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You searched for subject:(Adaptative software development ASD ). Showing records 1 – 30 of 293 total matches.

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Georgia State University

1. Kamran, Syed M. Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management.

Degree: Executive Doctorate in Business (EDB), Business, 2014, Georgia State University

Software development is increasingly conducted in a recurrent fashion, where the same product or service is continuously being developed for the marketplace. Still, we… (more)

Subjects/Keywords: SPI; Software Releases; Release Management; Software Development; Software Engineering

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APA (6th Edition):

Kamran, S. M. (2014). Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/bus_admin_diss/33

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):

Kamran, Syed M. “Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management.” 2014. Thesis, Georgia State University. Accessed March 24, 2019. https://scholarworks.gsu.edu/bus_admin_diss/33.

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

MLA Handbook (7th Edition):

Kamran, Syed M. “Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management.” 2014. Web. 24 Mar 2019.

Vancouver:

Kamran SM. Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management. [Internet] [Thesis]. Georgia State University; 2014. [cited 2019 Mar 24]. Available from: https://scholarworks.gsu.edu/bus_admin_diss/33.

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

Council of Science Editors:

Kamran SM. Improving Recurrent Software Development: A Contextualist Inquiry Into Release Cycle Management. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/bus_admin_diss/33

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


West Virginia University

2. Little, Laura Janes. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2001, West Virginia University

 This study examines the influence of the cognitive controls of field independence and field dependence on the use of a multimedia-assisted reading program and reading… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Little, L. J. (2001). Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2346

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):

Little, Laura Janes. “Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.” 2001. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/2346.

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

MLA Handbook (7th Edition):

Little, Laura Janes. “Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence.” 2001. Web. 24 Mar 2019.

Vancouver:

Little LJ. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. [Internet] [Thesis]. West Virginia University; 2001. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/2346.

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

Council of Science Editors:

Little LJ. Multimedia -assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence. [Thesis]. West Virginia University; 2001. Available from: https://researchrepository.wvu.edu/etd/2346

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


West Virginia University

3. Sayers, Katina L. Viewing themes of teaching and learning with a phenomenological lens.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2004, West Virginia University

 The purpose of this qualitative study is to explore understandings pre-service teachers, in-service teachers, and college faculty hold towards learning and teaching, the types of… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Sayers, K. L. (2004). Viewing themes of teaching and learning with a phenomenological lens. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2572

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):

Sayers, Katina L. “Viewing themes of teaching and learning with a phenomenological lens.” 2004. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/2572.

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

MLA Handbook (7th Edition):

Sayers, Katina L. “Viewing themes of teaching and learning with a phenomenological lens.” 2004. Web. 24 Mar 2019.

Vancouver:

Sayers KL. Viewing themes of teaching and learning with a phenomenological lens. [Internet] [Thesis]. West Virginia University; 2004. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/2572.

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

Council of Science Editors:

Sayers KL. Viewing themes of teaching and learning with a phenomenological lens. [Thesis]. West Virginia University; 2004. Available from: https://researchrepository.wvu.edu/etd/2572

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


West Virginia University

4. Fisher, Cathy Ann Burnett. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.

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

 The purpose of this research was to study the effects of the emphasis on achieving Adequate Yearly Progress at elementary schools under the regulations of… (more)

Subjects/Keywords: Educational tests & measurements; Curriculum development

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APA (6th Edition):

Fisher, C. A. B. (2010). Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2946

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):

Fisher, Cathy Ann Burnett. “Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.” 2010. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/2946.

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

MLA Handbook (7th Edition):

Fisher, Cathy Ann Burnett. “Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind.” 2010. Web. 24 Mar 2019.

Vancouver:

Fisher CAB. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/2946.

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

Council of Science Editors:

Fisher CAB. Effects of the emphasis on achieving adequate yearly progress on teachers and administrators at schools under the constraints of No Child Left Behind. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/2946

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


West Virginia University

5. Hubler-Larimore, Lucretia Marie. Pedagogical Practices: Nurturing and Maintaining Democratic Habits.

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

 This case study examined the pedagogical practices of four teachers of one public elementary school whose mission seeks to nurture and maintain democratic habits for… (more)

Subjects/Keywords: Curriculum development; Teacher education

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APA (6th Edition):

Hubler-Larimore, L. M. (2011). Pedagogical Practices: Nurturing and Maintaining Democratic Habits. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3555

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):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3555.

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

MLA Handbook (7th Edition):

Hubler-Larimore, Lucretia Marie. “Pedagogical Practices: Nurturing and Maintaining Democratic Habits.” 2011. Web. 24 Mar 2019.

Vancouver:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3555.

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

Council of Science Editors:

Hubler-Larimore LM. Pedagogical Practices: Nurturing and Maintaining Democratic Habits. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3555

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


West Virginia University

6. Oonge, Harrison Ntabo. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2013, West Virginia University

 This study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya.… (more)

Subjects/Keywords: Curriculum development; Educational administration

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APA (6th Edition):

Oonge, H. N. (2013). Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3633

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):

Oonge, Harrison Ntabo. “Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.” 2013. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3633.

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

MLA Handbook (7th Edition):

Oonge, Harrison Ntabo. “Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya.” 2013. Web. 24 Mar 2019.

Vancouver:

Oonge HN. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3633.

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

Council of Science Editors:

Oonge HN. Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/3633

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


West Virginia University

7. Walsh, Susan F. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 1999, West Virginia University

 Japanese university students who come to the United States present a particular challenge to universities to teach them about their risks to personal property. The… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Walsh, S. F. (1999). Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3674

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):

Walsh, Susan F. “Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.” 1999. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3674.

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

MLA Handbook (7th Edition):

Walsh, Susan F. “Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction.” 1999. Web. 24 Mar 2019.

Vancouver:

Walsh SF. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. [Internet] [Thesis]. West Virginia University; 1999. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3674.

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

Council of Science Editors:

Walsh SF. Modifying risk perceptions of Japanese university students using a culturally compatible mode of instruction. [Thesis]. West Virginia University; 1999. Available from: https://researchrepository.wvu.edu/etd/3674

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


West Virginia University

8. Cox, Katherine Eddy. Success from the voices of educators.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2009, West Virginia University

 This study examines teachers' conceptions of success through interviews of fourteen educators from a rural county in a Mid-Atlantic state. The results find that the… (more)

Subjects/Keywords: Curriculum development

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APA (6th Edition):

Cox, K. E. (2009). Success from the voices of educators. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2892

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):

Cox, Katherine Eddy. “Success from the voices of educators.” 2009. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/2892.

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

MLA Handbook (7th Edition):

Cox, Katherine Eddy. “Success from the voices of educators.” 2009. Web. 24 Mar 2019.

Vancouver:

Cox KE. Success from the voices of educators. [Internet] [Thesis]. West Virginia University; 2009. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/2892.

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

Council of Science Editors:

Cox KE. Success from the voices of educators. [Thesis]. West Virginia University; 2009. Available from: https://researchrepository.wvu.edu/etd/2892

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


College of William and Mary

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

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

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

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Thesis, College of William and Mary. Accessed March 24, 2019. https://scholarworks.wm.edu/etd/1539618871.

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

MLA Handbook (7th Edition):

Farina, Deborah O. “The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship.” 2013. Web. 24 Mar 2019.

Vancouver:

Farina DO. The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2019 Mar 24]. Available from: https://scholarworks.wm.edu/etd/1539618871.

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

Council of Science Editors:

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

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


Florida International University

10. Barreto, Michelle L. Examining the Effects of Epiphanies on Possible Selves.

Degree: Psychology, 2009, Florida International University

  This study examined origins of possible selves and the role of Epiphanies. Specifically, of interest was whether there are demographic or self-regulatory differences in… (more)

Subjects/Keywords: Possible Selves; Adult Development; Epiphany

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APA (6th Edition):

Barreto, M. L. (2009). Examining the Effects of Epiphanies on Possible Selves. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/88 ; 10.25148/etd.FI09061803 ; FI09061803

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):

Barreto, Michelle L. “Examining the Effects of Epiphanies on Possible Selves.” 2009. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/88 ; 10.25148/etd.FI09061803 ; FI09061803.

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

MLA Handbook (7th Edition):

Barreto, Michelle L. “Examining the Effects of Epiphanies on Possible Selves.” 2009. Web. 24 Mar 2019.

Vancouver:

Barreto ML. Examining the Effects of Epiphanies on Possible Selves. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/88 ; 10.25148/etd.FI09061803 ; FI09061803.

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

Council of Science Editors:

Barreto ML. Examining the Effects of Epiphanies on Possible Selves. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/88 ; 10.25148/etd.FI09061803 ; FI09061803

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


North Carolina State University

11. Haight, Lori Poveromo. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.

Degree: EdD, Higher Education Administration, 2010, North Carolina State University

 ABSTRACT HAIGHT, LORI POVEROMO. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution (Under the direction of Audrey Jaeger,… (more)

Subjects/Keywords: single-sex education; leadership development

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APA (6th Edition):

Haight, L. P. (2010). A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6221

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):

Haight, Lori Poveromo. “A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.” 2010. Thesis, North Carolina State University. Accessed March 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6221.

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

MLA Handbook (7th Edition):

Haight, Lori Poveromo. “A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution.” 2010. Web. 24 Mar 2019.

Vancouver:

Haight LP. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6221.

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

Council of Science Editors:

Haight LP. A Case Study of Undergraduate Women in a Leadership Development Program at a Coeducational Institution. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6221

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


North Carolina State University

12. Riddick, Francine Piscitelli. What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State.

Degree: EdD, Educational Administration and Supervision, 2009, North Carolina State University

 Large school districts face a number of challenges due to their sheer size. One of these challenges involves staffing the role of the principal. With… (more)

Subjects/Keywords: succession planning; leadership development; principals

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APA (6th Edition):

Riddick, F. P. (2009). What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4399

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):

Riddick, Francine Piscitelli. “What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State.” 2009. Thesis, North Carolina State University. Accessed March 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4399.

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

MLA Handbook (7th Edition):

Riddick, Francine Piscitelli. “What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State.” 2009. Web. 24 Mar 2019.

Vancouver:

Riddick FP. What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Mar 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4399.

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

Council of Science Editors:

Riddick FP. What is Your Bench Strength? An Exploration of Succession Planning in Three Large School Districts in a Southeastern State. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4399

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


Georgia State University

13. Barqawi, Neda. Software Service Innovation: An Action Research into Release Cycle Management.

Degree: Executive Doctorate in Business (EDB), Business, 2014, Georgia State University

  Fierce competition in the market is driving software vendors to rely on Software-as-a-Service (SaaS) strategies and to continuously match new software versions with customers’… (more)

Subjects/Keywords: Software-as-a-Service; Release Management; Service-Dominant; Service Science

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APA (6th Edition):

Barqawi, N. (2014). Software Service Innovation: An Action Research into Release Cycle Management. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/bus_admin_diss/34

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):

Barqawi, Neda. “Software Service Innovation: An Action Research into Release Cycle Management.” 2014. Thesis, Georgia State University. Accessed March 24, 2019. https://scholarworks.gsu.edu/bus_admin_diss/34.

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

MLA Handbook (7th Edition):

Barqawi, Neda. “Software Service Innovation: An Action Research into Release Cycle Management.” 2014. Web. 24 Mar 2019.

Vancouver:

Barqawi N. Software Service Innovation: An Action Research into Release Cycle Management. [Internet] [Thesis]. Georgia State University; 2014. [cited 2019 Mar 24]. Available from: https://scholarworks.gsu.edu/bus_admin_diss/34.

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

Council of Science Editors:

Barqawi N. Software Service Innovation: An Action Research into Release Cycle Management. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/bus_admin_diss/34

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


Florida International University

14. Eichas, Kyle Robert. An Investigation of Multiple Pathways of Developmental Intervention Change.

Degree: Psychology, 2010, Florida International University

  Convergence among treatment, prevention, and developmental intervention approaches has led to the recognition of the need for evaluation models and research designs that employ… (more)

Subjects/Keywords: developmental intervention science; positive youth development; identity development; Relational Data Analysis

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APA (6th Edition):

Eichas, K. R. (2010). An Investigation of Multiple Pathways of Developmental Intervention Change. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/239 ; 10.25148/etd.FI10080407 ; FI10080407

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):

Eichas, Kyle Robert. “An Investigation of Multiple Pathways of Developmental Intervention Change.” 2010. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/239 ; 10.25148/etd.FI10080407 ; FI10080407.

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

MLA Handbook (7th Edition):

Eichas, Kyle Robert. “An Investigation of Multiple Pathways of Developmental Intervention Change.” 2010. Web. 24 Mar 2019.

Vancouver:

Eichas KR. An Investigation of Multiple Pathways of Developmental Intervention Change. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/239 ; 10.25148/etd.FI10080407 ; FI10080407.

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

Council of Science Editors:

Eichas KR. An Investigation of Multiple Pathways of Developmental Intervention Change. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/239 ; 10.25148/etd.FI10080407 ; FI10080407

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


Florida International University

15. Allen, Andrew A. Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication.

Degree: Computer Science, 2011, Florida International University

  The convergence of data, audio and video on IP networks is changing the way individuals, groups and organizations communicate. This diversity of communication media… (more)

Subjects/Keywords: Self-Configuration; User-centric Communication Policy; User-centric Communication Middleware; Software Abstaction; Autonomic Computing

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APA (6th Edition):

Allen, A. A. (2011). Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/409 ; 10.25148/etd.FI11050311 ; FI11050311

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):

Allen, Andrew A. “Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication.” 2011. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/409 ; 10.25148/etd.FI11050311 ; FI11050311.

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

MLA Handbook (7th Edition):

Allen, Andrew A. “Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication.” 2011. Web. 24 Mar 2019.

Vancouver:

Allen AA. Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/409 ; 10.25148/etd.FI11050311 ; FI11050311.

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

Council of Science Editors:

Allen AA. Abstractions to Support Dynamic Adaptation of Communication Frameworks for User-Centric Communication. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/409 ; 10.25148/etd.FI11050311 ; FI11050311

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


Kennesaw State University

16. Funderburke, Ashley. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  The current model of mass professional development for all teachers does not address the individual needs of each teacher (Berckenmeyer, 2014; Darling-Hammond et al.,… (more)

Subjects/Keywords: professional development; culture of education; adult learning theory; teacher resistance; self-efficacy; individualized professional development; Education; Teacher Education and Professional Development

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APA (6th Edition):

Funderburke, A. (2018). On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Thesis, Kennesaw State University. Accessed March 24, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

MLA Handbook (7th Edition):

Funderburke, Ashley. “On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School.” 2018. Web. 24 Mar 2019.

Vancouver:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Mar 24]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32.

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

Council of Science Editors:

Funderburke A. On-site, Ongoing, and Individualized Professional Development: A Case Study at Rural Charter School. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/32

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


Loyola University Chicago

17. El-Amin Muhammad, Lynne Beyah. Effectiveness of an Inquiry Based Professional Development Program.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  Pre-service and in-service teacher education programs are designed to disseminate large quantities of knowledge in a short period of time (Deng, 2004). However, they… (more)

Subjects/Keywords: Cognitive Growth; Individualized Instruction; Level of Participation; Professional Development; Shuraa Baynahum; Teacher Development; Teacher Education and Professional Development

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APA (6th Edition):

El-Amin Muhammad, L. B. (2011). Effectiveness of an Inquiry Based Professional Development Program. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/72

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):

El-Amin Muhammad, Lynne Beyah. “Effectiveness of an Inquiry Based Professional Development Program.” 2011. Thesis, Loyola University Chicago. Accessed March 24, 2019. https://ecommons.luc.edu/luc_diss/72.

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

MLA Handbook (7th Edition):

El-Amin Muhammad, Lynne Beyah. “Effectiveness of an Inquiry Based Professional Development Program.” 2011. Web. 24 Mar 2019.

Vancouver:

El-Amin Muhammad LB. Effectiveness of an Inquiry Based Professional Development Program. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Mar 24]. Available from: https://ecommons.luc.edu/luc_diss/72.

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

Council of Science Editors:

El-Amin Muhammad LB. Effectiveness of an Inquiry Based Professional Development Program. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/72

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


North Carolina State University

18. Saling, Nona E. An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change.

Degree: EdD, Adult and Community College Education, 2005, North Carolina State University

 The purpose of this study was to examine the differences in leadership behavior change of participants in feedback only (A), feedback and training (B), and… (more)

Subjects/Keywords: Leadership Development; Training and Development; 360 Feedback; Management Development

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APA (6th Edition):

Saling, N. E. (2005). An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4474

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):

Saling, Nona E. “An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change.” 2005. Thesis, North Carolina State University. Accessed March 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4474.

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

MLA Handbook (7th Edition):

Saling, Nona E. “An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change.” 2005. Web. 24 Mar 2019.

Vancouver:

Saling NE. An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change. [Internet] [Thesis]. North Carolina State University; 2005. [cited 2019 Mar 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4474.

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

Council of Science Editors:

Saling NE. An Empirical Study Comparing the Effect of Feedback, Training, and Executive Coaching on Leadership Behavior Change. [Thesis]. North Carolina State University; 2005. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4474

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


West Virginia University

19. Woody, Tammy Lynn. An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games.

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

 This study explored elementary school counselors' perceptions of working with students exposed to violent video games. Certified elementary school counselors participated in both an online… (more)

Subjects/Keywords: Curriculum development; School counseling; Multimedia communications

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

APA (6th Edition):

Woody, T. L. (2010). An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2997

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):

Woody, Tammy Lynn. “An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games.” 2010. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/2997.

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

MLA Handbook (7th Edition):

Woody, Tammy Lynn. “An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games.” 2010. Web. 24 Mar 2019.

Vancouver:

Woody TL. An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/2997.

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

Council of Science Editors:

Woody TL. An Exploration of Elementary School Counselors' Perceptions of Students' Exposure to Violent Video Games. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/2997

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


West Virginia University

20. Simmerman, Jane D. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.

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

 With the introduction of the No Child Left Behind Act (NCLB), speech-language pathologists (SLPs) have experienced a new focus on language and literacy within their… (more)

Subjects/Keywords: Curriculum development; Special education; Speech therapy

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

APA (6th Edition):

Simmerman, J. D. (2011). Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3105

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):

Simmerman, Jane D. “Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.” 2011. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3105.

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

MLA Handbook (7th Edition):

Simmerman, Jane D. “Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists.” 2011. Web. 24 Mar 2019.

Vancouver:

Simmerman JD. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3105.

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

Council of Science Editors:

Simmerman JD. Survey of Response-to-Intervention's Challenges for School-Based Speech-Language Pathologists. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3105

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


West Virginia University

21. High, Vance D. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

 This qualitative study focused on identifying barriers and remedies to those barriers found when teaching elementary school science. The Elementary GLOBE Program (2006) was the… (more)

Subjects/Keywords: Curriculum development; Teacher education; Science education

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

APA (6th Edition):

High, V. D. (2012). Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3586

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):

High, Vance D. “Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.” 2012. Thesis, West Virginia University. Accessed March 24, 2019. https://researchrepository.wvu.edu/etd/3586.

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

MLA Handbook (7th Edition):

High, Vance D. “Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science.” 2012. Web. 24 Mar 2019.

Vancouver:

High VD. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Mar 24]. Available from: https://researchrepository.wvu.edu/etd/3586.

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

Council of Science Editors:

High VD. Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/3586

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


Florida International University

22. Owles, Veronica Lynn. The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development.

Degree: Higher Education Administration, 2009, Florida International University

  The purpose of this study was to gain an understanding and gather insight into the experiences of Cuban American women attending a 4-year, public,… (more)

Subjects/Keywords: Identity Development; Hispanic Serving Institution; Cuban American

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APA (6th Edition):

Owles, V. L. (2009). The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/209 ; 10.25148/etd.FI10022538 ; FI10022538

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):

Owles, Veronica Lynn. “The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development.” 2009. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/209 ; 10.25148/etd.FI10022538 ; FI10022538.

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

MLA Handbook (7th Edition):

Owles, Veronica Lynn. “The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development.” 2009. Web. 24 Mar 2019.

Vancouver:

Owles VL. The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/209 ; 10.25148/etd.FI10022538 ; FI10022538.

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

Council of Science Editors:

Owles VL. The Experiences of Cuban American Women Attending a Hispanic Serving Institution and the Influences on Identity Development. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/209 ; 10.25148/etd.FI10022538 ; FI10022538

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


Loyola University Chicago

23. Cermak, Michael. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this quantitative research study is to investigate teachers' knowledge of the McKinney-Vento Homeless Assistance Act (McK-V; the Act) and their perceptions… (more)

Subjects/Keywords: Education; Homelessness; Policy; Professional Development; Educational Psychology

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APA (6th Edition):

Cermak, M. (2018). The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2784

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):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Thesis, Loyola University Chicago. Accessed March 24, 2019. https://ecommons.luc.edu/luc_diss/2784.

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

MLA Handbook (7th Edition):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Web. 24 Mar 2019.

Vancouver:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Mar 24]. Available from: https://ecommons.luc.edu/luc_diss/2784.

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

Council of Science Editors:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2784

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


North Carolina State University

24. Castleberry, Emily. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.

Degree: EdD, Adult and Community College Education, 2010, North Carolina State University

 ABSTRACT CASTLEBERRY, EMILY. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Under the direction of Dr. Brad… (more)

Subjects/Keywords: Professional Development; Teacher Attrition; Teacher Retention

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APA (6th Edition):

Castleberry, E. (2010). Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6242

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):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Thesis, North Carolina State University. Accessed March 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

MLA Handbook (7th Edition):

Castleberry, Emily. “Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators.” 2010. Web. 24 Mar 2019.

Vancouver:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 Mar 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242.

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

Council of Science Editors:

Castleberry E. Influences of Professional Development on Teachers and Teacher Retention: Perceptions of Teachers and Professional Development Administrators. [Thesis]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6242

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


Kennesaw State University

25. Creel, Sally Michelle. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of this study was to investigate how participation in a sustained professional development, the Math Science Partnership, improves teacher self-efficacy in science… (more)

Subjects/Keywords: professional development; science teachers; self-efficacy; elementary teachers; Teacher Education and Professional Development

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APA (6th Edition):

Creel, S. M. (2013). Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/592

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):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Thesis, Kennesaw State University. Accessed March 24, 2019. https://digitalcommons.kennesaw.edu/etd/592.

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

MLA Handbook (7th Edition):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Web. 24 Mar 2019.

Vancouver:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Mar 24]. Available from: https://digitalcommons.kennesaw.edu/etd/592.

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

Council of Science Editors:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/592

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


Lehigh University

26. Salvesen, Susan L. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.

Degree: EdD, Educational Leadership, 2016, Lehigh University

 With the passing of Act 82, the state of Pennsylvania has provided school districts with Danielson’s Framework as a tool for principals to evaluate teachers.… (more)

Subjects/Keywords: Danielson's Framework; Principal professional development; Professional development formats; Teacher evaluation; Education; Educational Leadership

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APA (6th Edition):

Salvesen, S. L. (2016). What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2793

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):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Thesis, Lehigh University. Accessed March 24, 2019. https://preserve.lehigh.edu/etd/2793.

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

MLA Handbook (7th Edition):

Salvesen, Susan L. “What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?.” 2016. Web. 24 Mar 2019.

Vancouver:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Internet] [Thesis]. Lehigh University; 2016. [cited 2019 Mar 24]. Available from: https://preserve.lehigh.edu/etd/2793.

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

Council of Science Editors:

Salvesen SL. What Are The Professional Development Needs Of Principals As They Implement The New Educator Effectiveness System?. [Thesis]. Lehigh University; 2016. Available from: https://preserve.lehigh.edu/etd/2793

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


Florida International University

27. Bernier, Judith D. A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction.

Degree: Adult Education, 2010, Florida International University

  This phenomenological study explored how West Indian professionals in South Florida perceive their career construction. The study used Savickas’s (2005) theory of career construction… (more)

Subjects/Keywords: Career development; Human resource development; West Indians; Adult and Continuing Education and Teaching; Education

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APA (6th Edition):

Bernier, J. D. (2010). A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/299 ; 10.25148/etd.FI10120604 ; FI10120604

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):

Bernier, Judith D. “A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction.” 2010. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/299 ; 10.25148/etd.FI10120604 ; FI10120604.

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

MLA Handbook (7th Edition):

Bernier, Judith D. “A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction.” 2010. Web. 24 Mar 2019.

Vancouver:

Bernier JD. A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/299 ; 10.25148/etd.FI10120604 ; FI10120604.

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

Council of Science Editors:

Bernier JD. A Phenomenological Exploration Of How West Indian Professionals In South Florida Perceive Their Career Construction. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/299 ; 10.25148/etd.FI10120604 ; FI10120604

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


Florida International University

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Collins, Joshua C. “A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement.” 2014. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111.

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

MLA Handbook (7th Edition):

Collins, Joshua C. “A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement.” 2014. Web. 24 Mar 2019.

Vancouver:

Collins JC. A Critical Examination of the Experience of being a Gay Officer in the Masculinized Industry of Law Enforcement. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/1447 ; 10.25148/etd.FI14071111 ; FI14071111.

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

Council of Science Editors:

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

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


University of Illinois – Urbana-Champaign

29. Goudeseune, Camille M.A. Composing With Parameters for Synthetic Instruments.

Degree: A.Mus.D., Music, 2001, University of Illinois – Urbana-Champaign

 This dissertation presents a theory for designing musical instruments which produce sound by means of computer software, and suggests fruitful ways of composing for such… (more)

Subjects/Keywords: musical instrument design; computerized musical instrument; software synthesized sound

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

APA (6th Edition):

Goudeseune, C. M. A. (2001). Composing With Parameters for Synthetic Instruments. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/35290

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):

Goudeseune, Camille M A. “Composing With Parameters for Synthetic Instruments.” 2001. Thesis, University of Illinois – Urbana-Champaign. Accessed March 24, 2019. http://hdl.handle.net/2142/35290.

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

MLA Handbook (7th Edition):

Goudeseune, Camille M A. “Composing With Parameters for Synthetic Instruments.” 2001. Web. 24 Mar 2019.

Vancouver:

Goudeseune CMA. Composing With Parameters for Synthetic Instruments. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2001. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2142/35290.

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

Council of Science Editors:

Goudeseune CMA. Composing With Parameters for Synthetic Instruments. [Thesis]. University of Illinois – Urbana-Champaign; 2001. Available from: http://hdl.handle.net/2142/35290

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

30. Bahr, Alyssa A. Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment.

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

unavailable

Subjects/Keywords: Economic development; Burma; Economic development projects; Social change; Community development; Evaluation; Education

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

APA (6th Edition):

Bahr, A. A. (2011). Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/223

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):

Bahr, Alyssa A. “Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment.” 2011. Thesis, University of San Francisco. Accessed March 24, 2019. https://repository.usfca.edu/diss/223.

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

MLA Handbook (7th Edition):

Bahr, Alyssa A. “Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment.” 2011. Web. 24 Mar 2019.

Vancouver:

Bahr AA. Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Mar 24]. Available from: https://repository.usfca.edu/diss/223.

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

Council of Science Editors:

Bahr AA. Ground zero project development in Burma : appropriating the future through history, identity, and imagination in assessment. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/223

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

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