxiety in relation to counselor anticipated crisis response. Pearson Chi, Probability and Probit Regressions were utilized to demonstrate significance between variables such as crisis plan rehearsals, anxiety response, incident exposure, counselor participation in crisis plan development and counselor awareness of state policy directives. Findings. Statistical analysis demonstrated significant relationships between schools having a plan for crisis response and counselor anxiety about crisis response preparedness. When schools did not have a plan in policy related issues, the counselors demonstrated high levels of anxiety. The survey results also indicated significant gaps in crisis response training taken by school counselors and the desire for more training in social justice related policy issues. Conclusions and Recommendations. This study found a number of issues of concern. Primarily, those issues included the demonstrated existence of social justice related issues on school campuses, the inconsistent preparation of school counselors to policy related school-wide crisis, the need for consistent and comprehensive training in crisis response, the presence of significant crisis response anxiety levels among school counselors working in the county, counselor liability concerns, and the desire to provide a quality, caring, and professional advocacy for students in crisis. Recommendations for change would include discussion with county Department of Education Leadership in reference to the implementation of successful crisis response training utilized in other areas of the country. In addition it is hoped this study will assist with an amendment to state policy to include terrorism and natural disaster as crucial crisis situations requiring a trained school counselor response.

Subjects/Keywords: Psychology; Counseling

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

APA (6^th Edition):

Henderson-Ditchfield, W. (2010). Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422225

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

Chicago Manual of Style (16^th Edition):

Henderson-Ditchfield, Wendy. “Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422225.

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

MLA Handbook (7^th Edition):

Henderson-Ditchfield, Wendy. “Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises.” 2010. Web. 17 Feb 2019.

Vancouver:

Henderson-Ditchfield W. Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422225.

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

Council of Science Editors:

Henderson-Ditchfield W. Have we learned from Columbine| Exploring the preparation of school counselors response to school violence and crises. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422225

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

20. Lium, Kimberly Lyn. Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422227

► This qualitative case study establishes a methodological approach to the pragmatic exploration of aesthetic reading using multicultural literature with 11- and 12-year old resistant… (more)

Subjects/Keywords: Education, Multilingual; Education, Secondary; Education, Reading; Education, Curriculum and Instruction

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

APA (6^th Edition):

Lium, K. L. (2010). Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422227

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

Chicago Manual of Style (16^th Edition):

Lium, Kimberly Lyn. “Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422227.

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

MLA Handbook (7^th Edition):

Lium, Kimberly Lyn. “Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers.” 2010. Web. 17 Feb 2019.

Vancouver:

Lium KL. Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422227.

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

Council of Science Editors:

Lium KL. Exploring aesthetic reading, multicultural literature and social consciousness with 11- and 12-year old resistant readers. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422227

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

21. Lock, Peter A. Transcending time through professional development| The Freedom Writers Institute.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422228

► Using a social justice lens of critical theory, social reconstructionism and human rights education, this research reports the perceptions, in respect to human rights… (more)

▼ Using a social justice lens of critical theory, social reconstructionism and human rights education, this research reports the perceptions, in respect to human rights and education, of individuals who have been involved with the Freedom Writers Institute. A life history case study portion focuses on the work of Holocaust survivor Renée Firestone, who has worked as a human rights advocate for over 30 years, as well as the career of Erin Gruwell, including her creation of the Freedom Writers Foundation. Findings suggest that leaders can benefit from the mentoring they receive from other people, and that the context of supportive mentoring occurs within the context of friendships. A phenomenological case study portion focuses on educator participants in the Freedom Writers Institute. Findings suggest four major results: (1) power is misused in educational hierarchies; (2) human rights education is excluded from the curriculum; (3) the inclusion of Holocaust survivor testimony in the curriculum is beneficial and serves as a gateway to the inclusion of human rights education; and (4) the Freedom Writers Institute strengthens teachers’ relationship with their students, provides a variety of pedagogical approaches as well as a sense of encouragement and rejuvenation for the participants, and incorporates a strong familial network of support from other Freedom Writer Institute participants. Further research is recommended to study the perceptions of individuals in regards to the impact of having survivors of genocides other than the Holocaust speak to students; to study what components of the Freedom Writer Institute (FWI) are actually being incorporated into classrooms by the Freedom Writer Teachers (FWTs); to study the perceptions, regarding the effectiveness of the techniques learned at the FWI, of non-FWTs who work at school sites with FWTs; to examine and compare the grades, standardized test scores, and/or graduation rates of students of non-FWTs and FWTs; to study the perceptions of students whose teachers have been trained at the FWI; to study the perceptions of administrators and/or Board Members who have FWTs on their staffs; and to study the perceptions of parents whose children are enrolled in an FWT’s classroom. Keywords: Renée Firestone; Erin Gruwell; Freedom Writers Institute; Human rights education; Holocaust; Social reconstructionism

Subjects/Keywords: Sociology, Theory and Methods; Education, Teacher Training; Education, Social Sciences

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

APA (6^th Edition):

Lock, P. A. (2010). Transcending time through professional development| The Freedom Writers Institute. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422228

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

Chicago Manual of Style (16^th Edition):

Lock, Peter A. “Transcending time through professional development| The Freedom Writers Institute.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422228.

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

MLA Handbook (7^th Edition):

Lock, Peter A. “Transcending time through professional development| The Freedom Writers Institute.” 2010. Web. 17 Feb 2019.

Vancouver:

Lock PA. Transcending time through professional development| The Freedom Writers Institute. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422228.

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

Council of Science Editors:

Lock PA. Transcending time through professional development| The Freedom Writers Institute. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422228

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

22. Lock, Stephanie J. Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422229

► Using a theoretical framework of critical pedagogy and the lens of social justice to focus on engagement and student voice, this research includes both… (more)

▼ Using a theoretical framework of critical pedagogy and the lens of social justice to focus on engagement and student voice, this research includes both quantitative and qualitative methodologies, in respect to the perceptions of continuation high school students regarding factors affecting their engagement in high school. The purpose of this study was to determine if differences exist in engagement practices within comprehensive and continuation high school settings. The quantitative portion of the study incorporates Goodenhow's (1993) Psychological Sense of School Membership scale (PSSM) and Flanagan's (1954) Critical Incident Technique (CIT) into the Student Engagement Survey, which was administered to 202 students at a continuation high school in Southern California to determine the students' perceptions regarding engagement practices. The quantitative dimensions show a macro picture of engagement practices with results suggesting a difference in those practices at continuation and comprehensive high schools. The qualitative portion of the study includes narrative elements, phenomenological elements, and varying case study data, related to students' views on their engagement. The study utilizes open-ended response questions as part of the Student Engagement Survey, journaling and discussion topics within a 20-member student narrative inquiry group, and three focus group interviews. All qualitative components involve continuation high school students and rely on the students' perceptions regarding their own engagement within both comprehensive and continuation high school settings. The qualitative dimensions reveal significance related to students' stories, shared experiences, and some evidence of their shared cultural elements. The qualitative findings suggest three major themes as related to student engagement practices and factors which influence students' success in high school: (1) teacher characteristics and instruction; (2) school and classroom structure; and, (3) personal motivation and influences. This study determined that, as perceived by students, there are differences in engagement practices between comprehensive and continuation high schools. This study resulted in three major conclusions: comprehensive high school policies, as related to programs and structure, must be revisited and redesigned in order address the needs of all students; the current structure of continuation high schools is working to engage students; and, teacher education programs must be redesigned to incorporate elements of developing interpersonal skills and building meaningful student relationships within the classroom setting. Further research is recommended to utilize the PSSM in conjunction with the dynamics of teacher-student relationships to determine ways to maintain school engagement for at-risk students.

Subjects/Keywords: Education, Administration; Education, Teacher Training; Education, Secondary

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

APA (6^th Edition):

Lock, S. J. (2010). Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422229

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

Chicago Manual of Style (16^th Edition):

Lock, Stephanie J. “Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422229.

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

MLA Handbook (7^th Edition):

Lock, Stephanie J. “Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school.” 2010. Web. 17 Feb 2019.

Vancouver:

Lock SJ. Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422229.

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

Council of Science Editors:

Lock SJ. Voices of at-risk youth| Perceptions of continuation high school students regarding factors affecting their engagement in high school. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422229

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

23. Rosine, Dale. The experiences of teachers working in program improvement schools.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422231

► Implementation of the curriculum-centered, standards-based federally mandated reform, No Child Left Behind, has placed pressure on teachers, particularly those working in schools comprised of… (more)

▼ Implementation of the curriculum-centered, standards-based federally mandated reform, No Child Left Behind, has placed pressure on teachers, particularly those working in schools comprised of highly diverse and impoverished students, to have their students attain predetermined levels on high stakes, standardized tests. When schools have not met growth targets for all subgroups of students for two consecutive years, they have been placed in Program Improvement. Schools in Program Improvement have been subject to strict monitoring by state officials and have been forced to adhere to strict schedules and time frames in which subjects are taught. They have also had to comply with limited choices in curriculum, mandated interventions, and constant assessments to monitor student progress. In many of these schools the curriculum has been narrowed to the extent that time spent on subjects such as social studies and science has been minimized, and electives such as fine and performing arts have been eliminated. Instead, the time has been spent drilling math and language arts in an attempt to ready students to pass the high stakes, standardized tests on which schools have been judged "passing" or "failing." In order to capture the experiences of teachers working in Program Improvement schools, a qualitative, phenomenological study was conducted. Eleven female teachers representing two elementary, two middle, and two high schools located in urban areas within a large Southern California county participated in audio taped, semi-structured interviews. Results of the study revealed that teachers' experiences fell into four categories: Perceived responsibilities of teachers in Program Improvement schools; perceptions of teachers regarding the curriculum-centered and assessment-driven reform; perceptions of teachers regarding the implementation and effectiveness of interventions; and change strategies teachers experienced. The responses of the teachers were in many cases consistent with the concerns expressed in the literature by critical theorists such as Freire, Giroux, McLaren, and Shor. This study challenges policymakers to reexamine the existing mandates in light of the teachers' experiences in Program Improvement schools. The implications of this study are to allow teachers freedom to make effective instructional decisions geared to the individual needs of their students and to broaden the curriculum.

Subjects/Keywords: Education, Evaluation; Education, Policy; Education, Administration; Education, Curriculum and Instruction

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

APA (6^th Edition):

Rosine, D. (2010). The experiences of teachers working in program improvement schools. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422231

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

Chicago Manual of Style (16^th Edition):

Rosine, Dale. “The experiences of teachers working in program improvement schools.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422231.

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

MLA Handbook (7^th Edition):

Rosine, Dale. “The experiences of teachers working in program improvement schools.” 2010. Web. 17 Feb 2019.

Vancouver:

Rosine D. The experiences of teachers working in program improvement schools. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422231.

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

Council of Science Editors:

Rosine D. The experiences of teachers working in program improvement schools. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422231

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

24. Stephens, Christiane. A textual analysis of the historical voices of African American women's transformative leadership.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3422245

► The transformative leadership of African American women has only rarely been acknowledged or put into practice. The insights they revealed in their historical biographies… (more)

Subjects/Keywords: African American Studies; Education, Leadership; Education, Philosophy of

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

APA (6^th Edition):

Stephens, C. (2010). A textual analysis of the historical voices of African American women's transformative leadership. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3422245

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

Chicago Manual of Style (16^th Edition):

Stephens, Christiane. “A textual analysis of the historical voices of African American women's transformative leadership.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3422245.

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

MLA Handbook (7^th Edition):

Stephens, Christiane. “A textual analysis of the historical voices of African American women's transformative leadership.” 2010. Web. 17 Feb 2019.

Vancouver:

Stephens C. A textual analysis of the historical voices of African American women's transformative leadership. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422245.

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

Council of Science Editors:

Stephens C. A textual analysis of the historical voices of African American women's transformative leadership. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3422245

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

25. Walton, Lana. How African American males perceive their high school experience.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427804

► A major concern for public schools and society in general is retention of African American males. Studies show that African American males are at… (more)

Subjects/Keywords: African American Studies; Black Studies; Education, Leadership; Education, Secondary

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

APA (6^th Edition):

Walton, L. (2010). How African American males perceive their high school experience. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427804

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

Chicago Manual of Style (16^th Edition):

Walton, Lana. “How African American males perceive their high school experience.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3427804.

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

MLA Handbook (7^th Edition):

Walton, Lana. “How African American males perceive their high school experience.” 2010. Web. 17 Feb 2019.

Vancouver:

Walton L. How African American males perceive their high school experience. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427804.

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

Council of Science Editors:

Walton L. How African American males perceive their high school experience. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427804

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

26. Wyatt, Scott. Linking student achievement to Professional Learning Communities in a Juvenile Court School setting.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427814

► Purpose. The purpose of the study was to provide verifiable data regarding the impact Professional Learning Communities (PLCs) have on student achievement in the… (more)

Subjects/Keywords: Education, Administration; Education, Teacher Training; Sociology, Criminology and Penology; Education, Curriculum and Instruction

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

APA (6^th Edition):

Wyatt, S. (2010). Linking student achievement to Professional Learning Communities in a Juvenile Court School setting. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427814

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

Chicago Manual of Style (16^th Edition):

Wyatt, Scott. “Linking student achievement to Professional Learning Communities in a Juvenile Court School setting.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3427814.

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

MLA Handbook (7^th Edition):

Wyatt, Scott. “Linking student achievement to Professional Learning Communities in a Juvenile Court School setting.” 2010. Web. 17 Feb 2019.

Vancouver:

Wyatt S. Linking student achievement to Professional Learning Communities in a Juvenile Court School setting. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427814.

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

Council of Science Editors:

Wyatt S. Linking student achievement to Professional Learning Communities in a Juvenile Court School setting. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427814

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

27. Jones, Natasha L. Culturally and linguistically diverse students and gifted and talented programs.

Degree: 2010, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3428485

► Purpose. The purpose of the study was to identify factors and policies that negatively impact culturally and linguistically diverse (CLD) students in a gifted… (more)

▼ Purpose. The purpose of the study was to identify factors and policies that negatively impact culturally and linguistically diverse (CLD) students in a gifted program. A second purpose was to see if the achievement scores of CLD gifted students decrease over time on the California Standards Test (CST). A third purpose was to explore the impact of English language acquisition on the retention of CLD students in gifted programs. Methodology. This study was a comparative descriptive study examining quantitative data from the annual state achievement test and quantified qualitative data measuring administrator and teacher attitudes regarding negative factors that affect culturally diverse students and student engagement in the gifted curriculum used in elementary, middle, and high schools within a Southern California School District. Findings. Data analysis revealed that overall, Hispanic students made greater gains in terms of CST performance from the 4th to 11th grade, which is contrary to the literature reported in chapter two of this study. Data indicated that English-Only students have a statistically significantly high percentage of students dropping out of the GATE program at Bloomington High School, while Hispanic GATE students formerly identified as limited English proficient had the lowest percentage of students leaving the program. Conclusions. Additional data demonstrated that teachers and administrators disagree among their own groups as to whether the needs of culturally diverse students are being met by the curriculum presently taught and a focus on the current curriculum negatively affecting culturally diverse students. When teacher and administrator responses were sorted by highest means, the data showed that teachers believed the emphasis on CST scores, lack of parent education, and lack of parental involvement to be the most significant negative factors affecting culturally diverse students. Administrators, however, believed that lack of teachers trained in multicultural education, lack of culturally responsive teaching, and lack of parental involvement were the most significant factors negatively affecting culturally diverse students.

Subjects/Keywords: East European Studies; Education, Gifted; Education, Curriculum and Instruction

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

APA (6^th Edition):

Jones, N. L. (2010). Culturally and linguistically diverse students and gifted and talented programs. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3428485

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

Chicago Manual of Style (16^th Edition):

Jones, Natasha L. “Culturally and linguistically diverse students and gifted and talented programs.” 2010. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3428485.

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

MLA Handbook (7^th Edition):

Jones, Natasha L. “Culturally and linguistically diverse students and gifted and talented programs.” 2010. Web. 17 Feb 2019.

Vancouver:

Jones NL. Culturally and linguistically diverse students and gifted and talented programs. [Internet] [Thesis]. University of Redlands; 2010. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3428485.

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

Council of Science Editors:

Jones NL. Culturally and linguistically diverse students and gifted and talented programs. [Thesis]. University of Redlands; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3428485

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

28. Dorado, Joanna P. The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools.

Degree: 2014, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3637575

► The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American… (more)

Subjects/Keywords: Education, Leadership; Education, Guidance and Counseling; Hispanic American Studies

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

APA (6^th Edition):

Dorado, J. P. (2014). The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3637575

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

Chicago Manual of Style (16^th Edition):

Dorado, Joanna P. “The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools.” 2014. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.

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

MLA Handbook (7^th Edition):

Dorado, Joanna P. “The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools.” 2014. Web. 17 Feb 2019.

Vancouver:

Dorado JP. The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools. [Internet] [Thesis]. University of Redlands; 2014. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.

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

Council of Science Editors:

Dorado JP. The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools. [Thesis]. University of Redlands; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637575

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

29. Fortner, Kitty M. Social Class Influences| Student Engagement of Upper Middle Class African American Students.

Degree: 2014, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3637581

► This study examined the social class of African American students in an upper middle class high school and their engagement in school influenced by… (more)

Subjects/Keywords: African American Studies; Education, Sociology of; Education, Leadership

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APA (6^th Edition):

Fortner, K. M. (2014). Social Class Influences| Student Engagement of Upper Middle Class African American Students. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3637581

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

Chicago Manual of Style (16^th Edition):

Fortner, Kitty M. “Social Class Influences| Student Engagement of Upper Middle Class African American Students.” 2014. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3637581.

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

MLA Handbook (7^th Edition):

Fortner, Kitty M. “Social Class Influences| Student Engagement of Upper Middle Class African American Students.” 2014. Web. 17 Feb 2019.

Vancouver:

Fortner KM. Social Class Influences| Student Engagement of Upper Middle Class African American Students. [Internet] [Thesis]. University of Redlands; 2014. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637581.

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

Council of Science Editors:

Fortner KM. Social Class Influences| Student Engagement of Upper Middle Class African American Students. [Thesis]. University of Redlands; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637581

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

30. Hanson, Marcus John. The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School.

Degree: 2014, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3637601

► This dissertation examines the influence of social capital through social relations on student engagement. Specifically, it examines how the resources of social capital through… (more)

Subjects/Keywords: Education, Sociology of; Education, Leadership; Education, Secondary

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

APA (6^th Edition):

Hanson, M. J. (2014). The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3637601

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

Chicago Manual of Style (16^th Edition):

Hanson, Marcus John. “The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School.” 2014. Thesis, University of Redlands. Accessed February 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3637601.

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

MLA Handbook (7^th Edition):

Hanson, Marcus John. “The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School.” 2014. Web. 17 Feb 2019.

Vancouver:

Hanson MJ. The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School. [Internet] [Thesis]. University of Redlands; 2014. [cited 2019 Feb 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637601.

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

Council of Science Editors:

Hanson MJ. The Influence of Social Capital Through Social Relations| Student Engagement in a Middle Upper Class High School. [Thesis]. University of Redlands; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3637601

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

Open Access Theses and Dissertations