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Degree: Doctor of Education (EdD)  Dept: Educational Leadership

You searched for subject:( pt DESIGUALDADE SOCIAL). Showing records 1 – 25 of 25 total matches.

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1. Schleicher, Joel. Impact Of Netbook Computers On One District's Social Studies Curriculum.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, University of North Dakota

  The purpose of this study was to collect and analyze quantitative and qualitative data to determine the overall impact of a pilot netbook initiative… (more)

Subjects/Keywords: computers; curriculum; netbook; social studies

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APA (6th Edition):

Schleicher, J. (2011). Impact Of Netbook Computers On One District's Social Studies Curriculum. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1215

Chicago Manual of Style (16th Edition):

Schleicher, Joel. “Impact Of Netbook Computers On One District's Social Studies Curriculum.” 2011. Doctoral Dissertation, University of North Dakota. Accessed July 23, 2019. https://commons.und.edu/theses/1215.

MLA Handbook (7th Edition):

Schleicher, Joel. “Impact Of Netbook Computers On One District's Social Studies Curriculum.” 2011. Web. 23 Jul 2019.

Vancouver:

Schleicher J. Impact Of Netbook Computers On One District's Social Studies Curriculum. [Internet] [Doctoral dissertation]. University of North Dakota; 2011. [cited 2019 Jul 23]. Available from: https://commons.und.edu/theses/1215.

Council of Science Editors:

Schleicher J. Impact Of Netbook Computers On One District's Social Studies Curriculum. [Doctoral Dissertation]. University of North Dakota; 2011. Available from: https://commons.und.edu/theses/1215

2. Cormier, Carolyn Nicole Squires. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.

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

  Educational leaders face difficult decisions on a regular basis. These decisions, often associated with educational leadership and organizational change, are influenced by a variety… (more)

Subjects/Keywords: Educational Leadership; Social and Philosophical Foundations of Education

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APA (6th Edition):

Cormier, C. N. S. (2017). An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/115

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):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/115.

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

MLA Handbook (7th Edition):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Web. 23 Jul 2019.

Vancouver:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/115.

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

Council of Science Editors:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/115

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

3. Powers, Carie L. Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College.

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

  While numerous studies have looked at the influence of occupational stress on employees, less is known about the effects on employees in the for-profit… (more)

Subjects/Keywords: Educational Administration and Supervision; Human Resources Management; Mental and Social Health

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APA (6th Edition):

Powers, C. L. (2015). Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/42

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):

Powers, Carie L. “Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College.” 2015. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/42.

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

MLA Handbook (7th Edition):

Powers, Carie L. “Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College.” 2015. Web. 23 Jul 2019.

Vancouver:

Powers CL. Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/42.

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

Council of Science Editors:

Powers CL. Recognizing Occupational Stress: A Case Study Of Admission Staff In A For-Profit Nursing College. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/42

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

4. David, Travis Dimitri. Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  The well-being of faculty is susceptible to influence from intrinsic and extrinsic occupational characteristics. Heterosexism or hostile environments can be associated with decreased satisfaction… (more)

Subjects/Keywords: Educational Leadership; Gender and Sexuality; Higher Education; Social Psychology

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APA (6th Edition):

David, T. D. (2018). Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/147

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):

David, Travis Dimitri. “Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions.” 2018. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/147.

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

MLA Handbook (7th Edition):

David, Travis Dimitri. “Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions.” 2018. Web. 23 Jul 2019.

Vancouver:

David TD. Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/147.

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

Council of Science Editors:

David TD. Contextualizing LGBTQ Faculty Experiences: An Account Of Sexual Minority Perceptions. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/147

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

5. Wilkie-Villebrun, Rae Marie. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of North Dakota

  ABSTRACT This qualitative study examined shared experiences of teachers who remain at American Indian schools teaching for five years or more in an attempt… (more)

Subjects/Keywords: administrators; American Indian schools; minority; poverty; social support model; teacher retention

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APA (6th Edition):

Wilkie-Villebrun, R. M. (2015). How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1980

Chicago Manual of Style (16th Edition):

Wilkie-Villebrun, Rae Marie. “How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.” 2015. Doctoral Dissertation, University of North Dakota. Accessed July 23, 2019. https://commons.und.edu/theses/1980.

MLA Handbook (7th Edition):

Wilkie-Villebrun, Rae Marie. “How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years.” 2015. Web. 23 Jul 2019.

Vancouver:

Wilkie-Villebrun RM. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Jul 23]. Available from: https://commons.und.edu/theses/1980.

Council of Science Editors:

Wilkie-Villebrun RM. How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1980

6. Giovannini, Marina Ashmar. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  Dual enrollment continues to experience rapid growth throughout the United States and is viewed as one of the best ways to prepare students for… (more)

Subjects/Keywords: Dual Enrollment; Persistence; Academic and Social Integration; Transcendental Phenomenology; Community College; Educational Leadership

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APA (6th Edition):

Giovannini, M. A. (2018). Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/154

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):

Giovannini, Marina Ashmar. “Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.” 2018. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/154.

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

MLA Handbook (7th Edition):

Giovannini, Marina Ashmar. “Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment.” 2018. Web. 23 Jul 2019.

Vancouver:

Giovannini MA. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/154.

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

Council of Science Editors:

Giovannini MA. Upward Mobility: A Phenomenological Study Of The Hispanic Student Experience In Dual Enrollment. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/154

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

7. Blanchard, Michael K. The Persistence Of Community College Students: A Single Site Case Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  Only 22% of all students who enroll in community colleges complete an associate degree within three years, and only 16% of students at urban… (more)

Subjects/Keywords: community college; Deil-Amen Theoretical Framework; social and academic barriers; students; wraparound services; Educational Leadership

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APA (6th Edition):

Blanchard, M. K. (2018). The Persistence Of Community College Students: A Single Site Case Study. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/171

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):

Blanchard, Michael K. “The Persistence Of Community College Students: A Single Site Case Study.” 2018. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/171.

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

MLA Handbook (7th Edition):

Blanchard, Michael K. “The Persistence Of Community College Students: A Single Site Case Study.” 2018. Web. 23 Jul 2019.

Vancouver:

Blanchard MK. The Persistence Of Community College Students: A Single Site Case Study. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/171.

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

Council of Science Editors:

Blanchard MK. The Persistence Of Community College Students: A Single Site Case Study. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/171

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

8. White, Jason. A Functional Analysis Of Leader Behavior In A Behavioral Health Setting.

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

  A requirement for Maine behavioral health organizations to provide all employees with evaluations lacks guidelines on how to evaluate leader behavior; best practices are… (more)

Subjects/Keywords: leader behavior; evaluation; functional analysis; continuous partial interval recording; Applied Behavior Analysis; Educational Leadership; Leadership Studies; Social Work

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APA (6th Edition):

White, J. (2016). A Functional Analysis Of Leader Behavior In A Behavioral Health Setting. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/77

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):

White, Jason. “A Functional Analysis Of Leader Behavior In A Behavioral Health Setting.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/77.

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

MLA Handbook (7th Edition):

White, Jason. “A Functional Analysis Of Leader Behavior In A Behavioral Health Setting.” 2016. Web. 23 Jul 2019.

Vancouver:

White J. A Functional Analysis Of Leader Behavior In A Behavioral Health Setting. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/77.

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

Council of Science Editors:

White J. A Functional Analysis Of Leader Behavior In A Behavioral Health Setting. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/77

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

9. Crawford-Ciglar, Cassandra. An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes.

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

  Behavior change is a process. College students routinely have poor eating habits during a time of life that can negatively impact health outcomes for… (more)

Subjects/Keywords: nutrition education; behavior change; social media; college students; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education; Public Health

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APA (6th Edition):

Crawford-Ciglar, C. (2016). An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/51

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):

Crawford-Ciglar, Cassandra. “An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/51.

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

MLA Handbook (7th Edition):

Crawford-Ciglar, Cassandra. “An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes.” 2016. Web. 23 Jul 2019.

Vancouver:

Crawford-Ciglar C. An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/51.

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

Council of Science Editors:

Crawford-Ciglar C. An Evaluation Of College Students’ Use Of Social Media In Nutrition Education For Lifestyle Behavior Changes. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/51

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

10. Dickenson, Samantha-Rae. Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, University of New England

  This study explored the connection between society’s perception of Black women and their experiences of racial microaggressions in a work environment, and further understand… (more)

Subjects/Keywords: racial microaggressions; critical race theory; Black feminist theory; intersectionality; Educational Leadership; Public Administration; Race and Ethnicity; Social Psychology and Interaction

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APA (6th Edition):

Dickenson, S. (2018). Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/185

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):

Dickenson, Samantha-Rae. “Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers.” 2018. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/185.

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

MLA Handbook (7th Edition):

Dickenson, Samantha-Rae. “Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers.” 2018. Web. 23 Jul 2019.

Vancouver:

Dickenson S. Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers. [Internet] [Thesis]. University of New England; 2018. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/185.

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

Council of Science Editors:

Dickenson S. Effects Of Racial Microaggressions On Black Women’s Work Performance As Government Workers. [Thesis]. University of New England; 2018. Available from: https://dune.une.edu/theses/185

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

11. McRae, Stephanie L. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  This study took place at a historically black college or university (HBCU) in the southeastern region of the United States. The participants were two… (more)

Subjects/Keywords: HBCU; international students; social integration; acculturation; recruitment; retention; Bilingual, Multilingual, and Multicultural Education; Higher Education and Teaching; International and Area Studies

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APA (6th Edition):

McRae, S. L. (2016). A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/30

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):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/30.

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

MLA Handbook (7th Edition):

McRae, Stephanie L. “A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life.” 2016. Web. 23 Jul 2019.

Vancouver:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/30.

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

Council of Science Editors:

McRae SL. A Time for Change: An Examination of a Historically Black College or University (HBCU) and Its Efforts to Globalize and Acculturate International Students into Campus Life. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/30

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

12. Rivers, Angel. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.

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

  The purpose of this mixed-method study, combining a quantitative, quasi-experimental, and qualitative design was to examine a researcher-designed, piloted dropout intervention program that would… (more)

Subjects/Keywords: designed; sessions; dropout; intervention; African Americans; Curriculum and Social Inquiry; Education; Educational Administration and Supervision; Secondary Education

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APA (6th Edition):

Rivers, A. (2018). Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/118

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):

Rivers, Angel. “Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.” 2018. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/118.

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

MLA Handbook (7th Edition):

Rivers, Angel. “Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students.” 2018. Web. 23 Jul 2019.

Vancouver:

Rivers A. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/118.

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

Council of Science Editors:

Rivers A. Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/118

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

13. Cowen, William L., IV. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.

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

Social entrepreneurs actively create and apply business and communication strategies to support societal causes. They face many leadership and logistics challenges including the need… (more)

Subjects/Keywords: intrapersonal communication; social entrepreneur; self leadership; self talk; inner voice; inner dialogue; Educational Leadership; Entrepreneurial and Small Business Operations; Other Communication; Other Psychology

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APA (6th Edition):

Cowen, William L., I. (2015). Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/20

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

Chicago Manual of Style (16th Edition):

Cowen, William L., IV. “Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.” 2015. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/20.

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

MLA Handbook (7th Edition):

Cowen, William L., IV. “Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs.” 2015. Web. 23 Jul 2019.

Vancouver:

Cowen, William L. I. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/20.

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

Council of Science Editors:

Cowen, William L. I. Core Conversations For The Greater Good: An Exploration Of Intrapersonal Communication As A Self-Leadership Strategy In Social Entrepreneurs. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/20

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

14. Kerr, Carol Anne. Cross-Cultural Leadership: Best Practices In Multinational Graduate Education.

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

  The international security environment depends in part on professional military leaders with the knowledge, skills and attributes to execute a broad range of leadership… (more)

Subjects/Keywords: cross-cultural competence; international education; cultural intelligence; social cognitive theory; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education; International and Comparative Education

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APA (6th Edition):

Kerr, C. A. (2016). Cross-Cultural Leadership: Best Practices In Multinational Graduate Education. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/91

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

Chicago Manual of Style (16th Edition):

Kerr, Carol Anne. “Cross-Cultural Leadership: Best Practices In Multinational Graduate Education.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/91.

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

MLA Handbook (7th Edition):

Kerr, Carol Anne. “Cross-Cultural Leadership: Best Practices In Multinational Graduate Education.” 2016. Web. 23 Jul 2019.

Vancouver:

Kerr CA. Cross-Cultural Leadership: Best Practices In Multinational Graduate Education. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/91.

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

Council of Science Editors:

Kerr CA. Cross-Cultural Leadership: Best Practices In Multinational Graduate Education. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/91

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

15. Wakeling, Charles Michael. Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine.

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

  There are a variety of barriers that psychiatric clinicians face when attempting to attend continuing education programming. The purpose of this qualitative, phenomenological research… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Clinical Psychology; Counseling; Counseling Psychology; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Online and Distance Education; Social Work

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APA (6th Edition):

Wakeling, C. M. (2016). Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/85

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

Chicago Manual of Style (16th Edition):

Wakeling, Charles Michael. “Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/85.

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

MLA Handbook (7th Edition):

Wakeling, Charles Michael. “Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine.” 2016. Web. 23 Jul 2019.

Vancouver:

Wakeling CM. Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/85.

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

Council of Science Editors:

Wakeling CM. Psychiatric Clinicians’ Perspectives On Continuing Education (CE) Programming In Rural Maine. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/85

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

16. Edge, Andrea N. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  The purpose of this study was to identify the link between culture and pedagogy through the implementation of the Common Core Standards with the… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Common Core Standards; Common Core; African American Students; Culture of Students; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry

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APA (6th Edition):

Edge, A. N. (2014). A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/7

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):

Edge, Andrea N. “A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.” 2014. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/7.

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

MLA Handbook (7th Edition):

Edge, Andrea N. “A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students.” 2014. Web. 23 Jul 2019.

Vancouver:

Edge AN. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/7.

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

Council of Science Editors:

Edge AN. A Study On Culturally Relevant Pedagogy Implementing Common Core Standards to Increase Positive Outcomes for African American Students. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/7

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

17. Bullock, Naomi J. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.

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

  This study examines factors that affect student motivation and achievement in the middle school eighth grade science classroom, including, teacher-student relationships, student-peer relationships, teacher… (more)

Subjects/Keywords: Student satisfaction; Teacher influence; Science achievement; Teacher expectations; Educational Psychology; School Psychology; Science and Mathematics Education; Secondary Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Bullock, N. J. (2017). Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/63

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, Naomi J. “Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.” 2017. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/63.

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

MLA Handbook (7th Edition):

Bullock, Naomi J. “Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes.” 2017. Web. 23 Jul 2019.

Vancouver:

Bullock NJ. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/63.

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

Council of Science Editors:

Bullock NJ. Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/63

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

18. Ruffin, Christopher. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.

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

  This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy… (more)

Subjects/Keywords: TRiO; Upward Bound; African-American Male; Self-Efficacy; Academic Achievement; Adult and Continuing Education; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Leadership; Scholarship of Teaching and Learning

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APA (6th Edition):

Ruffin, C. (2018). The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/119

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):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/119.

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

MLA Handbook (7th Edition):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Web. 23 Jul 2019.

Vancouver:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/119.

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

Council of Science Editors:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/119

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

19. Muganda, Godbertha K. The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California.

Degree: Doctor of Education (EdD), Educational Leadership, 2007, University of San Francisco

unavailable

Subjects/Keywords: Saint Anthony Foundation; Volunteer workers in social service; California; San Francisco; Motivation (Psychology); Reward (Psychology); Education

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APA (6th Edition):

Muganda, G. K. (2007). The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/131

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):

Muganda, Godbertha K. “The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California.” 2007. Thesis, University of San Francisco. Accessed July 23, 2019. https://repository.usfca.edu/diss/131.

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

MLA Handbook (7th Edition):

Muganda, Godbertha K. “The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California.” 2007. Web. 23 Jul 2019.

Vancouver:

Muganda GK. The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Jul 23]. Available from: https://repository.usfca.edu/diss/131.

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

Council of Science Editors:

Muganda GK. The perceptions of volunteers regarding their motives, rewards, and challenges at the Saint Anthony Foundation in San Francisco, California. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/131

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

20. Garand, Katherine Susan. Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School.

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

  This interpretive, qualitative study explores the perspectives of teacher leaders within the middle school setting as to how they perceive their role influences the… (more)

Subjects/Keywords: Distributed leadership; leadership team; teacher leaders; leadership style; empowerment; social influence; commitment and job role confusion; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Garand, K. S. (2016). Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/53

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):

Garand, Katherine Susan. “Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/53.

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

MLA Handbook (7th Edition):

Garand, Katherine Susan. “Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School.” 2016. Web. 23 Jul 2019.

Vancouver:

Garand KS. Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/53.

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

Council of Science Editors:

Garand KS. Teacher Leaders’ Perceptions Of Their Influence On The Distributed Leadership Process At A Middle School. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/53

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

21. Keogh, Susan W. Examination Of An Independent School’s Site-Based Summer Program.

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

  This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were… (more)

Subjects/Keywords: authentic learning; immersion; critical thinking; problem solving; collaboration; inquiry; reflection; summer learning; continuity; service learning; situated learning; classical change theory; social learning; appreciative inquiry; mission-driven; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Keogh, S. W. (2016). Examination Of An Independent School’s Site-Based Summer Program. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/58

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):

Keogh, Susan W. “Examination Of An Independent School’s Site-Based Summer Program.” 2016. Thesis, University of New England. Accessed July 23, 2019. https://dune.une.edu/theses/58.

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

MLA Handbook (7th Edition):

Keogh, Susan W. “Examination Of An Independent School’s Site-Based Summer Program.” 2016. Web. 23 Jul 2019.

Vancouver:

Keogh SW. Examination Of An Independent School’s Site-Based Summer Program. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jul 23]. Available from: https://dune.une.edu/theses/58.

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

Council of Science Editors:

Keogh SW. Examination Of An Independent School’s Site-Based Summer Program. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/58

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

22. Smith, Anetta Rena. Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  The purpose of this mixed-methods study is to identify major factors that directly affect parental involvement in 21st century schools. This study examined several… (more)

Subjects/Keywords: parental involvement; family structure; educational leadership; family engagement; family involvement; Education; Social and Behavioral Sciences

…practices to the changing social landscape of the globalized community. Parental involvement with… …researchers have similarly argued for the social science research community to drive empirical… …associated with diversity of social class, ethnicity, family organization, and values. (p. 5… …reinforcing patterns of discrimination based on social class, ethnicity, and gender through the… …educational scholars have emphasized the social justice perspective holding that parental engagement… 

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APA (6th Edition):

Smith, A. R. (2016). Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/24

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, Anetta Rena. “Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders.” 2016. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/24.

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

MLA Handbook (7th Edition):

Smith, Anetta Rena. “Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders.” 2016. Web. 23 Jul 2019.

Vancouver:

Smith AR. Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/24.

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

Council of Science Editors:

Smith AR. Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/24

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

23. Redmon, Toma Z. Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  The purpose of this qualitative study was to examine the factors that may affect teacher and parent perception of the academic achievement of eighth… (more)

Subjects/Keywords: African American Male Student Achievement; Education; Elementary and Middle and Secondary Education Administration; Social and Behavioral Sciences

…rates of completing a bachelor’s degree are low. They have social disengagement within the… …classroom as well as with the social environment of the school. Many AfricanAmerican male students… …social context and early school experiences of an African-American male influences their early… …Joe & Davis, 2009). There are a number of social and educational activities, which… …Lynn et al., 2010). These factors may include economic, political, and social factors… 

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APA (6th Edition):

Redmon, T. Z. (2016). Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/36

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):

Redmon, Toma Z. “Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students.” 2016. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/36.

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

MLA Handbook (7th Edition):

Redmon, Toma Z. “Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students.” 2016. Web. 23 Jul 2019.

Vancouver:

Redmon TZ. Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/36.

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

Council of Science Editors:

Redmon TZ. Factors for Educational Leaders to Consider That May Affect Teacher and Parent Perceptions of the Academic Achievement of Eight Grade African-American Male Students. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/36

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

24. Taylor, Michael Leroy. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.

Degree: Doctor of Education (EdD), Educational Leadership, 2013, University of Nevada – Las Vegas

  The 2001 No Child Left Behind (NCLB) Act legislation has had a profound effect on teacher rolls, especially African-American teachers. More than any other… (more)

Subjects/Keywords: African American Studies; American Studies; Education; Educational Sociology; Race and Ethnicity; Social and Philosophical Foundations of Education

…facets of education that Mann endorsed: social harmony and the great equalizer. He found social… …conversation on school desegregation and the world’s perception of social conditions in the United… …full advantage of the social activism that resulted in the Brown v. Board of Education ruling… 

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APA (6th Edition):

Taylor, M. L. (2013). African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1897

Chicago Manual of Style (16th Edition):

Taylor, Michael Leroy. “African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.” 2013. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed July 23, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1897.

MLA Handbook (7th Edition):

Taylor, Michael Leroy. “African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study.” 2013. Web. 23 Jul 2019.

Vancouver:

Taylor ML. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2013. [cited 2019 Jul 23]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1897.

Council of Science Editors:

Taylor ML. African American Teachers and State Licensing Examinations in Metropolitan Atlanta: A Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2013. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1897

25. Pugh, Dana L. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.

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

  It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other… (more)

Subjects/Keywords: Academic Achievement; Advanced Courses; Advanced Placement Programs; Student Placement; Articulation; Prior Learning; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Leadership; Gifted Education

…teacher see me? • The social sphere – Do I belong here? Am I valued? Do I have something… …belonging to a classroom or other desired social group or approval from a person of social… …protection), social needs (affection), esteem needs (self-respect), and… …Middle Grades – 9th Grade Science Social Studies Literature and Language Arts African-American… 

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APA (6th Edition):

Pugh, D. L. (2017). Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/68

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):

Pugh, Dana L. “Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.” 2017. Thesis, Clark University Atlanta. Accessed July 23, 2019. http://digitalcommons.auctr.edu/cauetds/68.

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

MLA Handbook (7th Edition):

Pugh, Dana L. “Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School.” 2017. Web. 23 Jul 2019.

Vancouver:

Pugh DL. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Jul 23]. Available from: http://digitalcommons.auctr.edu/cauetds/68.

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

Council of Science Editors:

Pugh DL. Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/68

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

.