Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for publisher:("University of Redlands"). Showing records 1 – 30 of 39 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters

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

Degree: 2016, University of Redlands

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

Subjects/Keywords: Education; Early Childhood

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

Subjects/Keywords: Education, Leadership; Education, Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

Subjects/Keywords: GLBT Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  <i>Purpose.</i> 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)

Subjects/Keywords: Psychology; Counseling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  <i>Purpose</i>. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

  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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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

[1] [2]

.