Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Degree: Doctor of Education (EdD)

You searched for subject:( Education management development). Showing records 1 – 30 of 2135 total matches.

[1] [2] [3] [4] [5] … [72]

Search Limiters

Last 2 Years | English Only

Levels

Country

▼ Search Limiters


Bowling Green State University

1. Mateso, Peter E. E. Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study.

Degree: Doctor of Education (EdD), Leadership Studies, 2010, Bowling Green State University

  The purpose of this concurrent triangulation mixed methods study was to understand the status of succession planning and management (SPM) efforts of the subject(more)

Subjects/Keywords: Education; Higher Education; Management; succession planning; succession planning and management; higher education; talent management; mixed methods; leadership development; administration; faculty

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mateso, P. E. E. (2010). Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276203234

Chicago Manual of Style (16th Edition):

Mateso, Peter E E. “Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed March 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276203234.

MLA Handbook (7th Edition):

Mateso, Peter E E. “Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study.” 2010. Web. 26 Mar 2019.

Vancouver:

Mateso PEE. Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Mar 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276203234.

Council of Science Editors:

Mateso PEE. Understanding Succession Planning and Management Efforts at Midwestern University: A Mixed Methods Study. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276203234

2. Woolf, Burton Israel. What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  This phenomenological study explores the lived experiences of five individuals who shifted their work and career from the business world to the nonprofit service… (more)

Subjects/Keywords: career change; career development; nonprofit leadership; nonprofit management; transformative learning; worklife and career; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woolf, B. I. (2011). What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/493

Chicago Manual of Style (16th Edition):

Woolf, Burton Israel. “What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed March 26, 2019. https://scholarworks.umass.edu/open_access_dissertations/493.

MLA Handbook (7th Edition):

Woolf, Burton Israel. “What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career.” 2011. Web. 26 Mar 2019.

Vancouver:

Woolf BI. What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Mar 26]. Available from: https://scholarworks.umass.edu/open_access_dissertations/493.

Council of Science Editors:

Woolf BI. What's So Different About Making a Difference?! Transforming the Discourse of Worklife and Career. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/493

3. Durnford, Virginia Louise. An Examination of Teacher-Student Trust in Middle School Classrooms.

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

 The purpose of this study was to explore: (a)how and to what extent teachers experience and express trust in relation to individual students and groups… (more)

Subjects/Keywords: Behavior management; Constructivist; Middle school; Teacher-student; Trust; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Durnford, V. L. (2010). An Examination of Teacher-Student Trust in Middle School Classrooms. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/162

Chicago Manual of Style (16th Edition):

Durnford, Virginia Louise. “An Examination of Teacher-Student Trust in Middle School Classrooms.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed March 26, 2019. https://scholarworks.umass.edu/open_access_dissertations/162.

MLA Handbook (7th Edition):

Durnford, Virginia Louise. “An Examination of Teacher-Student Trust in Middle School Classrooms.” 2010. Web. 26 Mar 2019.

Vancouver:

Durnford VL. An Examination of Teacher-Student Trust in Middle School Classrooms. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Mar 26]. Available from: https://scholarworks.umass.edu/open_access_dissertations/162.

Council of Science Editors:

Durnford VL. An Examination of Teacher-Student Trust in Middle School Classrooms. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/162

4. Hart, Thomas Henry. Kentucky Principal Preparation Programs: A Contemporary History.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, Encompass Digital Archive, Eastern Kentucky University

  In this era of expectation that school principals will lead continuous improvement initiatives in their schools, this study investigates if principals receive instruction in… (more)

Subjects/Keywords: continuous improvement; management skills; process improvement; total quality management; Educational Administration and Supervision; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hart, T. H. (2015). Kentucky Principal Preparation Programs: A Contemporary History. (Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/268

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):

Hart, Thomas Henry. “Kentucky Principal Preparation Programs: A Contemporary History.” 2015. Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed March 26, 2019. https://encompass.eku.edu/etd/268.

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

MLA Handbook (7th Edition):

Hart, Thomas Henry. “Kentucky Principal Preparation Programs: A Contemporary History.” 2015. Web. 26 Mar 2019.

Vancouver:

Hart TH. Kentucky Principal Preparation Programs: A Contemporary History. [Internet] [Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. [cited 2019 Mar 26]. Available from: https://encompass.eku.edu/etd/268.

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

Council of Science Editors:

Hart TH. Kentucky Principal Preparation Programs: A Contemporary History. [Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2015. Available from: https://encompass.eku.edu/etd/268

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


Bowling Green State University

5. Kirkland, Kim D. Academic Honesty: Is What Students Believe Different From What They Do?.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

  Incidents of academic misconduct are not only prevalent, but are now sharing the headlines alongside business and political scandals. Gaps and lapses in professional… (more)

Subjects/Keywords: Education; Higher Education; Management; Organizational Behavior; academic honesty; academic misconduct; cheating; plagarism; ethics; policy; leadership; moral development; values; integrity; chi-square

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kirkland, K. D. (2009). Academic Honesty: Is What Students Believe Different From What They Do?. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245345453

Chicago Manual of Style (16th Edition):

Kirkland, Kim D. “Academic Honesty: Is What Students Believe Different From What They Do?.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed March 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245345453.

MLA Handbook (7th Edition):

Kirkland, Kim D. “Academic Honesty: Is What Students Believe Different From What They Do?.” 2009. Web. 26 Mar 2019.

Vancouver:

Kirkland KD. Academic Honesty: Is What Students Believe Different From What They Do?. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2019 Mar 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245345453.

Council of Science Editors:

Kirkland KD. Academic Honesty: Is What Students Believe Different From What They Do?. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245345453


Florida International University

6. Ledesma Ortega, Cyntianna C. An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2015, Florida International University

  The overarching purpose of this collected papers dissertation was to explore the best practices used by Human Resource Development (HRD) professionals to help working… (more)

Subjects/Keywords: workplace; interventions; postpartum depression; women; working mothers; Other Education; Performance Management; Technology and Innovation; Training and Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ledesma Ortega, C. C. (2015). An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2278 ; 10.25148/etd.FIDC000175 ; FIDC000175

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):

Ledesma Ortega, Cyntianna C. “An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms.” 2015. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/2278 ; 10.25148/etd.FIDC000175 ; FIDC000175.

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

MLA Handbook (7th Edition):

Ledesma Ortega, Cyntianna C. “An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms.” 2015. Web. 26 Mar 2019.

Vancouver:

Ledesma Ortega CC. An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/2278 ; 10.25148/etd.FIDC000175 ; FIDC000175.

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

Council of Science Editors:

Ledesma Ortega CC. An Exploration of Workplace Interventions for Women with Postpartum Depression Symptoms. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2278 ; 10.25148/etd.FIDC000175 ; FIDC000175

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


University of Nevada – Las Vegas

7. Murray-Chandler, Lynn Anne. Agent and subject of discipline: How the novice teacher experiences the techniques of power.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2009, University of Nevada – Las Vegas

  This phenomenological study explored how five elementary school teachers experienced their first year of teaching as both the subject and agent of discipline. Drawing… (more)

Subjects/Keywords: Classroom management; Elementary school teaching; First year teachers; School discipline; Curriculum and Instruction; Education; Elementary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murray-Chandler, L. A. (2009). Agent and subject of discipline: How the novice teacher experiences the techniques of power. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/949

Chicago Manual of Style (16th Edition):

Murray-Chandler, Lynn Anne. “Agent and subject of discipline: How the novice teacher experiences the techniques of power.” 2009. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 26, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/949.

MLA Handbook (7th Edition):

Murray-Chandler, Lynn Anne. “Agent and subject of discipline: How the novice teacher experiences the techniques of power.” 2009. Web. 26 Mar 2019.

Vancouver:

Murray-Chandler LA. Agent and subject of discipline: How the novice teacher experiences the techniques of power. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2009. [cited 2019 Mar 26]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/949.

Council of Science Editors:

Murray-Chandler LA. Agent and subject of discipline: How the novice teacher experiences the techniques of power. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2009. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/949


Florida International University

8. Correa-Cespedes, Blanca. Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study.

Degree: Doctor of Education (EdD), Educational Administration and Supervision, 2016, Florida International University

  Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could… (more)

Subjects/Keywords: leadership; servant-leadership; authentic servant-leader; early childhood education; child advocate; educational politics; educational policy; educational leaders; exemplary leadership; public education; traits of exemplary leader; Business; Business Administration, Management, and Operations; Education; Educational Administration and Supervision; Educational Leadership; Human Resources Management; Leadership Studies; Nonprofit Administration and Management; Organizational Behavior and Theory; Organization Development; Other Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development; Urban Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Correa-Cespedes, B. (2016). Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2453 ; 10.25148/etd.FIDC000271 ; FIDC000271

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):

Correa-Cespedes, Blanca. “Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study.” 2016. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/2453 ; 10.25148/etd.FIDC000271 ; FIDC000271.

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

MLA Handbook (7th Edition):

Correa-Cespedes, Blanca. “Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study.” 2016. Web. 26 Mar 2019.

Vancouver:

Correa-Cespedes B. Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/2453 ; 10.25148/etd.FIDC000271 ; FIDC000271.

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

Council of Science Editors:

Correa-Cespedes B. Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2453 ; 10.25148/etd.FIDC000271 ; FIDC000271

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


Bowling Green State University

9. Hesson, Chet. Using Student-Athlete Experience To Predict Mental Well-being.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 The purpose of this correlational research study was to examine which student-athlete experiences at Bowling Green State University (BGSU best predicted student-athlete mental well-being. Data… (more)

Subjects/Keywords: Counseling Psychology; Counseling Education; Education; Educational Leadership; Gender; Health; Health Education; Higher Education; Higher Education Administration; Kinesiology; Management; Mental Health; Occupational Psychology; Organization Theory; Personal Relationships; Physical Education; Psychology; Public Health; Social Psychology; Sports Management; Sports Medicine; Student-Athlete Experience; Mental-Well being; Predicting Mental Well-being; Student-Athlete; Student-Athlete Development; NCAA; Mental Health; Student-Athlete Mental Well-being

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hesson, C. (2018). Using Student-Athlete Experience To Predict Mental Well-being. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681

Chicago Manual of Style (16th Edition):

Hesson, Chet. “Using Student-Athlete Experience To Predict Mental Well-being.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed March 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681.

MLA Handbook (7th Edition):

Hesson, Chet. “Using Student-Athlete Experience To Predict Mental Well-being.” 2018. Web. 26 Mar 2019.

Vancouver:

Hesson C. Using Student-Athlete Experience To Predict Mental Well-being. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Mar 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681.

Council of Science Editors:

Hesson C. Using Student-Athlete Experience To Predict Mental Well-being. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530543277648681


College of William and Mary

10. Farina, Deborah O. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.

Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary

 Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers.… (more)

Subjects/Keywords: Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Farina, D. O. (2013). The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618871

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):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed March 26, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 26 Mar 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Mar 26]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618871

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

11. Taylor, Adam J. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.

Degree: Doctor of Education (EdD), 2016, Australian Catholic University

 The focus of this thesis is professional standards for teachers. In particular, teachers’ experiences of the Australian Institute for Teaching and School Leadership’s (AITSL) Australian… (more)

Subjects/Keywords: Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, A. J. (2016). Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/584

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):

Taylor, Adam J. “Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.” 2016. Thesis, Australian Catholic University. Accessed March 26, 2019. https://researchbank.acu.edu.au/theses/584.

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

MLA Handbook (7th Edition):

Taylor, Adam J. “Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system.” 2016. Web. 26 Mar 2019.

Vancouver:

Taylor AJ. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. [Internet] [Thesis]. Australian Catholic University; 2016. [cited 2019 Mar 26]. Available from: https://researchbank.acu.edu.au/theses/584.

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

Council of Science Editors:

Taylor AJ. Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system. [Thesis]. Australian Catholic University; 2016. Available from: https://researchbank.acu.edu.au/theses/584

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


Florida International University

12. Burton, Linda Kramer. The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 1998, Florida International University

  This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of… (more)

Subjects/Keywords: Adult and Continuing Education Administration; Human Resources Management; Training and Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burton, L. K. (1998). The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1896 ; 10.25148/etd.FI14051893 ; FI14051893

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):

Burton, Linda Kramer. “The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college.” 1998. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/1896 ; 10.25148/etd.FI14051893 ; FI14051893.

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

MLA Handbook (7th Edition):

Burton, Linda Kramer. “The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college.” 1998. Web. 26 Mar 2019.

Vancouver:

Burton LK. The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college. [Internet] [Thesis]. Florida International University; 1998. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/1896 ; 10.25148/etd.FI14051893 ; FI14051893.

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

Council of Science Editors:

Burton LK. The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college. [Thesis]. Florida International University; 1998. Available from: http://digitalcommons.fiu.edu/etd/1896 ; 10.25148/etd.FI14051893 ; FI14051893

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

13. Cornelius, Susan Leslie. Investigating Key Components of Classroom Engagement in Workforce Development Programming.

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

  This is a qualitative study about students who attended First Line Supervision classes at a rural Kentucky Appalachian university. First Line Supervision classes are… (more)

Subjects/Keywords: classroom; development; education; engagement; programming; workforce; Training and Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cornelius, S. L. (2016). Investigating Key Components of Classroom Engagement in Workforce Development Programming. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/353

Chicago Manual of Style (16th Edition):

Cornelius, Susan Leslie. “Investigating Key Components of Classroom Engagement in Workforce Development Programming.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed March 26, 2019. https://encompass.eku.edu/etd/353.

MLA Handbook (7th Edition):

Cornelius, Susan Leslie. “Investigating Key Components of Classroom Engagement in Workforce Development Programming.” 2016. Web. 26 Mar 2019.

Vancouver:

Cornelius SL. Investigating Key Components of Classroom Engagement in Workforce Development Programming. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Mar 26]. Available from: https://encompass.eku.edu/etd/353.

Council of Science Editors:

Cornelius SL. Investigating Key Components of Classroom Engagement in Workforce Development Programming. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/353

14. Cole, Tammy Denise. Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Encompass Digital Archive, Eastern Kentucky University

  The purpose of this study was to analyze employment outcomes and leadership practices of graduates from a Leadership Excellence for Middle Managers program conducted… (more)

Subjects/Keywords: Adult Learners; Continuing Education; Leadership; Leadership Development; Professional Development; Training; Leadership Studies; Vocational Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cole, T. D. (2017). Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/478

Chicago Manual of Style (16th Edition):

Cole, Tammy Denise. “Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program.” 2017. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed March 26, 2019. https://encompass.eku.edu/etd/478.

MLA Handbook (7th Edition):

Cole, Tammy Denise. “Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program.” 2017. Web. 26 Mar 2019.

Vancouver:

Cole TD. Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. [cited 2019 Mar 26]. Available from: https://encompass.eku.edu/etd/478.

Council of Science Editors:

Cole TD. Analysis of Employment Outcomes and Leadership Practices for Middle Managers Completing a Leadership Development Program. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. Available from: https://encompass.eku.edu/etd/478


Florida International University

15. Hernandez, Eduardo. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and… (more)

Subjects/Keywords: Global learning; Transformational learning; Professional development; Curriculum and Instruction; Education; Higher Education and Teaching; Humane Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hernandez, E. (2015). Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

MLA Handbook (7th Edition):

Hernandez, Eduardo. “Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice.” 2015. Web. 26 Mar 2019.

Vancouver:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180.

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

Council of Science Editors:

Hernandez E. Exploring How Transformational Experiences of Faculty Participating in Global Learning Workshops Inform Practice. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/2282 ; 10.25148/etd.FIDC000180 ; FIDC000180

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

16. Demaree, Stephanie Denise. Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia.

Degree: Doctor of Education (EdD), Leadership Studies, 2012, University of San Francisco

  Research Topic Human imagination, an ethical aim and action are the progenitors for reconciliation between humans and their environment. Two examples of such reconciliation… (more)

Subjects/Keywords: Brazil; development; Dorothy Stang; education; ethical aim; sustainability; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Demaree, S. D. (2012). Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/22

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):

Demaree, Stephanie Denise. “Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia.” 2012. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/22.

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

MLA Handbook (7th Edition):

Demaree, Stephanie Denise. “Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia.” 2012. Web. 26 Mar 2019.

Vancouver:

Demaree SD. Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/22.

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

Council of Science Editors:

Demaree SD. Sustainability with an Ethical Aim: Lessons from an American Nun in Amazonia. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/22

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

17. Murillo, Lucia. Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, University of San Francisco

  This study explores current perspectives on disability in Albania by bringing into discourse the voice of families and community members in order to learn… (more)

Subjects/Keywords: Albania; autism; critical hermeneutic theory; development; disability; special education; Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murillo, L. (2014). Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/100

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):

Murillo, Lucia. “Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives.” 2014. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/100.

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

MLA Handbook (7th Edition):

Murillo, Lucia. “Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives.” 2014. Web. 26 Mar 2019.

Vancouver:

Murillo L. Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/100.

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

Council of Science Editors:

Murillo L. Perspectives on Disability and Community Engagement in Albania: Developing Mutual Understanding Through the Sharing of Individual Narratives. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/100

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


Utah State University

18. Wilkey, Gregory G. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.

Degree: Doctor of Education (EdD), Education, 2013, Utah State University

  The lack of successful leadership in many public high schools across the United States has resulted in a leadership crisis, the lack of ability… (more)

Subjects/Keywords: high school; principals; leadership; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilkey, G. G. (2013). Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1478

Chicago Manual of Style (16th Edition):

Wilkey, Gregory G. “Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.” 2013. Doctoral Dissertation, Utah State University. Accessed March 26, 2019. https://digitalcommons.usu.edu/etd/1478.

MLA Handbook (7th Edition):

Wilkey, Gregory G. “Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.” 2013. Web. 26 Mar 2019.

Vancouver:

Wilkey GG. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2019 Mar 26]. Available from: https://digitalcommons.usu.edu/etd/1478.

Council of Science Editors:

Wilkey GG. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. [Doctoral Dissertation]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1478

19. Scallion, Suzanne Elayne. The Voice of Elementary School Principals on School Climate.

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

 School climate has been described as "the set of internal characteristics that distinguish one school from another and influence the behaviors of each school's members"… (more)

Subjects/Keywords: Climate; Culture; Principal; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scallion, S. E. (2010). The Voice of Elementary School Principals on School Climate. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/245

Chicago Manual of Style (16th Edition):

Scallion, Suzanne Elayne. “The Voice of Elementary School Principals on School Climate.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed March 26, 2019. https://scholarworks.umass.edu/open_access_dissertations/245.

MLA Handbook (7th Edition):

Scallion, Suzanne Elayne. “The Voice of Elementary School Principals on School Climate.” 2010. Web. 26 Mar 2019.

Vancouver:

Scallion SE. The Voice of Elementary School Principals on School Climate. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Mar 26]. Available from: https://scholarworks.umass.edu/open_access_dissertations/245.

Council of Science Editors:

Scallion SE. The Voice of Elementary School Principals on School Climate. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/245


College of William and Mary

20. Miller, Sara Elizabeth. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.

Degree: Doctor of Education (EdD), Education, 2010, College of William and Mary

 The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact… (more)

Subjects/Keywords: Language and Literacy Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miller, S. E. (2010). Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618619

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):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Thesis, College of William and Mary. Accessed March 26, 2019. https://scholarworks.wm.edu/etd/1539618619.

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

MLA Handbook (7th Edition):

Miller, Sara Elizabeth. “Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model.” 2010. Web. 26 Mar 2019.

Vancouver:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Internet] [Thesis]. College of William and Mary; 2010. [cited 2019 Mar 26]. Available from: https://scholarworks.wm.edu/etd/1539618619.

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

Council of Science Editors:

Miller SE. Literacy coaching and teachers' instructional practices: The impact of the Community Coaching Cohort Model. [Thesis]. College of William and Mary; 2010. Available from: https://scholarworks.wm.edu/etd/1539618619

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

21. Hirsch, Sally Emily. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  The number of international schools and their student populations are increasing around the world. These schools are culturally diverse educational spaces, providing opportunities for… (more)

Subjects/Keywords: intercultural competency; international education; international schools; leadership; teachers; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hirsch, S. E. (2016). Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/302

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):

Hirsch, Sally Emily. “Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.” 2016. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/302.

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

MLA Handbook (7th Edition):

Hirsch, Sally Emily. “Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study.” 2016. Web. 26 Mar 2019.

Vancouver:

Hirsch SE. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/302.

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

Council of Science Editors:

Hirsch SE. Understanding the Relationship Between Teacher and Organizational Intercultural Competency in International Schools: A Mixed Methods Study. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/302

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

22. Forasiepi, Cinzia. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2011, University of San Francisco

  The increased percentage of immigrant children in the public school system in the United States has challenged schools to provide adequate academic language instruction… (more)

Subjects/Keywords: academic; education; language; space; teacher; third; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Forasiepi, C. (2011). Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/20

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):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/20.

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

MLA Handbook (7th Edition):

Forasiepi, Cinzia. “Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective.” 2011. Web. 26 Mar 2019.

Vancouver:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/20.

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

Council of Science Editors:

Forasiepi C. Academic Language Teaching and Learning in the Third Space Classroom: A Preservice Teachers' Perspective. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/20

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

23. Neddeau, Browning Michael. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.

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

  The National Center of Education Statistics' Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data were used to explore the curricular emphasis in… (more)

Subjects/Keywords: curricular emphasis; student achievement; Education; Elementary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neddeau, B. M. (2013). The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/91

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):

Neddeau, Browning Michael. “The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.” 2013. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/91.

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

MLA Handbook (7th Edition):

Neddeau, Browning Michael. “The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5.” 2013. Web. 26 Mar 2019.

Vancouver:

Neddeau BM. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/91.

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

Council of Science Editors:

Neddeau BM. The relations among school status variables, teacher academic and arts curricular emphases, and student academic achievement in grades 1, 3, and 5. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/91

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


Montana Tech

24. Baldwin, Anna E. Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development.

Degree: Doctor of Education (EdD), 2012, Montana Tech

 In 1999 the state of Montana included in its educational legal code a requirement that all Montanans learn about Montana's indigenous populations and that such… (more)

Subjects/Keywords: American Indian; Indian Education for All; Montana; Multicultural Education; Professional Development; Teacher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baldwin, A. E. (2012). Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/555

Chicago Manual of Style (16th Edition):

Baldwin, Anna E. “Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development.” 2012. Doctoral Dissertation, Montana Tech. Accessed March 26, 2019. https://scholarworks.umt.edu/etd/555.

MLA Handbook (7th Edition):

Baldwin, Anna E. “Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development.” 2012. Web. 26 Mar 2019.

Vancouver:

Baldwin AE. Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development. [Internet] [Doctoral dissertation]. Montana Tech; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.umt.edu/etd/555.

Council of Science Editors:

Baldwin AE. Implementing Montana's Indian Education for All: A Phenomenological Study on the Experiences, Beliefs, and Practices of Outstanding Providers of Professional Development. [Doctoral Dissertation]. Montana Tech; 2012. Available from: https://scholarworks.umt.edu/etd/555


Clemson University

25. Turcan, Marian. EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM.

Degree: Doctor of Education (EdD), Career and Technology Education, 2010, Clemson University

 The aim of this study was to explore the relationships between the elements of the Expectancy theory and faculty motivation to use a course management(more)

Subjects/Keywords: Course management systems; expectancy theory; motivation; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Turcan, M. (2010). EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/586

Chicago Manual of Style (16th Edition):

Turcan, Marian. “EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM.” 2010. Doctoral Dissertation, Clemson University. Accessed March 26, 2019. https://tigerprints.clemson.edu/all_dissertations/586.

MLA Handbook (7th Edition):

Turcan, Marian. “EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM.” 2010. Web. 26 Mar 2019.

Vancouver:

Turcan M. EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Mar 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/586.

Council of Science Editors:

Turcan M. EXPECTANCY THEORY AS A PREDICTOR OF FACULTY MOTIVATION TO USE A COURSE MANAGEMENT SYSTEM. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/586


Florida International University

26. Boveda, Mildred. Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2016, Florida International University

  Intersectionality can advance an understanding of the gap created by the lack of an integrated treatment of diversity in teacher preparation research. Intersectionality is… (more)

Subjects/Keywords: Collaboration; Intersectionality; Special Education; Teacher Education; Disability and Equity in Education; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boveda, M. (2016). Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2998 ; 10.25148/etd.FIDC001224 ; FIDC001224

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):

Boveda, Mildred. “Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities.” 2016. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/2998 ; 10.25148/etd.FIDC001224 ; FIDC001224.

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

MLA Handbook (7th Edition):

Boveda, Mildred. “Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities.” 2016. Web. 26 Mar 2019.

Vancouver:

Boveda M. Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/2998 ; 10.25148/etd.FIDC001224 ; FIDC001224.

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

Council of Science Editors:

Boveda M. Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2998 ; 10.25148/etd.FIDC001224 ; FIDC001224

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


Florida International University

27. Collins, Joshua C. A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2014, Florida International University

  The overarching purpose of this collected papers dissertation was to examine the experience of being a gay officer in the masculinized industry of law… (more)

Subjects/Keywords: gay; police; law enforcement; officer; disclosure; career development; human resource development; adult education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Collins, J. C. (2014). A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111

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):

Collins, Joshua C. “A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement.” 2014. Thesis, Florida International University. Accessed March 26, 2019. http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111.

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

MLA Handbook (7th Edition):

Collins, Joshua C. “A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement.” 2014. Web. 26 Mar 2019.

Vancouver:

Collins JC. A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Mar 26]. Available from: http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111.

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

Council of Science Editors:

Collins JC. A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111

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

28. Boomgard, Monica. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.

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

  A growing number of students with Autism Spectrum Disorder (ASD) who display complex learning needs present challenges to educators who struggle to meet their… (more)

Subjects/Keywords: Autism spectrum disorders; Online professional development; Professional development; Teacher Burnout; Teacher Education; Teacher Self-Efficacy; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boomgard, M. (2013). Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/78

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):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/78.

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

MLA Handbook (7th Edition):

Boomgard, Monica. “Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism.” 2013. Web. 26 Mar 2019.

Vancouver:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/78.

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

Council of Science Editors:

Boomgard M. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course Designed to Prepare Teachers to Work with Students with Autism. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/78

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

29. Schiller, Juliet A. "These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of… (more)

Subjects/Keywords: Adolescents; Critical Pedagogy; Human Rights Education; Newcomer Youth; Qualitative; Bilingual, Multilingual, and Multicultural Education; Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schiller, J. A. (2013). "These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/87

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):

Schiller, Juliet A. “"These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education.” 2013. Thesis, University of San Francisco. Accessed March 26, 2019. https://repository.usfca.edu/diss/87.

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

MLA Handbook (7th Edition):

Schiller, Juliet A. “"These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education.” 2013. Web. 26 Mar 2019.

Vancouver:

Schiller JA. "These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Mar 26]. Available from: https://repository.usfca.edu/diss/87.

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

Council of Science Editors:

Schiller JA. "These Rights Go Beyond Borders and Pieces of Paper": Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/87

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

30. Sexton, Katrina Ann. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.

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

  Decades worth of studies have documented the role of teacher training in identifying children with exceptional needs. Yet, none have investigated the differences between… (more)

Subjects/Keywords: discrepancy; Gifted education; Kentucky; Special education; teacher training; Twice-exceptional; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sexton, K. A. (2016). Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/423

Chicago Manual of Style (16th Edition):

Sexton, Katrina Ann. “Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed March 26, 2019. https://encompass.eku.edu/etd/423.

MLA Handbook (7th Edition):

Sexton, Katrina Ann. “Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky.” 2016. Web. 26 Mar 2019.

Vancouver:

Sexton KA. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Mar 26]. Available from: https://encompass.eku.edu/etd/423.

Council of Science Editors:

Sexton KA. Stakeholders' Knowledge Impacting the Academic and Social-Emotional Needs of Twice-Exceptional Students in Kentucky. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/423

[1] [2] [3] [4] [5] … [72]

.