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You searched for subject:( Education secondary). Showing records 1 – 30 of 177 total matches.

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College of William and Mary

1. Smith, Micah Lonae. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

 The purpose of this mixed-methods study is to evaluate the impact of Morrison High School’s ninth grade transition program, the Freshman Academy, on student outcomes.… (more)

Subjects/Keywords: Secondary Education

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APA (6th Edition):

Smith, M. L. (2018). Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192452

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):

Smith, Micah Lonae. “Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.” 2018. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1530192452.

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

MLA Handbook (7th Edition):

Smith, Micah Lonae. “Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program.” 2018. Web. 08 Dec 2019.

Vancouver:

Smith ML. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1530192452.

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

Council of Science Editors:

Smith ML. Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192452

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


College of William and Mary

2. Wagner, Charles Allen. Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement.

Degree: Doctor of Education (EdD), Education, 2008, College of William and Mary

 For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of… (more)

Subjects/Keywords: Secondary Education

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APA (6th Edition):

Wagner, C. A. (2008). Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618390

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

Chicago Manual of Style (16th Edition):

Wagner, Charles Allen. “Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement.” 2008. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618390.

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

MLA Handbook (7th Edition):

Wagner, Charles Allen. “Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement.” 2008. Web. 08 Dec 2019.

Vancouver:

Wagner CA. Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement. [Internet] [Thesis]. College of William and Mary; 2008. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618390.

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

Council of Science Editors:

Wagner CA. Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement. [Thesis]. College of William and Mary; 2008. Available from: https://scholarworks.wm.edu/etd/1539618390

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


College of William and Mary

3. McMillan, Laura Smith. Censorship by librarians in public senior high schools in Virginia.

Degree: Doctor of Education (EdD), Education, 1987, College of William and Mary

 This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject(more)

Subjects/Keywords: Secondary Education

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APA (6th Edition):

McMillan, L. S. (1987). Censorship by librarians in public senior high schools in Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618491

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):

McMillan, Laura Smith. “Censorship by librarians in public senior high schools in Virginia.” 1987. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618491.

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

MLA Handbook (7th Edition):

McMillan, Laura Smith. “Censorship by librarians in public senior high schools in Virginia.” 1987. Web. 08 Dec 2019.

Vancouver:

McMillan LS. Censorship by librarians in public senior high schools in Virginia. [Internet] [Thesis]. College of William and Mary; 1987. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618491.

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

Council of Science Editors:

McMillan LS. Censorship by librarians in public senior high schools in Virginia. [Thesis]. College of William and Mary; 1987. Available from: https://scholarworks.wm.edu/etd/1539618491

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

4. Bullock, Joshua. Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  The purpose of this qualitative study was to examine the phenomenon of how high school administrators view the identity of their school’s American Indian… (more)

Subjects/Keywords: Educational Leadership; Secondary Education

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APA (6th Edition):

Bullock, J. (2019). Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/232

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):

Bullock, Joshua. “Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots.” 2019. Thesis, University of New England. Accessed December 08, 2019. https://dune.une.edu/theses/232.

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

MLA Handbook (7th Edition):

Bullock, Joshua. “Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots.” 2019. Web. 08 Dec 2019.

Vancouver:

Bullock J. Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots. [Internet] [Thesis]. University of New England; 2019. [cited 2019 Dec 08]. Available from: https://dune.une.edu/theses/232.

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

Council of Science Editors:

Bullock J. Cultural Appropriation: The Continued Phenomena Of American Indian High School Mascots. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/232

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


West Virginia University

5. Tupper, David S. Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 The purpose of this study was to examine the curricular, instructional and administrative practices that teachers and principals used in establishing high expectations from interpretive… (more)

Subjects/Keywords: Educational leadership; Secondary education

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APA (6th Edition):

Tupper, D. S. (2011). Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3550

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):

Tupper, David S. “Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia.” 2011. Thesis, West Virginia University. Accessed December 08, 2019. https://researchrepository.wvu.edu/etd/3550.

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

MLA Handbook (7th Edition):

Tupper, David S. “Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia.” 2011. Web. 08 Dec 2019.

Vancouver:

Tupper DS. Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Dec 08]. Available from: https://researchrepository.wvu.edu/etd/3550.

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

Council of Science Editors:

Tupper DS. Toward a Definition of High Expectations: Interpretive Case Studies of Selected Secondary Schools in West Virginia. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3550

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


Loyola University Chicago

6. Strom, Brent T. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.

Degree: Doctor of Education (EdD), School of Education, 2010, Loyola University Chicago

  Though Shakespeare remains the most taught author in American secondary school curriculum, and though there is growing evidence to suggest that the best practice… (more)

Subjects/Keywords: Critical thinking; performance; secondary English education; Shakespeare; Secondary Education and Teaching

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APA (6th Edition):

Strom, B. T. (2010). The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/69

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

Chicago Manual of Style (16th Edition):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Thesis, Loyola University Chicago. Accessed December 08, 2019. https://ecommons.luc.edu/luc_diss/69.

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

MLA Handbook (7th Edition):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Web. 08 Dec 2019.

Vancouver:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Dec 08]. Available from: https://ecommons.luc.edu/luc_diss/69.

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

Council of Science Editors:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Thesis]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/69

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

7. Milliken, Michael Scott. Examining Student Engagement In The Academic Environment.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  This mixed-methods study examined the traits and engagement of five students. The students were high school boys at an independent (non-public) school. The participants’… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Secondary Education

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APA (6th Edition):

Milliken, M. S. (2017). Examining Student Engagement In The Academic Environment. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/111

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):

Milliken, Michael Scott. “Examining Student Engagement In The Academic Environment.” 2017. Thesis, University of New England. Accessed December 08, 2019. https://dune.une.edu/theses/111.

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

MLA Handbook (7th Edition):

Milliken, Michael Scott. “Examining Student Engagement In The Academic Environment.” 2017. Web. 08 Dec 2019.

Vancouver:

Milliken MS. Examining Student Engagement In The Academic Environment. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Dec 08]. Available from: https://dune.une.edu/theses/111.

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

Council of Science Editors:

Milliken MS. Examining Student Engagement In The Academic Environment. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/111

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


College of William and Mary

8. Feltman, Doris R. Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program.

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

 The purpose of this study was to analyze a prominent alternative education practice in the Commonwealth of Virginia through an analysis of the Virginia Department… (more)

Subjects/Keywords: Educational Administration and Supervision; Secondary Education

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APA (6th Edition):

Feltman, D. R. (2013). Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618674

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):

Feltman, Doris R. “Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program.” 2013. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618674.

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

MLA Handbook (7th Edition):

Feltman, Doris R. “Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program.” 2013. Web. 08 Dec 2019.

Vancouver:

Feltman DR. Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618674.

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

Council of Science Editors:

Feltman DR. Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618674

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


West Virginia University

9. Chambers, Christina D. School Transformation: Reproducing Effective High School Leadership.

Degree: EdD, Learning Sciences and Human Development, 2011, West Virginia University

 This dissertation explores the distinctive and complex challenges that high school principals face. The demand to prepare students for college or the workplace requires a… (more)

Subjects/Keywords: Educational leadership; Secondary education; Educational administration

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APA (6th Edition):

Chambers, C. D. (2011). School Transformation: Reproducing Effective High School Leadership. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4702

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):

Chambers, Christina D. “School Transformation: Reproducing Effective High School Leadership.” 2011. Thesis, West Virginia University. Accessed December 08, 2019. https://researchrepository.wvu.edu/etd/4702.

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

MLA Handbook (7th Edition):

Chambers, Christina D. “School Transformation: Reproducing Effective High School Leadership.” 2011. Web. 08 Dec 2019.

Vancouver:

Chambers CD. School Transformation: Reproducing Effective High School Leadership. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Dec 08]. Available from: https://researchrepository.wvu.edu/etd/4702.

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

Council of Science Editors:

Chambers CD. School Transformation: Reproducing Effective High School Leadership. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/4702

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


West Virginia University

10. Chappelear, T. C. The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 Principals in school buildings across this nation and perhaps throughout the world are under immense pressure to improve outcomes for all students. Recent literature suggests… (more)

Subjects/Keywords: Educational leadership; Secondary education; Educational administration

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

APA (6th Edition):

Chappelear, T. C. (2011). The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3097

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):

Chappelear, T C. “The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio.” 2011. Thesis, West Virginia University. Accessed December 08, 2019. https://researchrepository.wvu.edu/etd/3097.

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

MLA Handbook (7th Edition):

Chappelear, T C. “The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio.” 2011. Web. 08 Dec 2019.

Vancouver:

Chappelear TC. The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Dec 08]. Available from: https://researchrepository.wvu.edu/etd/3097.

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

Council of Science Editors:

Chappelear TC. The relationship of teachers' perceptions of high school principal's monitoring student progress and student achievement in southeastern Ohio. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3097

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


University of Vermont

11. Becker, Ryan Liss. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, University of Vermont

  The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants… (more)

Subjects/Keywords: science communication; science education; secondary education; social media; technology; Twitter; Education; Science and Mathematics Education; Secondary Education and Teaching

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

APA (6th Edition):

Becker, R. L. (2015). A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/495

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):

Becker, Ryan Liss. “A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.” 2015. Thesis, University of Vermont. Accessed December 08, 2019. https://scholarworks.uvm.edu/graddis/495.

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

MLA Handbook (7th Edition):

Becker, Ryan Liss. “A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.” 2015. Web. 08 Dec 2019.

Vancouver:

Becker RL. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. [Internet] [Thesis]. University of Vermont; 2015. [cited 2019 Dec 08]. Available from: https://scholarworks.uvm.edu/graddis/495.

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

Council of Science Editors:

Becker RL. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/graddis/495

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

12. Thompson, Renée E. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Research from data and anecdotal research from high school students informs us that many traditional high schools are not able to meet the academic,… (more)

Subjects/Keywords: Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching

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

APA (6th Edition):

Thompson, R. E. (2016). The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/71

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):

Thompson, Renée E. “The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.” 2016. Thesis, University of New England. Accessed December 08, 2019. https://dune.une.edu/theses/71.

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

MLA Handbook (7th Edition):

Thompson, Renée E. “The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings.” 2016. Web. 08 Dec 2019.

Vancouver:

Thompson RE. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Dec 08]. Available from: https://dune.une.edu/theses/71.

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

Council of Science Editors:

Thompson RE. The Effects Of Teachers’ Self-Efficacy & A Positive Learning Environment On Marginal Students In Mainstream High School Settings. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/71

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


College of William and Mary

13. Robertson, Janice C. Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 The intent of this study was to explore the effects of two settings on self-concept and school satisfaction of academically advanced high school students. The… (more)

Subjects/Keywords: Educational Psychology; Gifted Education; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Robertson, J. C. (2011). Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618401

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):

Robertson, Janice C. “Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.” 2011. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618401.

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

MLA Handbook (7th Edition):

Robertson, Janice C. “Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings.” 2011. Web. 08 Dec 2019.

Vancouver:

Robertson JC. Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618401.

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

Council of Science Editors:

Robertson JC. Advanced learner perceptions of psychological well-being and school satisfaction in two educational settings. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618401

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


College of William and Mary

14. Strawn, Rachel Mayes. Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

Subjects/Keywords: Education; Higher Education; Secondary Education

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APA (6th Edition):

Strawn, R. M. (2014). Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550154174

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):

Strawn, Rachel Mayes. “Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma.” 2014. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1550154174.

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

MLA Handbook (7th Edition):

Strawn, Rachel Mayes. “Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma.” 2014. Web. 08 Dec 2019.

Vancouver:

Strawn RM. Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1550154174.

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

Council of Science Editors:

Strawn RM. Drivin' trucks, huntin' bucks, and reading Aristotle?: The rural student's college choice dilemma. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1550154174

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


West Virginia University

15. Morris, Stephanie A. Engendering meaning within the high school experience: A consideration of movement and dance.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2010, West Virginia University

 Dance, movement, and kinesthetic learning are among the most powerful ways in coming to know, yet they are amid the most ignored processes at the… (more)

Subjects/Keywords: Secondary education; Art education; Performing arts education; Dance

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APA (6th Edition):

Morris, S. A. (2010). Engendering meaning within the high school experience: A consideration of movement and dance. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4634

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):

Morris, Stephanie A. “Engendering meaning within the high school experience: A consideration of movement and dance.” 2010. Thesis, West Virginia University. Accessed December 08, 2019. https://researchrepository.wvu.edu/etd/4634.

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

MLA Handbook (7th Edition):

Morris, Stephanie A. “Engendering meaning within the high school experience: A consideration of movement and dance.” 2010. Web. 08 Dec 2019.

Vancouver:

Morris SA. Engendering meaning within the high school experience: A consideration of movement and dance. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Dec 08]. Available from: https://researchrepository.wvu.edu/etd/4634.

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

Council of Science Editors:

Morris SA. Engendering meaning within the high school experience: A consideration of movement and dance. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/4634

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


University of Vermont

16. Becker, Ryan Liss. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2015, University of Vermont

  The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants… (more)

Subjects/Keywords: science communication; science education; secondary education; social media; technology; Twitter; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Becker, R. L. (2015). A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/656

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):

Becker, Ryan Liss. “A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.” 2015. Thesis, University of Vermont. Accessed December 08, 2019. https://scholarworks.uvm.edu/graddis/656.

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

MLA Handbook (7th Edition):

Becker, Ryan Liss. “A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science.” 2015. Web. 08 Dec 2019.

Vancouver:

Becker RL. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. [Internet] [Thesis]. University of Vermont; 2015. [cited 2019 Dec 08]. Available from: https://scholarworks.uvm.edu/graddis/656.

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

Council of Science Editors:

Becker RL. A Science Instrument for the Digital Age:Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/graddis/656

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


Indiana University of Pennsylvania

17. Woods, Phillip K. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching… (more)

Subjects/Keywords: Co-teaching; English and Language Arts; Inclusion; Secondary Education; Secondary Education; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Woods, P. K. (2017). Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1473

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):

Woods, Phillip K. “Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.” 2017. Thesis, Indiana University of Pennsylvania. Accessed December 08, 2019. https://knowledge.library.iup.edu/etd/1473.

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

MLA Handbook (7th Edition):

Woods, Phillip K. “Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania.” 2017. Web. 08 Dec 2019.

Vancouver:

Woods PK. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Dec 08]. Available from: https://knowledge.library.iup.edu/etd/1473.

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

Council of Science Editors:

Woods PK. Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1473

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

18. Spero, Andrea McEvoy. "This is a Public Record": Teaching Human Rights Through The Performing Arts.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  Urban youth in the United States often experience daily human rights violations such as racism and violence. Therefore, Human Rights Education (HRE) can strengthen… (more)

Subjects/Keywords: Critical Pedagogy; Human Rights Education; Performing Arts; Secondary Education; Social Justice; Art Education; Education

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APA (6th Edition):

Spero, A. M. (2012). "This is a Public Record": Teaching Human Rights Through The Performing Arts. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/41

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):

Spero, Andrea McEvoy. “"This is a Public Record": Teaching Human Rights Through The Performing Arts.” 2012. Thesis, University of San Francisco. Accessed December 08, 2019. https://repository.usfca.edu/diss/41.

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

MLA Handbook (7th Edition):

Spero, Andrea McEvoy. “"This is a Public Record": Teaching Human Rights Through The Performing Arts.” 2012. Web. 08 Dec 2019.

Vancouver:

Spero AM. "This is a Public Record": Teaching Human Rights Through The Performing Arts. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Dec 08]. Available from: https://repository.usfca.edu/diss/41.

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

Council of Science Editors:

Spero AM. "This is a Public Record": Teaching Human Rights Through The Performing Arts. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/41

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


Kennesaw State University

19. Estime, Edwin. Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration.

Degree: Doctor of Education in Secondary Education, Education, 2019, Kennesaw State University

  Photosynthesis and cellular respiration are important topics taught in most high school biology curriculum. These processes emphasize the interrelationship between the abiotic and biotic… (more)

Subjects/Keywords: chemistry; education; science education; conceptual knowledge; photosynthesis; cellular respiration; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Estime, E. (2019). Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/17

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):

Estime, Edwin. “Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration.” 2019. Thesis, Kennesaw State University. Accessed December 08, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/17.

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

MLA Handbook (7th Edition):

Estime, Edwin. “Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration.” 2019. Web. 08 Dec 2019.

Vancouver:

Estime E. Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Dec 08]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/17.

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

Council of Science Editors:

Estime E. Secondary Biology Preservice Teachers' Conceptual Understanding of the Chemical Processes of Photosynthesis and Cellular Respiration. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/17

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


Florida International University

20. Gil, Vanessa. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2018, Florida International University

  Individuals with Intellectual Disability (ID) struggle to learn daily living skills (DLS) required for independent living. One specific skill set that is challenging for… (more)

Subjects/Keywords: exceptional student education; Accessibility; Disability and Equity in Education; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Gil, V. (2018). Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3682 ; 10.25148/etd.FIDC004081 ; FIDC004081

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):

Gil, Vanessa. “Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.” 2018. Thesis, Florida International University. Accessed December 08, 2019. https://digitalcommons.fiu.edu/etd/3682 ; 10.25148/etd.FIDC004081 ; FIDC004081.

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

MLA Handbook (7th Edition):

Gil, Vanessa. “Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence.” 2018. Web. 08 Dec 2019.

Vancouver:

Gil V. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Dec 08]. Available from: https://digitalcommons.fiu.edu/etd/3682 ; 10.25148/etd.FIDC004081 ; FIDC004081.

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

Council of Science Editors:

Gil V. Evaluating the Effects of Utilizing a Mobile Device by Transitioning High School Students with Intellectual Disability to Locate Items from a Grocery List and Improve their Independence. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3682 ; 10.25148/etd.FIDC004081 ; FIDC004081

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

21. Ramey, Laura Witter. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.

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

  Research literature has demonstrated that Catholic high school religion teachers face a number of possible challenges or tensions as they go about the preparation… (more)

Subjects/Keywords: Catholic; Catholic education; high school; religious studies; secondary school; Education; Religion

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APA (6th Edition):

Ramey, L. W. (2014). An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/99

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):

Ramey, Laura Witter. “An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.” 2014. Thesis, University of San Francisco. Accessed December 08, 2019. https://repository.usfca.edu/diss/99.

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

MLA Handbook (7th Edition):

Ramey, Laura Witter. “An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.” 2014. Web. 08 Dec 2019.

Vancouver:

Ramey LW. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Dec 08]. Available from: https://repository.usfca.edu/diss/99.

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

Council of Science Editors:

Ramey LW. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/99

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


College of William and Mary

22. Swanson, Alexis C. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.

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

 Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively… (more)

Subjects/Keywords: African American Studies; Bilingual, Multilingual, and Multicultural Education; Secondary Education

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APA (6th Edition):

Swanson, A. C. (2013). Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618560

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):

Swanson, Alexis C. “Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.” 2013. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618560.

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

MLA Handbook (7th Edition):

Swanson, Alexis C. “Factors that contribute to the academic success of African American males: Perceptions of African American male high school students.” 2013. Web. 08 Dec 2019.

Vancouver:

Swanson AC. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618560.

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

Council of Science Editors:

Swanson AC. Factors that contribute to the academic success of African American males: Perceptions of African American male high school students. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618560

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


West Virginia University

23. Doyle, Daniel T. The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio.

Degree: EdD, Learning Sciences and Human Development, 2010, West Virginia University

 This study investigated the relationships of the leadership styles of superintendents and the fiscal conditions of local school districts with student performance across Ohio. To… (more)

Subjects/Keywords: Education finance; Educational leadership; Secondary education; School administration

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APA (6th Edition):

Doyle, D. T. (2010). The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4582

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):

Doyle, Daniel T. “The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio.” 2010. Thesis, West Virginia University. Accessed December 08, 2019. https://researchrepository.wvu.edu/etd/4582.

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

MLA Handbook (7th Edition):

Doyle, Daniel T. “The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio.” 2010. Web. 08 Dec 2019.

Vancouver:

Doyle DT. The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Dec 08]. Available from: https://researchrepository.wvu.edu/etd/4582.

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

Council of Science Editors:

Doyle DT. The relationships of the leadership styles of superintendents and fiscal conditions with district student performance across Ohio. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/4582

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


College of William and Mary

24. Sanftleben, Kurt Allen. A different drum: The forgotten tradition of the military academy in American education.

Degree: Doctor of Education (EdD), Education, 1993, College of William and Mary

 The purpose of this study was to investigate little known and often neglected category of American education, the articulated military school and junior college.;Kemper Military… (more)

Subjects/Keywords: Higher Education; Other Education; Secondary Education

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APA (6th Edition):

Sanftleben, K. A. (1993). A different drum: The forgotten tradition of the military academy in American education. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618302

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):

Sanftleben, Kurt Allen. “A different drum: The forgotten tradition of the military academy in American education.” 1993. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618302.

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

MLA Handbook (7th Edition):

Sanftleben, Kurt Allen. “A different drum: The forgotten tradition of the military academy in American education.” 1993. Web. 08 Dec 2019.

Vancouver:

Sanftleben KA. A different drum: The forgotten tradition of the military academy in American education. [Internet] [Thesis]. College of William and Mary; 1993. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618302.

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

Council of Science Editors:

Sanftleben KA. A different drum: The forgotten tradition of the military academy in American education. [Thesis]. College of William and Mary; 1993. Available from: https://scholarworks.wm.edu/etd/1539618302

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


College of William and Mary

25. Mehaffey, Mary Messer. The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change.

Degree: Doctor of Education (EdD), Education, 1993, College of William and Mary

 For the first time in 15 years in the Commonwealth of Virginia, a major restructuring in the elementary and secondary education finance formula was enacted… (more)

Subjects/Keywords: Education Economics; Elementary Education; Secondary Education

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APA (6th Edition):

Mehaffey, M. M. (1993). The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618827

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):

Mehaffey, Mary Messer. “The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change.” 1993. Thesis, College of William and Mary. Accessed December 08, 2019. https://scholarworks.wm.edu/etd/1539618827.

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

MLA Handbook (7th Edition):

Mehaffey, Mary Messer. “The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change.” 1993. Web. 08 Dec 2019.

Vancouver:

Mehaffey MM. The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change. [Internet] [Thesis]. College of William and Mary; 1993. [cited 2019 Dec 08]. Available from: https://scholarworks.wm.edu/etd/1539618827.

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

Council of Science Editors:

Mehaffey MM. The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change. [Thesis]. College of William and Mary; 1993. Available from: https://scholarworks.wm.edu/etd/1539618827

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

26. Reese, Teresa. Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, Clark University Atlanta

  This mixed-method study examined factors that influence the retention of P-12 teachers in a southern metropolitan city. Although people are transitioning into P-12 education(more)

Subjects/Keywords: retention; teachers; support; leadership; education; culture; Educational Leadership; Secondary Education; Teacher Education and Professional Development

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APA (6th Edition):

Reese, T. (2019). Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/173

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):

Reese, Teresa. “Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City.” 2019. Thesis, Clark University Atlanta. Accessed December 08, 2019. http://digitalcommons.auctr.edu/cauetds/173.

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

MLA Handbook (7th Edition):

Reese, Teresa. “Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City.” 2019. Web. 08 Dec 2019.

Vancouver:

Reese T. Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City. [Internet] [Thesis]. Clark University Atlanta; 2019. [cited 2019 Dec 08]. Available from: http://digitalcommons.auctr.edu/cauetds/173.

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

Council of Science Editors:

Reese T. Retaining Talent: Retention Factors of P-12 Teachers in a Southern Metropolitan City. [Thesis]. Clark University Atlanta; 2019. Available from: http://digitalcommons.auctr.edu/cauetds/173

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


Indiana University of Pennsylvania

27. Onorato, Diane Z. Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This study explored how rural, secondary public school teachers, viewed by their administrators as caring and responsive to students’ cultures, perceived they used, valued,… (more)

Subjects/Keywords: culturally responsive teaching; minority-majority school district; multicultural education; rural education; secondary education; Title I schools; Bilingual, Multilingual, and Multicultural Education; Secondary Education

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APA (6th Edition):

Onorato, D. Z. (2017). Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1463

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):

Onorato, Diane Z. “Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District.” 2017. Thesis, Indiana University of Pennsylvania. Accessed December 08, 2019. https://knowledge.library.iup.edu/etd/1463.

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

MLA Handbook (7th Edition):

Onorato, Diane Z. “Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District.” 2017. Web. 08 Dec 2019.

Vancouver:

Onorato DZ. Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Dec 08]. Available from: https://knowledge.library.iup.edu/etd/1463.

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

Council of Science Editors:

Onorato DZ. Exploring Secondary Teachers’ Use of Culturally Responsive Teaching in a Diverse Rural School District. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1463

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


California State University – San Bernardino

28. Tucker, Sheri Lynn. PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION.

Degree: Doctor of Education in Educational Leadership, Education, 2019, California State University – San Bernardino

  The purpose of this study is to identify the perception influenced by phenomena impacting core-subject teacher perceptions of career technical education (CTE). Studies show… (more)

Subjects/Keywords: Career Technical Education; Perception; Core-Subject Teacher; Phenomena; Educational Leader; Identify Value; Education; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Other Education; Secondary Education; Secondary Education and Teaching; Vocational Education

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

APA (6th Edition):

Tucker, S. L. (2019). PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/874

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):

Tucker, Sheri Lynn. “PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION.” 2019. Thesis, California State University – San Bernardino. Accessed December 08, 2019. https://scholarworks.lib.csusb.edu/etd/874.

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

MLA Handbook (7th Edition):

Tucker, Sheri Lynn. “PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION.” 2019. Web. 08 Dec 2019.

Vancouver:

Tucker SL. PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION. [Internet] [Thesis]. California State University – San Bernardino; 2019. [cited 2019 Dec 08]. Available from: https://scholarworks.lib.csusb.edu/etd/874.

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

Council of Science Editors:

Tucker SL. PERCEPTION INFLUENCED BY PHENOMENA: IDENTIFY CORE-SUBJECT TEACHER PERCEPTIONS OF CAREER TECHNICAL EDUCATION. [Thesis]. California State University – San Bernardino; 2019. Available from: https://scholarworks.lib.csusb.edu/etd/874

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

29. Watson, Adrian. Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia.

Degree: Doctor of Education (EdD), Leadership Studies, 2011, University of San Francisco

  This 2010 qualitative case study explored the perceptions of administrators and teachers regarding the Lasallian Catholic identity and culture of St. John's College (a… (more)

Subjects/Keywords: Australia; Catholic; Culture; Identity; Lasallian; Secondary School; Education

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

APA (6th Edition):

Watson, A. (2011). Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/13

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):

Watson, Adrian. “Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia.” 2011. Thesis, University of San Francisco. Accessed December 08, 2019. https://repository.usfca.edu/diss/13.

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

MLA Handbook (7th Edition):

Watson, Adrian. “Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia.” 2011. Web. 08 Dec 2019.

Vancouver:

Watson A. Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Dec 08]. Available from: https://repository.usfca.edu/diss/13.

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

Council of Science Editors:

Watson A. Perceptions Regarding the Identity and Culture of a Lasallian Catholic Secondary School in Australia. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/13

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

30. Sanford, Karen L. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  Factors that Affect the Reading Comprehension of Secondary Students with Disabilities Thirty-million Americans are considered functionally illiterate and are unable to complete job applications… (more)

Subjects/Keywords: reading; reading comprehension; secondary students; students with disabilities; Education

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

APA (6th Edition):

Sanford, K. L. (2015). Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/125

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):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Thesis, University of San Francisco. Accessed December 08, 2019. https://repository.usfca.edu/diss/125.

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

MLA Handbook (7th Edition):

Sanford, Karen L. “Factors that Affect the Reading Comprehension of Secondary Students with Disabilities.” 2015. Web. 08 Dec 2019.

Vancouver:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Dec 08]. Available from: https://repository.usfca.edu/diss/125.

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

Council of Science Editors:

Sanford KL. Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/125

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

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