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Dept: Educational Leadership

You searched for subject:( Constitutional protection of the right to a basic education). Showing records 1 – 30 of 1896 total matches.

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Penn State University

1. Tiwari, Ashwini K. Teachers, Discipline and the Corporal Punishment Ban in Delhi, India.

Degree: PhD, Educational Leadership, 2014, Penn State University

 Corporal punishment has been a common disciplinary method in Indian schools. In recent years, however, this practice has become controversial. In 2000, the Supreme Court… (more)

Subjects/Keywords: Corporal punishment; Physical punishment; Discipline; Teachers; Media; Delhi; India; Educational reform; Right to Education Act

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APA (6th Edition):

Tiwari, A. K. (2014). Teachers, Discipline and the Corporal Punishment Ban in Delhi, India. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/22735

Chicago Manual of Style (16th Edition):

Tiwari, Ashwini K. “Teachers, Discipline and the Corporal Punishment Ban in Delhi, India.” 2014. Doctoral Dissertation, Penn State University. Accessed March 20, 2019. https://etda.libraries.psu.edu/catalog/22735.

MLA Handbook (7th Edition):

Tiwari, Ashwini K. “Teachers, Discipline and the Corporal Punishment Ban in Delhi, India.” 2014. Web. 20 Mar 2019.

Vancouver:

Tiwari AK. Teachers, Discipline and the Corporal Punishment Ban in Delhi, India. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Mar 20]. Available from: https://etda.libraries.psu.edu/catalog/22735.

Council of Science Editors:

Tiwari AK. Teachers, Discipline and the Corporal Punishment Ban in Delhi, India. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/22735


Miami University

2. Huff-Franklin, Clairie Louisa. AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS.

Degree: EdD, Educational Leadership, 2017, Miami University

 AN EXPLORATORY STUDY OF VALUE- ADDED AND ACADEMIC OPTIMISMOF URBAN READING TEACHERSThe purpose of this study is to explore the correlation between state-recorded value- added… (more)

Subjects/Keywords: Education; Education History; Education Philosophy; Education Policy; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Educational Theory; Elementary Education; Middle School Education; African Americans; Hispanic Americans; Special Education; Minority and Ethnic Groups; Value Added; Academic Optimism; Positive Psychology; urban youth; minority students; achievement gaps; student engagement; SES; teacher effectiveness; teacher impact; education legislation; ESEA; A Nation At Risk; NCLB; Race to the Top; ESSA

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APA (6th Edition):

Huff-Franklin, C. L. (2017). AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475

Chicago Manual of Style (16th Edition):

Huff-Franklin, Clairie Louisa. “AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS.” 2017. Doctoral Dissertation, Miami University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

MLA Handbook (7th Edition):

Huff-Franklin, Clairie Louisa. “AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS.” 2017. Web. 20 Mar 2019.

Vancouver:

Huff-Franklin CL. AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS. [Internet] [Doctoral dissertation]. Miami University; 2017. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

Council of Science Editors:

Huff-Franklin CL. AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS. [Doctoral Dissertation]. Miami University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475


East Tennessee State University

3. Davis, Joshua B. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to investigate the relationship between the TVAAS growth score given by the Tennessee Department of Education and the… (more)

Subjects/Keywords: TVAAS; TEAM Evaluation; teacher evaluation; value-added growth scores; First to the Top; Race to the Top; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching

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APA (6th Edition):

Davis, J. B. (2014). The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2432

Chicago Manual of Style (16th Edition):

Davis, Joshua B. “The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2432.

MLA Handbook (7th Edition):

Davis, Joshua B. “The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee.” 2014. Web. 20 Mar 2019.

Vancouver:

Davis JB. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2432.

Council of Science Editors:

Davis JB. The Relationship Between the Growth Score and the Overall TEAM Observation Rating for Teachers in Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2432


East Tennessee State University

4. Comer, Jeffrey R. The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status.

Degree: EdD (Doctor of Education), Educational Leadership, 2007, East Tennessee State University

  The purpose of this quantitative study was to examine Virginia Standards of Learning 8th grade writing assessments to determine if there was any association… (more)

Subjects/Keywords: writing to learn; writing process; standards of learning; technology; national commission on writing; writing across the curriculum; Education; Educational Assessment, Evaluation, and Research; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Comer, J. R. (2007). The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2133

Chicago Manual of Style (16th Edition):

Comer, Jeffrey R. “The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status.” 2007. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2133.

MLA Handbook (7th Edition):

Comer, Jeffrey R. “The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status.” 2007. Web. 20 Mar 2019.

Vancouver:

Comer JR. The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status. [Internet] [Doctoral dissertation]. East Tennessee State University; 2007. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2133.

Council of Science Editors:

Comer JR. The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status. [Doctoral Dissertation]. East Tennessee State University; 2007. Available from: https://dc.etsu.edu/etd/2133


East Tennessee State University

5. Cantrell, Martha Ely. TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this study was to investigate the relationships between the changes in Tennessee Comprehensive Assessment Program (TCAP) scores and the changes in… (more)

Subjects/Keywords: Race to the Top; First to the Top Act; Per Pupil Expenditures; TCAP; RTTT; FTTT; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Cantrell, M. E. (2013). TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1779

Chicago Manual of Style (16th Edition):

Cantrell, Martha Ely. “TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/1779.

MLA Handbook (7th Edition):

Cantrell, Martha Ely. “TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act.” 2013. Web. 20 Mar 2019.

Vancouver:

Cantrell ME. TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/1779.

Council of Science Editors:

Cantrell ME. TCAP Scores and Per Pupil Expenditures: Statewide Changes Before and After Tennessee’s First to the Top Act. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1779

6. 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 20, 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. 20 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 20]. 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


East Tennessee State University

7. Collins, Scott F. Equity and Adequacy: A Funding Crisis in the Tennessee Education System.

Degree: EdD (Doctor of Education), Educational Leadership, 2004, East Tennessee State University

  Tennessee is experiencing a budget crisis related to the dollar amount per-pupil expended on kindergarten- through 12th-grade education when compared to other states. Public… (more)

Subjects/Keywords: Equitable Allocation; Reasonably Equal; Vertical Equity; Equal Opportunity to a Quality Education; Adequate; Uniform; General and Efficient; Education; Educational Administration and Supervision

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APA (6th Edition):

Collins, S. F. (2004). Equity and Adequacy: A Funding Crisis in the Tennessee Education System. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/951

Chicago Manual of Style (16th Edition):

Collins, Scott F. “Equity and Adequacy: A Funding Crisis in the Tennessee Education System.” 2004. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/951.

MLA Handbook (7th Edition):

Collins, Scott F. “Equity and Adequacy: A Funding Crisis in the Tennessee Education System.” 2004. Web. 20 Mar 2019.

Vancouver:

Collins SF. Equity and Adequacy: A Funding Crisis in the Tennessee Education System. [Internet] [Doctoral dissertation]. East Tennessee State University; 2004. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/951.

Council of Science Editors:

Collins SF. Equity and Adequacy: A Funding Crisis in the Tennessee Education System. [Doctoral Dissertation]. East Tennessee State University; 2004. Available from: https://dc.etsu.edu/etd/951


Miami University

8. Ocran, Kweku Siripi. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.

Degree: PhD, Educational Leadership, 2010, Miami University

  This dissertation examines female students schooling experiences within the Accra – Tema district of Ghana. The case study centers and privileges the stories and experiences… (more)

Subjects/Keywords: Education; Gender; Education Reforms in Ghana; Girls Schooling Experiences; Gender Equity Education; Free Compulsory Universal Basic Education; Policy Contradictions; Critical Feminist Policy Analysis

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APA (6th Edition):

Ocran, K. S. (2010). An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557

Chicago Manual of Style (16th Edition):

Ocran, Kweku Siripi. “An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.” 2010. Doctoral Dissertation, Miami University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557.

MLA Handbook (7th Edition):

Ocran, Kweku Siripi. “An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District.” 2010. Web. 20 Mar 2019.

Vancouver:

Ocran KS. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. [Internet] [Doctoral dissertation]. Miami University; 2010. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557.

Council of Science Editors:

Ocran KS. An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District. [Doctoral Dissertation]. Miami University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272391557


Miami University

9. Gilliam-Smith, Rhonda. FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED.

Degree: PhD, Educational Leadership, 2008, Miami University

  There are two tensions in critical pedagogy. One is between the universalistic and the particularistic critical pedagogy models. The other tension exists between the… (more)

Subjects/Keywords: African Americans; Curricula; Education History; Educational Theory; African American Cultural Studies; Civil Rights Movement; Critical Pedagogy; Student Non-Violent Coordinating Committee; and Theatre of the Oppressed.

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APA (6th Edition):

Gilliam-Smith, R. (2008). FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1218820340

Chicago Manual of Style (16th Edition):

Gilliam-Smith, Rhonda. “FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED.” 2008. Doctoral Dissertation, Miami University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218820340.

MLA Handbook (7th Edition):

Gilliam-Smith, Rhonda. “FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED.” 2008. Web. 20 Mar 2019.

Vancouver:

Gilliam-Smith R. FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218820340.

Council of Science Editors:

Gilliam-Smith R. FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218820340


Virginia Commonwealth University

10. Merritt, Rebecca. The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement.

Degree: PhD, Educational Leadership, 2010, Virginia Commonwealth University

 The purpose of this study was to understand the decision making process of caregivers placing their elderly family members in a nursing home facility. Experiential… (more)

Subjects/Keywords: dementia caregiving; decision to seek nursing home placement; Education; Educational Leadership

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APA (6th Edition):

Merritt, R. (2010). The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2334

Chicago Manual of Style (16th Edition):

Merritt, Rebecca. “The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement.” 2010. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 20, 2019. https://scholarscompass.vcu.edu/etd/2334.

MLA Handbook (7th Edition):

Merritt, Rebecca. “The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement.” 2010. Web. 20 Mar 2019.

Vancouver:

Merritt R. The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2010. [cited 2019 Mar 20]. Available from: https://scholarscompass.vcu.edu/etd/2334.

Council of Science Editors:

Merritt R. The Decision Making Process of Informal Caregivers of Dementia Family Members Regarding Nursing Home Placement. [Doctoral Dissertation]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2334


East Tennessee State University

11. Stapleton, Donna. Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  The purpose of this qualitative case study was to examine teacher perceptions of the effectiveness of the Response to Intervention (RtI) framework with students… (more)

Subjects/Keywords: Response to Intervention; English Learners; Socio-cultural Theory; Education; Special Education and Teaching

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APA (6th Edition):

Stapleton, D. (2017). Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3288

Chicago Manual of Style (16th Edition):

Stapleton, Donna. “Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/3288.

MLA Handbook (7th Edition):

Stapleton, Donna. “Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners.” 2017. Web. 20 Mar 2019.

Vancouver:

Stapleton D. Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/3288.

Council of Science Editors:

Stapleton D. Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3288

12. 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 20, 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. 20 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 20]. 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


Kennesaw State University

13. Pourreau, Leslie. Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  The purpose of this qualitative case study was to examine the beliefs and perceptions of professional educators about online teaching endorsement practices in the… (more)

Subjects/Keywords: online teacher endorsement (OTE); brick-and-mortar or face-to-face (f2f); University System of Georgia (USG); teacher educator; K-12 virtual school; K-12 virtual educator; Online and Distance Education

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APA (6th Edition):

Pourreau, L. (2016). Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/10

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):

Pourreau, Leslie. “Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study.” 2016. Thesis, Kennesaw State University. Accessed March 20, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/10.

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

MLA Handbook (7th Edition):

Pourreau, Leslie. “Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study.” 2016. Web. 20 Mar 2019.

Vancouver:

Pourreau L. Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Mar 20]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/10.

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

Council of Science Editors:

Pourreau L. Perceptions of Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/10

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


East Tennessee State University

14. Valentine, Tammy Conchita. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.

Degree: EdD (Doctor of Education), Educational Leadership, 2010, East Tennessee State University

  The passage of the Individuals with Disabilities Education Improvement Act (2004) increased educators' awareness of Response to Intervention (RTI) as a means of providing… (more)

Subjects/Keywords: at-risk students; Special Education; Response to Intervention; Education; Educational Sociology; Social and Behavioral Sciences; Sociology; Special Education and Teaching

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APA (6th Edition):

Valentine, T. C. (2010). Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1763

Chicago Manual of Style (16th Edition):

Valentine, Tammy Conchita. “Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.” 2010. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/1763.

MLA Handbook (7th Edition):

Valentine, Tammy Conchita. “Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade.” 2010. Web. 20 Mar 2019.

Vancouver:

Valentine TC. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. [Internet] [Doctoral dissertation]. East Tennessee State University; 2010. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/1763.

Council of Science Editors:

Valentine TC. Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade. [Doctoral Dissertation]. East Tennessee State University; 2010. Available from: https://dc.etsu.edu/etd/1763


Virginia Commonwealth University

15. Duncan, Jeffrey. An Assessment of Principals' Technology Leadership: A Statewide Survey.

Degree: PhD, Educational Leadership, 2011, Virginia Commonwealth University

 The purpose of this study was to collect data about engagement and involvement around technology issues by principals in Virginia. Virginia public school administrators were… (more)

Subjects/Keywords: NETS-A; technology; leadership; PTLA; Education; Educational Leadership

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APA (6th Edition):

Duncan, J. (2011). An Assessment of Principals' Technology Leadership: A Statewide Survey. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2621

Chicago Manual of Style (16th Edition):

Duncan, Jeffrey. “An Assessment of Principals' Technology Leadership: A Statewide Survey.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 20, 2019. https://scholarscompass.vcu.edu/etd/2621.

MLA Handbook (7th Edition):

Duncan, Jeffrey. “An Assessment of Principals' Technology Leadership: A Statewide Survey.” 2011. Web. 20 Mar 2019.

Vancouver:

Duncan J. An Assessment of Principals' Technology Leadership: A Statewide Survey. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Mar 20]. Available from: https://scholarscompass.vcu.edu/etd/2621.

Council of Science Editors:

Duncan J. An Assessment of Principals' Technology Leadership: A Statewide Survey. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2621

16. Keesler, Amy R. Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to investigate the state of adult literacy in Tennessee. The field of adult education underwent a transition as… (more)

Subjects/Keywords: anadragogy; GED adult education; social justice; lifelong learner; pedagogy; adult basic education; Education; Other Education

the learners, it has always been a privilege of all citizens to have basic skills (… …questions to guide the analysis of the current adult education programs. 11 RQ1 Is there a… …from over the years, it has been a joy to get to work with each of you. It has been my… …from respect for human rights to learning how to text on a cell phone. The idea of adult… …education dates back to the early times of our country, whether someone needed to learn how to… 

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APA (6th Edition):

Keesler, A. R. (2014). Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2327

Chicago Manual of Style (16th Edition):

Keesler, Amy R. “Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2327.

MLA Handbook (7th Edition):

Keesler, Amy R. “Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race.” 2014. Web. 20 Mar 2019.

Vancouver:

Keesler AR. Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2327.

Council of Science Editors:

Keesler AR. Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2327


University of Florida

17. Sutton, Lenford Charles, 1964-. An examination of exceptional student funding in the state of Florida.

Degree: PhD, Educational Leadership, 1998, University of Florida

Subjects/Keywords: Adult basic education; Adult education; Adult vocational education; Agriculture; Cost allocation; Factor costs; Finance; Government human services; Home economics; Special education

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APA (6th Edition):

Sutton, Lenford Charles, 1. (1998). An examination of exceptional student funding in the state of Florida. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00033084

Chicago Manual of Style (16th Edition):

Sutton, Lenford Charles, 1964-. “An examination of exceptional student funding in the state of Florida.” 1998. Doctoral Dissertation, University of Florida. Accessed March 20, 2019. http://ufdc.ufl.edu/AA00033084.

MLA Handbook (7th Edition):

Sutton, Lenford Charles, 1964-. “An examination of exceptional student funding in the state of Florida.” 1998. Web. 20 Mar 2019.

Vancouver:

Sutton, Lenford Charles 1. An examination of exceptional student funding in the state of Florida. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2019 Mar 20]. Available from: http://ufdc.ufl.edu/AA00033084.

Council of Science Editors:

Sutton, Lenford Charles 1. An examination of exceptional student funding in the state of Florida. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00033084


East Tennessee State University

18. Adams, Jarrod G. Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress… (more)

Subjects/Keywords: Response to Intervention; Progress Monitoring; Teacher Perceptions; Education; Educational Administration and Supervision

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APA (6th Edition):

Adams, J. G. (2013). Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1125

Chicago Manual of Style (16th Edition):

Adams, Jarrod G. “Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/1125.

MLA Handbook (7th Edition):

Adams, Jarrod G. “Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions.” 2013. Web. 20 Mar 2019.

Vancouver:

Adams JG. Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/1125.

Council of Science Editors:

Adams JG. Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1125


East Tennessee State University

19. Rotich, Philip. Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The… (more)

Subjects/Keywords: Online learning; eLearning; Face-to-Face learning; blended learning; instructional approaches; Education

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APA (6th Edition):

Rotich, P. (2013). Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2268

Chicago Manual of Style (16th Edition):

Rotich, Philip. “Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2268.

MLA Handbook (7th Edition):

Rotich, Philip. “Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning.” 2013. Web. 20 Mar 2019.

Vancouver:

Rotich P. Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2268.

Council of Science Editors:

Rotich P. Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2268


East Tennessee State University

20. Bruner, Whitney L. Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of… (more)

Subjects/Keywords: Response to Intervention; Intervention; Tiered Instruction; Teacher Perceptions; Curriculum and Instruction; Education

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APA (6th Edition):

Bruner, W. L. (2016). Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3126

Chicago Manual of Style (16th Edition):

Bruner, Whitney L. “Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/3126.

MLA Handbook (7th Edition):

Bruner, Whitney L. “Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness.” 2016. Web. 20 Mar 2019.

Vancouver:

Bruner WL. Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/3126.

Council of Science Editors:

Bruner WL. Response to Intervention: K-8 Regular Education Teachers' Perceptions of Effectiveness. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3126


East Tennessee State University

21. Harrison, Timothy Wade. Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2007, East Tennessee State University

  The majority of city and county school systems throughout Tennessee and the United States at one time or another experience a budget crisis. In… (more)

Subjects/Keywords: Basic Education Program in Tennessee; Educational Equality; Disability and Equity in Education; Education; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Harrison, T. W. (2007). Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2057

Chicago Manual of Style (16th Edition):

Harrison, Timothy Wade. “Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee.” 2007. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/2057.

MLA Handbook (7th Edition):

Harrison, Timothy Wade. “Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee.” 2007. Web. 20 Mar 2019.

Vancouver:

Harrison TW. Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2007. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/2057.

Council of Science Editors:

Harrison TW. Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2007. Available from: https://dc.etsu.edu/etd/2057


East Tennessee State University

22. Cottongim, Constance Myers. The School's Role as a Support System for Children of Parental Divorce.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  In the year 2000, over one million children were involved in a new divorce. These statistics indicated that this subgroup of children would continue… (more)

Subjects/Keywords: Parents; Classroom Teacher; Role of the School; Divorce; Interventions; School Counselor; Education; Educational Psychology

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APA (6th Edition):

Cottongim, C. M. (2002). The School's Role as a Support System for Children of Parental Divorce. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/704

Chicago Manual of Style (16th Edition):

Cottongim, Constance Myers. “The School's Role as a Support System for Children of Parental Divorce.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/704.

MLA Handbook (7th Edition):

Cottongim, Constance Myers. “The School's Role as a Support System for Children of Parental Divorce.” 2002. Web. 20 Mar 2019.

Vancouver:

Cottongim CM. The School's Role as a Support System for Children of Parental Divorce. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/704.

Council of Science Editors:

Cottongim CM. The School's Role as a Support System for Children of Parental Divorce. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/704

23. Dorger, Yolanda Ochoa. Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed.

Degree: PhD, Educational Leadership, 2008, Miami University

 This dissertation is a archaeological analysis that traces the reinventions of Paulo Freire's idea of oppression in Pedagogy of the Oppressed, by using Foucault's archeological… (more)

Subjects/Keywords: Education; Foucault's Archaeology and Genealogy; Paulo Freire's Pedagogy of the Oppressed; Latin America.

…understanding about education is our limitations on the approaches of the meaning from a position… …were the roots of oppression and proposed a ―problem-posing‖ model of education that… …His voice had invited the voiceless of the affluent world to join a dialogue of hope. Some… …recognized the need for a pedagogy of the oppressed that could be the path to gaining awareness of… …has been Pedagogy of the Oppressed that proposed a process of problem-posing education as… 

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APA (6th Edition):

Dorger, Y. O. (2008). Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1228499634

Chicago Manual of Style (16th Edition):

Dorger, Yolanda Ochoa. “Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed.” 2008. Doctoral Dissertation, Miami University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1228499634.

MLA Handbook (7th Edition):

Dorger, Yolanda Ochoa. “Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed.” 2008. Web. 20 Mar 2019.

Vancouver:

Dorger YO. Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228499634.

Council of Science Editors:

Dorger YO. Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1228499634


Clemson University

24. Hampshire, Ellen M. Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams.

Degree: PhD, Educational Leadership, 2016, Clemson University

 Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RTI) provide two examples of multi-tiered systems of support (MTSS). Over several decades, MTSS developed… (more)

Subjects/Keywords: MTSS; Multi-Tiered Systems of Support; PBIS; Policy Implementation; Response to Intervention

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APA (6th Edition):

Hampshire, E. M. (2016). Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1658

Chicago Manual of Style (16th Edition):

Hampshire, Ellen M. “Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams.” 2016. Doctoral Dissertation, Clemson University. Accessed March 20, 2019. https://tigerprints.clemson.edu/all_dissertations/1658.

MLA Handbook (7th Edition):

Hampshire, Ellen M. “Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams.” 2016. Web. 20 Mar 2019.

Vancouver:

Hampshire EM. Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams. [Internet] [Doctoral dissertation]. Clemson University; 2016. [cited 2019 Mar 20]. Available from: https://tigerprints.clemson.edu/all_dissertations/1658.

Council of Science Editors:

Hampshire EM. Collective Sensemaking About the Implementation of Two Multi-Tiered Systems of Support: A Comparative Case Study of Two Selected Elementary School Teams. [Doctoral Dissertation]. Clemson University; 2016. Available from: https://tigerprints.clemson.edu/all_dissertations/1658


Miami University

25. Tanner, Lori Kristine. Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program.

Degree: PhD, Educational Leadership, 2007, Miami University

 This research attempted to discover the theory that provides insight into analyzing and identifying critical barriers for two cohorts of adult students participating in an… (more)

Subjects/Keywords: Education, Adult and Continuing; online learning; distance-education; teacher education; special education; alternative route to licensing; andragogy; adult learning theory; grounded theory; case study

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APA (6th Edition):

Tanner, L. K. (2007). Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114

Chicago Manual of Style (16th Edition):

Tanner, Lori Kristine. “Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program.” 2007. Doctoral Dissertation, Miami University. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114.

MLA Handbook (7th Edition):

Tanner, Lori Kristine. “Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program.” 2007. Web. 20 Mar 2019.

Vancouver:

Tanner LK. Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114.

Council of Science Editors:

Tanner LK. Case Study of the Challenges Faced by Adult Students Enrolled in an Online Blended Distance Learning Program. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1176232114

26. Montes de Oca, Guillermo Willy. Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  Abstract This paper investigates one of Chicago Public Schools District 299’s many major improvement initiatives: the Recognizing Educators Advancing Chicago (REACH) Principal and Teacher… (more)

Subjects/Keywords: Advocating for a Parent and Community Engagement Policy in Chicago Public Schools; District 299; Education

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APA (6th Edition):

Montes de Oca, G. W. (2015). Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/135

Chicago Manual of Style (16th Edition):

Montes de Oca, Guillermo Willy. “Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299.” 2015. Doctoral Dissertation, National-Louis University. Accessed March 20, 2019. http://digitalcommons.nl.edu/diss/135.

MLA Handbook (7th Edition):

Montes de Oca, Guillermo Willy. “Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299.” 2015. Web. 20 Mar 2019.

Vancouver:

Montes de Oca GW. Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Mar 20]. Available from: http://digitalcommons.nl.edu/diss/135.

Council of Science Editors:

Montes de Oca GW. Advocating For A Parent And Community Engagement Policy In Chicago Public School District 299. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/135


University of Georgia

27. Doughty, Jason Edward. A case study of a principal's leadership in a failing high school.

Degree: EdD, Educational Leadership, 2005, University of Georgia

 This study reviewed the leadership decisions made by the author as he served as principal of The High School. The High School was a suburban… (more)

Subjects/Keywords: Role of the principal

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APA (6th Edition):

Doughty, J. E. (2005). A case study of a principal's leadership in a failing high school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/doughty_jason_e_200505_edd

Chicago Manual of Style (16th Edition):

Doughty, Jason Edward. “A case study of a principal's leadership in a failing high school.” 2005. Doctoral Dissertation, University of Georgia. Accessed March 20, 2019. http://purl.galileo.usg.edu/uga_etd/doughty_jason_e_200505_edd.

MLA Handbook (7th Edition):

Doughty, Jason Edward. “A case study of a principal's leadership in a failing high school.” 2005. Web. 20 Mar 2019.

Vancouver:

Doughty JE. A case study of a principal's leadership in a failing high school. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Mar 20]. Available from: http://purl.galileo.usg.edu/uga_etd/doughty_jason_e_200505_edd.

Council of Science Editors:

Doughty JE. A case study of a principal's leadership in a failing high school. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/doughty_jason_e_200505_edd


University of Dayton

28. Joslin, Kelly L. Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness.

Degree: PhD, Educational Leadership, 2016, University of Dayton

 The purpose of this quantitative quasi-experimental study was to determine if students enrolled in an online introductory art appreciation course learned the same content as… (more)

Subjects/Keywords: Art Education; Art History; Educational Leadership; Education; Community College Education; face-to-face; online; teaching; learning; effectiveness; pre-test; post-test; art appreciation; visual literacy

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APA (6th Edition):

Joslin, K. L. (2016). Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326

Chicago Manual of Style (16th Edition):

Joslin, Kelly L. “Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness.” 2016. Doctoral Dissertation, University of Dayton. Accessed March 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.

MLA Handbook (7th Edition):

Joslin, Kelly L. “Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness.” 2016. Web. 20 Mar 2019.

Vancouver:

Joslin KL. Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness. [Internet] [Doctoral dissertation]. University of Dayton; 2016. [cited 2019 Mar 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.

Council of Science Editors:

Joslin KL. Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness. [Doctoral Dissertation]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326


East Tennessee State University

29. Corwin, Jami H. The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post-… (more)

Subjects/Keywords: Response to Intervention; RTI; Reading Intervention; Literacy; Progress Monitoring; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Corwin, J. H. (2016). The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3108

Chicago Manual of Style (16th Edition):

Corwin, Jami H. “The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/3108.

MLA Handbook (7th Edition):

Corwin, Jami H. “The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District.” 2016. Web. 20 Mar 2019.

Vancouver:

Corwin JH. The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/3108.

Council of Science Editors:

Corwin JH. The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3108


East Tennessee State University

30. Edwards, Catherine Anne. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  In 1994, the Federal Government made a commitment to link all classrooms, libraries, businesses, and industries to the information highway by the year 2000.… (more)

Subjects/Keywords: Internet use in the K-12 Classroom; Vision and Planning; Staff Development; Technology in the K-12 Classroom; Internet Integration; Teacher Leadership and Integration of Technology; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Edwards, C. A. (2002). Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/654

Chicago Manual of Style (16th Edition):

Edwards, Catherine Anne. “Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed March 20, 2019. https://dc.etsu.edu/etd/654.

MLA Handbook (7th Edition):

Edwards, Catherine Anne. “Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices.” 2002. Web. 20 Mar 2019.

Vancouver:

Edwards CA. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2019 Mar 20]. Available from: https://dc.etsu.edu/etd/654.

Council of Science Editors:

Edwards CA. Successful Integration of Internet Technology in the K-12 Classroom: Trends Perceptions and Successful Practices. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/654

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