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Degree: Doctor of Education (EdD)

You searched for subject:( Constitutional protection of the right to a basic education). Showing records 1 – 30 of 2156 total matches.

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1. Agosta, Nadine. Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Right to education; Cambodia; Education and state; Cambodians; Ethnic identity; History; Education

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APA (6th Edition):

Agosta, N. (2009). Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/179

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):

Agosta, Nadine. “Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education.” 2009. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/179.

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

MLA Handbook (7th Edition):

Agosta, Nadine. “Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education.” 2009. Web. 21 Mar 2019.

Vancouver:

Agosta N. Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/179.

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

Council of Science Editors:

Agosta N. Home and identity in Cambodia : implications of the revolution and internal turmoil of the 1970s on children's right to education. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/179

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

2. Chang, Chi-Fang (Michelle). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2018, University of San Francisco

  This present study anchored its inquiry in English oral communication and learning English as a second language. The purpose of the study was to… (more)

Subjects/Keywords: challenges; English as a second language; factors; oral communication; Willingness to communicate; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Chang, C. (. (2018). Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/451

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):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/451.

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

MLA Handbook (7th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Web. 21 Mar 2019.

Vancouver:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/451.

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

Council of Science Editors:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/451

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

3. Kennedy, Christopher S. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2018, Ohio University

 Recent trends in teacher preparation have been toward a clinical model that provides teacher candidates with more authentic classroom experiences that are connected with methods… (more)

Subjects/Keywords: Education; Educational Leadership; Reading Instruction; School Administration; Teacher Education; Early Childhood Education; Teaching; Professional Development School partnerships; PDS; reading intervention; clinical model of teacher preparation; Response to Intervention; mentor teacher perceptions; nine essential elements of a PDS

…Levine (2006) noted that “the PDS offers a superb laboratory for education schools to… …to participating institutions to insure the work reflects the ideals of a PDS. The nine… …A school–university culture committed to the preparation of future educators that embraces… …experience. Besides missing valuable content, educators point to the lack of credentials as a… …evaluative aspects of coursework can provide the motivation to go above and beyond. However, with a… 

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APA (6th Edition):

Kennedy, C. S. (2018). Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

Chicago Manual of Style (16th Edition):

Kennedy, Christopher S. “Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.” 2018. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.

MLA Handbook (7th Edition):

Kennedy, Christopher S. “Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership.” 2018. Web. 21 Mar 2019.

Vancouver:

Kennedy CS. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434.

Council of Science Editors:

Kennedy CS. Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a Professional Development School (PDS) Partnership. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533904399315434

4. Shafai, Areej Abdullah. The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, University of San Francisco

  With the rapid changes occurring in Saudi Arabia toward achieving Saudi’s 2030 vision, more opportunities and developments will emerge in education and leadership, as… (more)

Subjects/Keywords: Vision of the Kingdom of Saudi Arabia; Authority; Department Chairs; Higher Education; Saudi Arabia; Servant Leadership; Educational Leadership

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APA (6th Edition):

Shafai, A. A. (2018). The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/461

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):

Shafai, Areej Abdullah. “The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power.” 2018. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/461.

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

MLA Handbook (7th Edition):

Shafai, Areej Abdullah. “The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power.” 2018. Web. 21 Mar 2019.

Vancouver:

Shafai AA. The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/461.

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

Council of Science Editors:

Shafai AA. The Perceptions of Saudi Arabia Higher Educational Leaders on Servant Leadership: The Use of Authority and Power. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/461

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

5. Clabaugh, Dionne Janice. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  There is concern in California community colleges about student success because persistence rates have decreased and graduation rates have declined. Basic skills students are… (more)

Subjects/Keywords: Autonomy Supportive Instruction; Basic Skills; Community College; Faculty Training; Informational Feedback; Intrinsic Motivation; Education

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APA (6th Edition):

Clabaugh, D. J. (2013). Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/69

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):

Clabaugh, Dionne Janice. “Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.” 2013. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/69.

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

MLA Handbook (7th Edition):

Clabaugh, Dionne Janice. “Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement.” 2013. Web. 21 Mar 2019.

Vancouver:

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/69.

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

Council of Science Editors:

Clabaugh DJ. Increasing Community College Basic Skills English Instructors' Use of Autonomy Supportive Instruction to Impact Students' Perceptions of Autonomy and Engagement. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/69

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


Ohio University

6. Makwinja-Morara, Veronica Margaret. FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?.

Degree: Doctor of Education (EdD), Cultural Studies in Education (Education), 2007, Ohio University

  The purpose of this dissertation is to explore the experiences and perceptions of female dropouts in Botswana and the role of education in their… (more)

Subjects/Keywords: Dropouts in Botswana; History of Education; Causes of Dropouts; Effects of Dropping Out; Challenges of the Female Child in Africa/Third World; Portraiture and Case Study; Experiences and Perceptions of the Young Women

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APA (6th Edition):

Makwinja-Morara, V. M. (2007). FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178284272

Chicago Manual of Style (16th Edition):

Makwinja-Morara, Veronica Margaret. “FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?.” 2007. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178284272.

MLA Handbook (7th Edition):

Makwinja-Morara, Veronica Margaret. “FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?.” 2007. Web. 21 Mar 2019.

Vancouver:

Makwinja-Morara VM. FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178284272.

Council of Science Editors:

Makwinja-Morara VM. FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178284272

7. Headd, Andrew C. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on… (more)

Subjects/Keywords: Effectiveness of A Credit Recovery Program; Adult and Continuing Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Online and Distance Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Headd, A. C. (2017). The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/85

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):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Thesis, Clark University Atlanta. Accessed March 21, 2019. http://digitalcommons.auctr.edu/cauetds/85.

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

MLA Handbook (7th Edition):

Headd, Andrew C. “The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits.” 2017. Web. 21 Mar 2019.

Vancouver:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Mar 21]. Available from: http://digitalcommons.auctr.edu/cauetds/85.

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

Council of Science Editors:

Headd AC. The Effect of Parental Support and Selected Variables on the Effectiveness of a Credit Recovery Program as It Relates to Successful Completion of Graduation Credits. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/85

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


Harvard University

8. Contreras Jr., Eduardo. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.

Degree: Doctor of Education (EdD), 2015, Harvard University

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students… (more)

Subjects/Keywords: Education, Higher; Education, History of

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APA (6th Edition):

Contreras Jr., E. (2015). Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042

Chicago Manual of Style (16th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

MLA Handbook (7th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Web. 21 Mar 2019.

Vancouver:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

Council of Science Editors:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042


Harvard University

9. Johnston, William R. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.

Degree: Doctor of Education (EdD), 2015, Harvard University

Intra-district open enrollment policies are increasingly implemented as a means of expanding children’s educational opportunities and promoting greater racial integration in urban schools. However, racial… (more)

Subjects/Keywords: Education, Sociology of; Education, Elementary

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APA (6th Edition):

Johnston, W. R. (2015). The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043

Chicago Manual of Style (16th Edition):

Johnston, William R. “The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.” 2015. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043.

MLA Handbook (7th Edition):

Johnston, William R. “The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices.” 2015. Web. 21 Mar 2019.

Vancouver:

Johnston WR. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043.

Council of Science Editors:

Johnston WR. The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043


Harvard University

10. Diaquoi, Raygine C. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.

Degree: Doctor of Education (EdD), 2015, Harvard University

Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters.… (more)

Subjects/Keywords: Education; Sociology of

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APA (6th Edition):

Diaquoi, R. C. (2015). Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058

Chicago Manual of Style (16th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

MLA Handbook (7th Edition):

Diaquoi, Raygine C. “Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism.” 2015. Web. 21 Mar 2019.

Vancouver:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

Council of Science Editors:

Diaquoi RC. Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058


Harvard University

11. Miller, Rebecca B. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.

Degree: Doctor of Education (EdD), 2017, Harvard University

 While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist”… (more)

Subjects/Keywords: Education; History of

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APA (6th Edition):

Miller, R. B. (2017). Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847

Chicago Manual of Style (16th Edition):

Miller, Rebecca B. “Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.” 2017. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847.

MLA Handbook (7th Edition):

Miller, Rebecca B. “Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.” 2017. Web. 21 Mar 2019.

Vancouver:

Miller RB. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847.

Council of Science Editors:

Miller RB. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847


Ohio University

12. Sharma, Rashmi. Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 The purpose of this study was to explore women district leader’s perceptions of organizational change in a rural women’s education and empowerment program in India,… (more)

Subjects/Keywords: Education; Rural Women; Empowerment and Education; Appreciative Inquiry; India; Mahila Samakhya; Women District Leaders of the Mahila Samakhya Program; Government Organized Non-Governmental Organization; GONGO; Rural Education; Organizational Change; 5-D Model

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APA (6th Edition):

Sharma, R. (2016). Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459508688

Chicago Manual of Style (16th Edition):

Sharma, Rashmi. “Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry.” 2016. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459508688.

MLA Handbook (7th Edition):

Sharma, Rashmi. “Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry.” 2016. Web. 21 Mar 2019.

Vancouver:

Sharma R. Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459508688.

Council of Science Editors:

Sharma R. Women District Leader’s Perspectives of Organizational Change in a Rural Women’s Education and Empowerment Program in India: An Appreciative Inquiry. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459508688


Montana Tech

13. Gallagher, Thomas Patrick. BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS.

Degree: Doctor of Education (EdD), 2017, Montana Tech

  Two-year college transfer education has been promoted as a cost-effective path for achieving the baccalaureate, but increased time-to-degree could nullify this assumption. The Montana… (more)

Subjects/Keywords: baccalaureate; community college; time-to-degree; transfer education; two-year college

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APA (6th Edition):

Gallagher, T. P. (2017). BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11068

Chicago Manual of Style (16th Edition):

Gallagher, Thomas Patrick. “BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS.” 2017. Doctoral Dissertation, Montana Tech. Accessed March 21, 2019. https://scholarworks.umt.edu/etd/11068.

MLA Handbook (7th Edition):

Gallagher, Thomas Patrick. “BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS.” 2017. Web. 21 Mar 2019.

Vancouver:

Gallagher TP. BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS. [Internet] [Doctoral dissertation]. Montana Tech; 2017. [cited 2019 Mar 21]. Available from: https://scholarworks.umt.edu/etd/11068.

Council of Science Editors:

Gallagher TP. BACCALAUREATE TIME-TO-DEGREE FOR MONTANA UNIVERSITY SYSTEM TWO-YEAR COLLEGE TRANSFER STUDENTS. [Doctoral Dissertation]. Montana Tech; 2017. Available from: https://scholarworks.umt.edu/etd/11068


Ohio University

14. Hall, Jona S. Identifying the Variables that Impact the Nontraditional Career Choices of Women.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 Women continue to be underrepresented in the nontraditional careers. With areas of cosmetology, health sciences, education and child care being the dominate female careers; there… (more)

Subjects/Keywords: Continuing Education; Counseling Education; Curriculum Development; Education; Education Policy; Educational Theory; Gender Studies; Labor Relations; School Counseling; Vocational Education; Womens Studies; career choice of women; nontraditional female careers; career counseling; middle skills gap; college and career; nontraditional careers; variables that impact career choice; women in the workplace; laborers

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

APA (6th Edition):

Hall, J. S. (2016). Identifying the Variables that Impact the Nontraditional Career Choices of Women. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825

Chicago Manual of Style (16th Edition):

Hall, Jona S. “Identifying the Variables that Impact the Nontraditional Career Choices of Women.” 2016. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825.

MLA Handbook (7th Edition):

Hall, Jona S. “Identifying the Variables that Impact the Nontraditional Career Choices of Women.” 2016. Web. 21 Mar 2019.

Vancouver:

Hall JS. Identifying the Variables that Impact the Nontraditional Career Choices of Women. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825.

Council of Science Editors:

Hall JS. Identifying the Variables that Impact the Nontraditional Career Choices of Women. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825

15. Redmond, Adrianne. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology… (more)

Subjects/Keywords: Technology; Teacher; Perception; Laptop; One-to-One; Middle; Pedagogy; Education; Educational Leadership; Secondary Education

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APA (6th Edition):

Redmond, A. (2018). Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/135

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):

Redmond, Adrianne. “Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.” 2018. Thesis, Clark University Atlanta. Accessed March 21, 2019. http://digitalcommons.auctr.edu/cauetds/135.

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

MLA Handbook (7th Edition):

Redmond, Adrianne. “Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders.” 2018. Web. 21 Mar 2019.

Vancouver:

Redmond A. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Mar 21]. Available from: http://digitalcommons.auctr.edu/cauetds/135.

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

Council of Science Editors:

Redmond A. Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/135

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


Bowling Green State University

16. Grant, Scott S. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, Bowling Green State University

 Due to the increasingly widespread utilization of interscholastic athletic pay to participate policies within the state of Ohio, this study focused on analyzing specific pay… (more)

Subjects/Keywords: Education; Sports Management; pay to participate; interscholastic athletics; pay to play; high school sports; athletics; interscholastic extracurriculars

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

APA (6th Edition):

Grant, S. S. (2017). A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579

Chicago Manual of Style (16th Edition):

Grant, Scott S. “A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579.

MLA Handbook (7th Edition):

Grant, Scott S. “A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies.” 2017. Web. 21 Mar 2019.

Vancouver:

Grant SS. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579.

Council of Science Editors:

Grant SS. A Multiple Case Study Analysis of Ohio Interscholastic Extracurricular Pay to Participate Policies. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491338075102579


Utah State University

17. Hanson, Robert Neldon. A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights.

Degree: Doctor of Education (EdD), School of Teacher Education and Leadership, 1970, Utah State University

  The purpose of this study was to determine : 1. What actions sixth grade children think should be taken in situations that contain certain… (more)

Subjects/Keywords: Survey of Sixth Grade Students; Reactions to Civil Rights; Civil Rights; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Hanson, R. N. (1970). A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3970

Chicago Manual of Style (16th Edition):

Hanson, Robert Neldon. “A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights.” 1970. Doctoral Dissertation, Utah State University. Accessed March 21, 2019. https://digitalcommons.usu.edu/etd/3970.

MLA Handbook (7th Edition):

Hanson, Robert Neldon. “A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights.” 1970. Web. 21 Mar 2019.

Vancouver:

Hanson RN. A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights. [Internet] [Doctoral dissertation]. Utah State University; 1970. [cited 2019 Mar 21]. Available from: https://digitalcommons.usu.edu/etd/3970.

Council of Science Editors:

Hanson RN. A Survey of Sixth Grade Students' Reactions to Selected Situations Involving Certain Elements of Civil Rights. [Doctoral Dissertation]. Utah State University; 1970. Available from: https://digitalcommons.usu.edu/etd/3970

18. Harouni, Houman. Purpose and Education: The Case of Mathematics.

Degree: Doctor of Education (EdD), 2015, Harvard University

Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered… (more)

Subjects/Keywords: Education, Mathematics; Education, Philosophy of; Education, History of

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APA (6th Edition):

Harouni, H. (2015). Purpose and Education: The Case of Mathematics. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047

Chicago Manual of Style (16th Edition):

Harouni, Houman. “Purpose and Education: The Case of Mathematics.” 2015. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047.

MLA Handbook (7th Edition):

Harouni, Houman. “Purpose and Education: The Case of Mathematics.” 2015. Web. 21 Mar 2019.

Vancouver:

Harouni H. Purpose and Education: The Case of Mathematics. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047.

Council of Science Editors:

Harouni H. Purpose and Education: The Case of Mathematics. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047

19. Lakes, Robert Maxwell. An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  Changes in climate and the corresponding environmental issues are major concerns facing the world today. Human consumption, which is leading the rapid depletion of… (more)

Subjects/Keywords: Behavior change; Behind the Scenes; conservation; conservation education; Education; Zoo; Educational Psychology; Environmental Education

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APA (6th Edition):

Lakes, R. M. (2016). An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/390

Chicago Manual of Style (16th Edition):

Lakes, Robert Maxwell. “An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed March 21, 2019. https://encompass.eku.edu/etd/390.

MLA Handbook (7th Edition):

Lakes, Robert Maxwell. “An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming.” 2016. Web. 21 Mar 2019.

Vancouver:

Lakes RM. An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Mar 21]. Available from: https://encompass.eku.edu/etd/390.

Council of Science Editors:

Lakes RM. An Examination of Intrinsic Existence Value Towards Wildlife of Columbus Zoo and Aquariums Tourists: Evaluating the Impact of Behind the Scenes Programming. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/390


Bowling Green State University

20. Theis, Jennifer Lee. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, Bowling Green State University

 The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of… (more)

Subjects/Keywords: Elementary Education; Education; Educational Technology; Technology; Teaching; Education; One-to-One; Technology; Inquiry-Based Learning; Inquiry-Based Teaching

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APA (6th Edition):

Theis, J. L. (2016). Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

Chicago Manual of Style (16th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

MLA Handbook (7th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Web. 21 Mar 2019.

Vancouver:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

Council of Science Editors:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

21. Coffman, Karen D. Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2018, Ohio University

 The purpose of this study was to explore practices from the Reading First Grant implementation, which itself no longer exists, with an intent of identifying… (more)

Subjects/Keywords: Education; Education Policy; Educational Leadership; Elementary Education; Reading First; Response to Intervention; Instructional leadership; professional development; Kentucky schools; rural schools

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

APA (6th Edition):

Coffman, K. D. (2018). Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384

Chicago Manual of Style (16th Edition):

Coffman, Karen D. “Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools.” 2018. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

MLA Handbook (7th Edition):

Coffman, Karen D. “Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools.” 2018. Web. 21 Mar 2019.

Vancouver:

Coffman KD. Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

Council of Science Editors:

Coffman KD. Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384


Harvard University

22. Shaw, Matthew Patrick. Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this two-paper dissertation, I examine U.S. Census data from the Current Population Survey Merged Outgoing Rotating Groups to understand how undocumented-student high-school-diploma, college-enrollment, associate’s-degree,… (more)

Subjects/Keywords: Law; Education, Sociology of; Education, Higher

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APA (6th Edition):

Shaw, M. P. (2016). Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112684

Chicago Manual of Style (16th Edition):

Shaw, Matthew Patrick. “Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment.” 2016. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112684.

MLA Handbook (7th Edition):

Shaw, Matthew Patrick. “Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment.” 2016. Web. 21 Mar 2019.

Vancouver:

Shaw MP. Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112684.

Council of Science Editors:

Shaw MP. Shaping the DREAM: Law as Policy Defining Undocumented Students’ Educational Attainment. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112684


Harvard University

23. Chopra, Vidur. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.

Degree: Doctor of Education (EdD), 2018, Harvard University

The need to belong is a fundamental human need, yet in contemporary contexts of migration, conflict and forced displacement, it remains severely contested and continually… (more)

Subjects/Keywords: Education, Sociology of; Sociology, General

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APA (6th Edition):

Chopra, V. (2018). Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847

Chicago Manual of Style (16th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

MLA Handbook (7th Edition):

Chopra, Vidur. “Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon.” 2018. Web. 21 Mar 2019.

Vancouver:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847.

Council of Science Editors:

Chopra V. Learning to Belong, Belonging to Learn: Syrian Refugee Youths' Pursuits of Education, Membership and Stability in Lebanon. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935847


Harvard University

24. Croft, James. Free Thinking.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of… (more)

Subjects/Keywords: Education, Philosophy of; Philosophy

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APA (6th Edition):

Croft, J. (2016). Free Thinking. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788

Chicago Manual of Style (16th Edition):

Croft, James. “Free Thinking.” 2016. Doctoral Dissertation, Harvard University. Accessed March 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788.

MLA Handbook (7th Edition):

Croft, James. “Free Thinking.” 2016. Web. 21 Mar 2019.

Vancouver:

Croft J. Free Thinking. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Mar 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788.

Council of Science Editors:

Croft J. Free Thinking. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788

25. Khan, Muhammad Majid. Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 The study examined the issues of access in public and private higher education institutions in Islamabad, Pakistan. The policies and institutions currently in place to… (more)

Subjects/Keywords: Issues of access; Education

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APA (6th Edition):

Khan, M. M. (2010). Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/186

Chicago Manual of Style (16th Edition):

Khan, Muhammad Majid. “Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed March 21, 2019. https://scholarworks.umass.edu/open_access_dissertations/186.

MLA Handbook (7th Edition):

Khan, Muhammad Majid. “Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan.” 2010. Web. 21 Mar 2019.

Vancouver:

Khan MM. Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Mar 21]. Available from: https://scholarworks.umass.edu/open_access_dissertations/186.

Council of Science Editors:

Khan MM. Issues of Access in Public and Private Higher Education Institutions in Islamabad Pakistan. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/186


Florida International University

26. Madan, Nilia M. Predictors of Success: Medical Laboratory Associate in Science Degree Program.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2012, Florida International University

  Hospitals and healthcare facilities in the United States are facing serious shortages of medical laboratory personnel, which, if not addressed, stand to negatively impact… (more)

Subjects/Keywords: Education; Predictors of Success

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APA (6th Edition):

Madan, N. M. (2012). Predictors of Success: Medical Laboratory Associate in Science Degree Program. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/672 ; 10.25148/etd.FI12073002 ; FI12073002

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):

Madan, Nilia M. “Predictors of Success: Medical Laboratory Associate in Science Degree Program.” 2012. Thesis, Florida International University. Accessed March 21, 2019. http://digitalcommons.fiu.edu/etd/672 ; 10.25148/etd.FI12073002 ; FI12073002.

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

MLA Handbook (7th Edition):

Madan, Nilia M. “Predictors of Success: Medical Laboratory Associate in Science Degree Program.” 2012. Web. 21 Mar 2019.

Vancouver:

Madan NM. Predictors of Success: Medical Laboratory Associate in Science Degree Program. [Internet] [Thesis]. Florida International University; 2012. [cited 2019 Mar 21]. Available from: http://digitalcommons.fiu.edu/etd/672 ; 10.25148/etd.FI12073002 ; FI12073002.

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

Council of Science Editors:

Madan NM. Predictors of Success: Medical Laboratory Associate in Science Degree Program. [Thesis]. Florida International University; 2012. Available from: http://digitalcommons.fiu.edu/etd/672 ; 10.25148/etd.FI12073002 ; FI12073002

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

27. Dow-Royer, Cathy A. Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 Over the last two decades there has been heightened interest in redefining faculty scholarship in higher education (Boyer, 1990). Trends have included the development of… (more)

Subjects/Keywords: Academic Departments; Faculty Development; Faculty Scholarship; Leadership in the Health Professions; Occupational Therapy Education; Research in the Health Professions; Education

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APA (6th Edition):

Dow-Royer, C. A. (2010). Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/230

Chicago Manual of Style (16th Edition):

Dow-Royer, Cathy A. “Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed March 21, 2019. https://scholarworks.umass.edu/open_access_dissertations/230.

MLA Handbook (7th Edition):

Dow-Royer, Cathy A. “Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments.” 2010. Web. 21 Mar 2019.

Vancouver:

Dow-Royer CA. Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Mar 21]. Available from: https://scholarworks.umass.edu/open_access_dissertations/230.

Council of Science Editors:

Dow-Royer CA. Scholarship in Occupational Therapy Faculty: The Interaction of Cultural Forces in Academic Departments. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/230


Georgia State University

28. Brack, Tracie Welborn, Ed.D. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  This study examined teachers’ perceptions of school climate as it relates to subject area in an elementary school setting. For the purpose of this… (more)

Subjects/Keywords: Arts; Accountability; Teacher Perception; School Climate; Homeroom Teachers; Special Area Teachers; Testing; Race to the Top

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

APA (6th Edition):

Brack, Tracie Welborn, E. D. (2015). Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/126

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):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Thesis, Georgia State University. Accessed March 21, 2019. https://scholarworks.gsu.edu/eps_diss/126.

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

MLA Handbook (7th Edition):

Brack, Tracie Welborn, Ed D. “Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school.” 2015. Web. 21 Mar 2019.

Vancouver:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Mar 21]. Available from: https://scholarworks.gsu.edu/eps_diss/126.

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

Council of Science Editors:

Brack, Tracie Welborn ED. Arts and Academics: How teachers perceive school climate relating to subject area (homerooom or special area) in an elementary school. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/126

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


Montana Tech

29. Liauh, Yirng-Hurng Emma. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.

Degree: Doctor of Education (EdD), 2011, Montana Tech

  The mix-method research aimed to investigate the attitudes toward the implementation of Exit English Examination (EEE) from the perspectives of English faculties and their… (more)

Subjects/Keywords: assessment and testing; exit English examinations; high-stakes testing; teaching effectiveness; teaching to the test; Technological and Vocational Educational System

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

APA (6th Edition):

Liauh, Y. E. (2011). A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1331

Chicago Manual of Style (16th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Doctoral Dissertation, Montana Tech. Accessed March 21, 2019. https://scholarworks.umt.edu/etd/1331.

MLA Handbook (7th Edition):

Liauh, Yirng-Hurng Emma. “A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS.” 2011. Web. 21 Mar 2019.

Vancouver:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2019 Mar 21]. Available from: https://scholarworks.umt.edu/etd/1331.

Council of Science Editors:

Liauh YE. A STUDY OF THE PERCEPTIONS OF ENGLISH FACULTY AND STUDENTS OF EXIT ENGLISH EXAMINATIONS AT TAIWAN'S TECHNOLOGICAL AND VOCATIONAL HIGHER EDUCATION INSTITUTIONS. [Doctoral Dissertation]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1331

30. Nurnberg, Denae. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate… (more)

Subjects/Keywords: Science Laboratories; Science Writing Heuristic; Scientific Literacy; Writing-to-Learn; Science and Mathematics Education

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

APA (6th Edition):

Nurnberg, D. (2017). Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/342

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):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Thesis, University of San Francisco. Accessed March 21, 2019. https://repository.usfca.edu/diss/342.

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

MLA Handbook (7th Edition):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Web. 21 Mar 2019.

Vancouver:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 21]. Available from: https://repository.usfca.edu/diss/342.

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

Council of Science Editors:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/342

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

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