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Degree: Doctor of Education (EdD)

You searched for subject:( Investidores Finan as ). Showing records 1 – 13 of 13 total matches.

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1. Saunders, Daniel Brian. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.

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

  Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes… (more)

Subjects/Keywords: College students; First-year college students; Free-market logic; Ideology; Neoliberalism; Students as customers; Education

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

APA (6th Edition):

Saunders, D. B. (2011). Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/377

Chicago Manual of Style (16th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed October 15, 2019. https://scholarworks.umass.edu/open_access_dissertations/377.

MLA Handbook (7th Edition):

Saunders, Daniel Brian. “Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students.” 2011. Web. 15 Oct 2019.

Vancouver:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Oct 15]. Available from: https://scholarworks.umass.edu/open_access_dissertations/377.

Council of Science Editors:

Saunders DB. Students as Customers: The Influence of Neoliberal Ideology and Free-Market Logic on Entering First-Year College Students. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/377

2. Ryoo, Nancy. Understanding Translanguaging and Identity among Korean Bilingual Adults.

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

  This qualitative study, conducted at a Northern California university, explored how six Korean bilingual adults expressed their unique identities while utilizing both Korean and… (more)

Subjects/Keywords: Bilingualism; English as cultural capital; Korean Bilinguals; Language and Identity; Multilingualism; Translanguaging; Bilingual, Multilingual, and Multicultural Education; Linguistics

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APA (6th Edition):

Ryoo, N. (2017). Understanding Translanguaging and Identity among Korean Bilingual Adults. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/412

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):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Thesis, University of San Francisco. Accessed October 15, 2019. https://repository.usfca.edu/diss/412.

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

MLA Handbook (7th Edition):

Ryoo, Nancy. “Understanding Translanguaging and Identity among Korean Bilingual Adults.” 2017. Web. 15 Oct 2019.

Vancouver:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Oct 15]. Available from: https://repository.usfca.edu/diss/412.

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

Council of Science Editors:

Ryoo N. Understanding Translanguaging and Identity among Korean Bilingual Adults. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/412

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

3. Crafton, Corinna. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  Classroom teachers who wish to have voice in decisions that influence their daily practice often confront barriers, causing some to leave the classroom altogether… (more)

Subjects/Keywords: barriers to leadership; teacher marginalization; distributed leadership model; teachers as change agents; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Crafton, C. (2015). Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/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):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Thesis, University of New England. Accessed October 15, 2019. https://dune.une.edu/theses/22.

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

MLA Handbook (7th Edition):

Crafton, Corinna. “Leaders All: Teacher-Led Participatory Action Research At The Middle School Level.” 2015. Web. 15 Oct 2019.

Vancouver:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Oct 15]. Available from: https://dune.une.edu/theses/22.

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

Council of Science Editors:

Crafton C. Leaders All: Teacher-Led Participatory Action Research At The Middle School Level. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/22

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

4. Colla, Micaella Elizabeth. The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study.

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

  There is insufficient research on the cultural identity formation of White immigrant descendants who have experienced ancestral language loss. This phenomenological qualitative study conducted… (more)

Subjects/Keywords: English as a Second Language; Immigration; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition; Linguistics

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APA (6th Edition):

Colla, M. E. (2018). The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/475

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):

Colla, Micaella Elizabeth. “The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study.” 2018. Thesis, University of San Francisco. Accessed October 15, 2019. https://repository.usfca.edu/diss/475.

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

MLA Handbook (7th Edition):

Colla, Micaella Elizabeth. “The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study.” 2018. Web. 15 Oct 2019.

Vancouver:

Colla ME. The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 15]. Available from: https://repository.usfca.edu/diss/475.

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

Council of Science Editors:

Colla ME. The Impact of Ancestral Language Maintenance on Cultural Identity Among White Immigrant Descendants: A Phenomenological Qualitative Study. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/475

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Thesis, University of San Francisco. Accessed October 15, 2019. https://repository.usfca.edu/diss/451.

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

MLA Handbook (7th Edition):

Chang, Chi-Fang (Michelle). “Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students.” 2018. Web. 15 Oct 2019.

Vancouver:

Chang C(. Exploring Factors Influencing the Willingness to Communicate among English-as-a-Second Language University Students. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 15]. Available from: https://repository.usfca.edu/diss/451.

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

Council of Science Editors:

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

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


Utah State University

6. Ray, Samuel L. Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation.

Degree: Doctor of Education (EdD), School of Teacher Education and Leadership, 2011, Utah State University

 Many school systems across the USA have implemented sheltered instruction observation protocol (SIOP) strategies to help their English language learners (ELLs) master core content while… (more)

Subjects/Keywords: Effectiveness; Professional Development; Secondary; Sheltered Instruction; SIOP; Training; English as a Second Language; Educational Administration and Supervision; Secondary Education and Teaching

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

APA (6th Edition):

Ray, S. L. (2011). Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/848

Chicago Manual of Style (16th Edition):

Ray, Samuel L. “Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation.” 2011. Doctoral Dissertation, Utah State University. Accessed October 15, 2019. https://digitalcommons.usu.edu/etd/848.

MLA Handbook (7th Edition):

Ray, Samuel L. “Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation.” 2011. Web. 15 Oct 2019.

Vancouver:

Ray SL. Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation. [Internet] [Doctoral dissertation]. Utah State University; 2011. [cited 2019 Oct 15]. Available from: https://digitalcommons.usu.edu/etd/848.

Council of Science Editors:

Ray SL. Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation. [Doctoral Dissertation]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/848


San Jose State University

7. Kleidon, George. Principals' Instructional Leadership in Title I Schools: A Closer Look.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared.… (more)

Subjects/Keywords: Cultural proficiency; Develop instructional leadership; Instructional leadership; Novice Principals; Principals as Instructional Leaders; Title I Schools

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APA (6th Edition):

Kleidon, G. (2018). Principals' Instructional Leadership in Title I Schools: A Closer Look. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17

Chicago Manual of Style (16th Edition):

Kleidon, George. “Principals' Instructional Leadership in Title I Schools: A Closer Look.” 2018. Doctoral Dissertation, San Jose State University. Accessed October 15, 2019. https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17.

MLA Handbook (7th Edition):

Kleidon, George. “Principals' Instructional Leadership in Title I Schools: A Closer Look.” 2018. Web. 15 Oct 2019.

Vancouver:

Kleidon G. Principals' Instructional Leadership in Title I Schools: A Closer Look. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2019 Oct 15]. Available from: https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17.

Council of Science Editors:

Kleidon G. Principals' Instructional Leadership in Title I Schools: A Closer Look. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.p89z-54vv ; https://scholarworks.sjsu.edu/etd_dissertations/17

8. Osman, Hazem Ahmed. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  This mixed-method study examines the perceptions of Intercultural Communicative Competence (ICC) by English teachers in the Preparatory Year (PY) program at King Saudi University.… (more)

Subjects/Keywords: English as a foreign language; English classroom; Intercultural Communicative Competence; Preparatory year program; sociocultural theory; teaching culture; First and Second Language Acquisition; Reading and Language

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APA (6th Edition):

Osman, H. A. (2015). Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/300

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):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Thesis, University of San Francisco. Accessed October 15, 2019. https://repository.usfca.edu/diss/300.

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

MLA Handbook (7th Edition):

Osman, Hazem Ahmed. “Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia.” 2015. Web. 15 Oct 2019.

Vancouver:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Oct 15]. Available from: https://repository.usfca.edu/diss/300.

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

Council of Science Editors:

Osman HA. Investigating English Teachers' Perceptions of Intercultural Communicative Competence in the Kingdom of Saudi Arabia. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/300

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

9. Ekici, Didem. Developing Intercultural Competence Through Online English Language Teaching.

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

  With an increasing number of refugees and immigrants in European and American classrooms, teachers need to be prepared to meet their varied and complex… (more)

Subjects/Keywords: English as a second language; Intercultural Competence; Online teaching/tutoring; teacher training; TESOL pre-service teachers; war regions; Bilingual, Multilingual, and Multicultural Education; Teacher Education and Professional Development

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APA (6th Edition):

Ekici, D. (2018). Developing Intercultural Competence Through Online English Language Teaching. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/474

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):

Ekici, Didem. “Developing Intercultural Competence Through Online English Language Teaching.” 2018. Thesis, University of San Francisco. Accessed October 15, 2019. https://repository.usfca.edu/diss/474.

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

MLA Handbook (7th Edition):

Ekici, Didem. “Developing Intercultural Competence Through Online English Language Teaching.” 2018. Web. 15 Oct 2019.

Vancouver:

Ekici D. Developing Intercultural Competence Through Online English Language Teaching. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Oct 15]. Available from: https://repository.usfca.edu/diss/474.

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

Council of Science Editors:

Ekici D. Developing Intercultural Competence Through Online English Language Teaching. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/diss/474

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


San Jose State University

10. Aravamudhan, Radha. Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India.

Degree: Doctor of Education (EdD), Education, 2019, San Jose State University

  The purpose of this study was to critically evaluate the implementation of a community based English program in villages in Tamil Nadu, India and… (more)

Subjects/Keywords: Assets based approach to teaching and learning; Community Cultural Wealth; Culturally Responsive Pedagogy; English as Foreign Language; Marginalized communities in India; Women empowerment

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APA (6th Edition):

Aravamudhan, R. (2019). Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.cnpq-xq38 ; https://scholarworks.sjsu.edu/etd_dissertations/27

Chicago Manual of Style (16th Edition):

Aravamudhan, Radha. “Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India.” 2019. Doctoral Dissertation, San Jose State University. Accessed October 15, 2019. https://doi.org/10.31979/etd.cnpq-xq38 ; https://scholarworks.sjsu.edu/etd_dissertations/27.

MLA Handbook (7th Edition):

Aravamudhan, Radha. “Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India.” 2019. Web. 15 Oct 2019.

Vancouver:

Aravamudhan R. Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India. [Internet] [Doctoral dissertation]. San Jose State University; 2019. [cited 2019 Oct 15]. Available from: https://doi.org/10.31979/etd.cnpq-xq38 ; https://scholarworks.sjsu.edu/etd_dissertations/27.

Council of Science Editors:

Aravamudhan R. Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India. [Doctoral Dissertation]. San Jose State University; 2019. Available from: https://doi.org/10.31979/etd.cnpq-xq38 ; https://scholarworks.sjsu.edu/etd_dissertations/27

11. Chirume, Erasmus. A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2008, Ohio University

 This study involves teachers' and principals' perceptions of teacher leadership with a specific focus on teacher leadership with at-risk students. The dimensions of teacher leadership… (more)

Subjects/Keywords: Secondary Education; Teacher Education; Teaching; Education; Educational Theory; Higher Education; Public Administration; Educational leadership; Instructional leadership; Leadership as a serving relationship; Effective schools; Teacher collaboration; Teacher change agency; Knowledge bases for diversity; Teacher involvement; Student at-riskness

…173 Position as Main Effect 183 Gender as Main Effect… …are more severe on minorities and poor students, as opposed to mainstream and rich students… …members in a rural district defines the purpose of rural schooling as training in basic academic… …skills, parenthood, citizenship, service as a community institution, and 16 preparation for… …the number of dropouts and raising graduation rates as well as closing the performance gap… 

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

APA (6th Edition):

Chirume, E. (2008). A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214860712

Chicago Manual of Style (16th Edition):

Chirume, Erasmus. “A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio.” 2008. Doctoral Dissertation, Ohio University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214860712.

MLA Handbook (7th Edition):

Chirume, Erasmus. “A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio.” 2008. Web. 15 Oct 2019.

Vancouver:

Chirume E. A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio. [Internet] [Doctoral dissertation]. Ohio University; 2008. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214860712.

Council of Science Editors:

Chirume E. A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio. [Doctoral Dissertation]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214860712

12. Ramirez Lamus, Daniel A. Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva.

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

  Since 2004 the Colombian Ministry of Education has been implementing the Programa Nacional de Bilingüismo (PNB) with the goal of having bilingual high school… (more)

Subjects/Keywords: foreign language education policy; English as a foreign language; Programa Nacional de Bilingüismo Colombia; ecology of languages; critical language policy research; hegemony of English; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

…en lenguas extranjeras: Inglés EFL English as a Foreign Language ELT English-language… …teaching EN Escuela Nueva ESL English as a Second Language FEN Fundación Escuela Nueva FLE… …competencias en lenguas extranjeras: Inglés,” heretofore referred to as Estándares, the MEN describes… …reorganization of these standards according to Colombian notions of grade levels. As the 1 CEFR is… …For some, the adoption of a foreign model such as the CEFR is seen as a unilateral and… 

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APA (6th Edition):

Ramirez Lamus, D. A. (2015). Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1856 ; 10.25148/etd.FI15032142 ; FI15032142

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):

Ramirez Lamus, Daniel A. “Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva.” 2015. Thesis, Florida International University. Accessed October 15, 2019. http://digitalcommons.fiu.edu/etd/1856 ; 10.25148/etd.FI15032142 ; FI15032142.

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

MLA Handbook (7th Edition):

Ramirez Lamus, Daniel A. “Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva.” 2015. Web. 15 Oct 2019.

Vancouver:

Ramirez Lamus DA. Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Oct 15]. Available from: http://digitalcommons.fiu.edu/etd/1856 ; 10.25148/etd.FI15032142 ; FI15032142.

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

Council of Science Editors:

Ramirez Lamus DA. Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1856 ; 10.25148/etd.FI15032142 ; FI15032142

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

13. Neiderhouse, Nick R. The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, Bowling Green State University

 The purpose of this mixed methods embedded design study was to learn if engaging in a problem-based service-learning course could improve the demonstration of behaviors… (more)

Subjects/Keywords: Educational Leadership; School Administration; Teaching; Middle School Education; Secondary Education; Education Policy; Curriculum Development; Problem-Based Learning; Service-Learning; Character Education; At-Risk Students; Positive Character Traits; Problem Solving; Common Core Standards; PARCC; 21st century skills; Teachers as Action Researchers; Mixed Methods; Student Discipline Reduction

…62 F. Teachers as Action Researchers… …63 G. Courses as an Intervention… …125 D. Research Question Three: What do high school juniors and seniors report as the… …elementary school to graduate school, I have dedicated my scholastic energies to learning as much… …as possible and applying myself to the best of my ability in my academic career. Without… 

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APA (6th Edition):

Neiderhouse, N. R. (2013). The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211

Chicago Manual of Style (16th Edition):

Neiderhouse, Nick R. “The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School.” 2013. Doctoral Dissertation, Bowling Green State University. Accessed October 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.

MLA Handbook (7th Edition):

Neiderhouse, Nick R. “The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School.” 2013. Web. 15 Oct 2019.

Vancouver:

Neiderhouse NR. The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School. [Internet] [Doctoral dissertation]. Bowling Green State University; 2013. [cited 2019 Oct 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.

Council of Science Editors:

Neiderhouse NR. The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School. [Doctoral Dissertation]. Bowling Green State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211

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