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You searched for subject:(African American Female Principals in High Poverty Urban Schools). Showing records 1 – 30 of 178163 total matches.

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University of North Texas

1. Carson, Dayanna Vontresea. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.

Degree: 2017, University of North Texas

 The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due… (more)

Subjects/Keywords: African American Female Principals in High Poverty Urban Schools

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

APA (6th Edition):

Carson, D. V. (2017). What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011826/

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):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

MLA Handbook (7th Edition):

Carson, Dayanna Vontresea. “What are the Experiences of African American Female Principals in High-Poverty Urban Schools?.” 2017. Web. 16 Jun 2019.

Vancouver:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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

Council of Science Editors:

Carson DV. What are the Experiences of African American Female Principals in High-Poverty Urban Schools?. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011826/

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


Texas A&M University

2. Rose, Shirley A. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.

Degree: 2013, Texas A&M University

 The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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APA (6th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

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):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Thesis, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/149360.

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

MLA Handbook (7th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Web. 16 Jun 2019.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/149360.

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

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

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


University of North Texas

3. Taylor, LaBotta. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.

Degree: 2014, University of North Texas

African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title… (more)

Subjects/Keywords: urban education; elementary school; transformation leadership; African American women school principals  – Case studies.; Educational leadership  – Case studies.; Urban schools  – Case studies.; Elementary schools  – Case studies.; Academic achievement  – Case studies.

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APA (6th Edition):

Taylor, L. (2014). A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699960/

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

Chicago Manual of Style (16th Edition):

Taylor, LaBotta. “A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.” 2014. Thesis, University of North Texas. Accessed June 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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

MLA Handbook (7th Edition):

Taylor, LaBotta. “A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.” 2014. Web. 16 Jun 2019.

Vancouver:

Taylor L. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Jun 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699960/.

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

Council of Science Editors:

Taylor L. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699960/

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

4. Randolph, Marlayna A. African American Women’s Perceived Barriers to the Position of High School Principal.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2015, Ohio University

 The ratio of African American females in the position of high school principal in the State of Ohio is disproportionate to the number of credentialed,… (more)

Subjects/Keywords: African Americans; Education; Womens Studies; Teacher Education; African American Female Principals; High School Female Principals; African American Female Assistant Principals

principals and principals because many African American principals are in urban communities. An… …reported the employment of 82 African American female assistant principals at the secondary… …principals are African American women. Female and minority representation and access to school… …African American women do secure positions as principals, school districts often place them in… …principals. Based on their race and gender, African American females face a double disadvantage in… 

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APA (6th Edition):

Randolph, M. A. (2015). African American Women’s Perceived Barriers to the Position of High School Principal. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280

Chicago Manual of Style (16th Edition):

Randolph, Marlayna A. “African American Women’s Perceived Barriers to the Position of High School Principal.” 2015. Doctoral Dissertation, Ohio University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

MLA Handbook (7th Edition):

Randolph, Marlayna A. “African American Women’s Perceived Barriers to the Position of High School Principal.” 2015. Web. 16 Jun 2019.

Vancouver:

Randolph MA. African American Women’s Perceived Barriers to the Position of High School Principal. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

Council of Science Editors:

Randolph MA. African American Women’s Perceived Barriers to the Position of High School Principal. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280


University of Florida

5. Arinze,Nneka. Sport Participation and the African-American Female Her Experiences in Her Own Words.

Degree: MS, Sport Management - Tourism, Recreation, and Sport Management, 2011, University of Florida

 Sport is believed to provide a number of benefits, especially to its adolescent participants. However, not all adolescents participate in sport and are thus unable… (more)

Subjects/Keywords: Adolescents; African Americans; Exercise; Hair; High school athletics; High schools; Parents; Sports; Women; Womens studies; african  – american  – black  – experiences  – female  – girls  – high  – participation  – reasons  – sport

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APA (6th Edition):

Arinze,Nneka. (2011). Sport Participation and the African-American Female Her Experiences in Her Own Words. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043427

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Arinze,Nneka. “Sport Participation and the African-American Female Her Experiences in Her Own Words.” 2011. Masters Thesis, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0043427.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Arinze,Nneka. “Sport Participation and the African-American Female Her Experiences in Her Own Words.” 2011. Web. 16 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Arinze,Nneka. Sport Participation and the African-American Female Her Experiences in Her Own Words. [Internet] [Masters thesis]. University of Florida; 2011. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0043427.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Arinze,Nneka. Sport Participation and the African-American Female Her Experiences in Her Own Words. [Masters Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043427

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas A&M University

6. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

 The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

Subjects/Keywords: African American urban males; single gender schools

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APA (6th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

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):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

MLA Handbook (7th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 16 Jun 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

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


Texas A&M University

7. Spicer, Tiffany T. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 The history of the United States educational system has been plagued by issues of inequity. After the notable case of Brown v. Board of Education… (more)

Subjects/Keywords: Culturally Responsive Leadership; African American Female Principals; Womanist Theory; African Americans; females; leadership

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APA (6th Edition):

Spicer, T. T. (2016). Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157872

Chicago Manual of Style (16th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 16, 2019. http://hdl.handle.net/1969.1/157872.

MLA Handbook (7th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Web. 16 Jun 2019.

Vancouver:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1969.1/157872.

Council of Science Editors:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157872


University of Texas – Austin

8. Miranda, Angie. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.

Degree: Educational Administration, 2011, University of Texas – Austin

 This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups.… (more)

Subjects/Keywords: Elementary schools; Elementary education; School principals; School leadership; School administrators; High-performing schools; Urban schools

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APA (6th Edition):

Miranda, A. (2011). Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Thesis, University of Texas – Austin. Accessed June 16, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

MLA Handbook (7th Edition):

Miranda, Angie. “Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools.” 2011. Web. 16 Jun 2019.

Vancouver:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915.

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

Council of Science Editors:

Miranda A. Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2915

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


Drexel University

9. Jones, Jacqueline Banks. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.

Degree: 2014, Drexel University

The purpose of this qualitative, phenomenological study will be to explore the lived experiences of African American adults about their perceptions of the potential influences… (more)

Subjects/Keywords: Education; African American parents; African American students; Urban schools

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APA (6th Edition):

Jones, J. B. (2014). Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6880

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):

Jones, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Thesis, Drexel University. Accessed June 16, 2019. http://hdl.handle.net/1860/idea:6880.

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

MLA Handbook (7th Edition):

Jones, Jacqueline Banks. “Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status.” 2014. Web. 16 Jun 2019.

Vancouver:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1860/idea:6880.

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

Council of Science Editors:

Jones JB. Exploring Lived Experiences of African American Adults Who Attended Inner City Schools About The Role Of Parenting Styles, Practices And Family Culture On Their Academic Achievement Levels And Socio-Economic Status. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6880

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

10. Ingram, Bridget C. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.

Degree: EdD, College of Education, 2016, Ashland University

 This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also… (more)

Subjects/Keywords: African Americans; African American Studies; Education; Educational Leadership; Multicultural Education; African American female principals; leadership persistence; school leadership

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APA (6th Edition):

Ingram, B. C. (2016). After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797

Chicago Manual of Style (16th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Doctoral Dissertation, Ashland University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

MLA Handbook (7th Edition):

Ingram, Bridget C. “After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals.” 2016. Web. 16 Jun 2019.

Vancouver:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Internet] [Doctoral dissertation]. Ashland University; 2016. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.

Council of Science Editors:

Ingram BC. After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals. [Doctoral Dissertation]. Ashland University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797


Wayne State University

11. Gligor, Camelia Ramona. The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools.

Degree: PhD, Special Education, 2017, Wayne State University

  THE EFFECTIVENESS OF ADVISORY PROGRAMS WITH TEACHERS AND LEARNING DISABLED AFRICAN-AMERICAN STUDENTS IN URBAN HIGH SCHOOLS By Camelia Ramona Gligor ABSTRACT This is a… (more)

Subjects/Keywords: advisory; African American students; graduation rate; high schools; specific learning disabilities; urban education; Secondary Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Gligor, C. R. (2017). The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1704

Chicago Manual of Style (16th Edition):

Gligor, Camelia Ramona. “The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools.” 2017. Doctoral Dissertation, Wayne State University. Accessed June 16, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1704.

MLA Handbook (7th Edition):

Gligor, Camelia Ramona. “The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools.” 2017. Web. 16 Jun 2019.

Vancouver:

Gligor CR. The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Jun 16]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1704.

Council of Science Editors:

Gligor CR. The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1704


University of Southern California

12. Jackson-Newman, Qiana L. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.

Degree: EdD, Education (Leadership)leadership, 2008, University of Southern California

High poverty urban schools with a large population of students of color have traditionally been associated with low student achievement. However, research has shown that… (more)

Subjects/Keywords: education; urban schools; high poverty

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APA (6th Edition):

Jackson-Newman, Q. L. (2008). School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716

Chicago Manual of Style (16th Edition):

Jackson-Newman, Qiana L. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.” 2008. Doctoral Dissertation, University of Southern California. Accessed June 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716.

MLA Handbook (7th Edition):

Jackson-Newman, Qiana L. “School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools.” 2008. Web. 16 Jun 2019.

Vancouver:

Jackson-Newman QL. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Jun 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716.

Council of Science Editors:

Jackson-Newman QL. School-wide implementation of the elements of effective classroom instruction: lessons from high-performing, high-poverty urban schools. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/81615/rec/5716


Boston College

13. Ryan, David. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized… (more)

Subjects/Keywords: building capacity; collaboration; high expectations; leadership; poverty; urban schools

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APA (6th Edition):

Ryan, D. (2018). Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107950

Chicago Manual of Style (16th Edition):

Ryan, David. “Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.” 2018. Doctoral Dissertation, Boston College. Accessed June 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107950.

MLA Handbook (7th Edition):

Ryan, David. “Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School.” 2018. Web. 16 Jun 2019.

Vancouver:

Ryan D. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Jun 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107950.

Council of Science Editors:

Ryan D. Leadership Practices that Affect Student Achievement: Actions of the School Principal When Building Capacity in a High Performing Urban Elementary School. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107950


University of Georgia

14. Davis, Doris Michelle. Expert mathematics teachers of African American middle and high school students.

Degree: PhD, Educational Psychology, 2015, University of Georgia

 There is a lack of research in cognitive psychology regarding how experts teach African American learners. If mathematics teachers better understood how these expert teachers… (more)

Subjects/Keywords: Expert Teachers; Mathematics; Middle Schools; High Schools; African American

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

APA (6th Edition):

Davis, D. M. (2015). Expert mathematics teachers of African American middle and high school students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/davis_doris_m_201512_phd

Chicago Manual of Style (16th Edition):

Davis, Doris Michelle. “Expert mathematics teachers of African American middle and high school students.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 16, 2019. http://purl.galileo.usg.edu/uga_etd/davis_doris_m_201512_phd.

MLA Handbook (7th Edition):

Davis, Doris Michelle. “Expert mathematics teachers of African American middle and high school students.” 2015. Web. 16 Jun 2019.

Vancouver:

Davis DM. Expert mathematics teachers of African American middle and high school students. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 16]. Available from: http://purl.galileo.usg.edu/uga_etd/davis_doris_m_201512_phd.

Council of Science Editors:

Davis DM. Expert mathematics teachers of African American middle and high school students. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/davis_doris_m_201512_phd


Boston College

15. Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. Bennett Public School Principal Induction Program.

Degree: EdD, Educational Leadership and Higher Education, 2012, Boston College

 Ensuring equity in education and academic success for all students requires a highly skilled principal engages others in continually improving the instructional program in order… (more)

Subjects/Keywords: induction; principals; programs; urban schools

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

APA (6th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, L. M. (2012). Bennett Public School Principal Induction Program. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101363

Chicago Manual of Style (16th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. “Bennett Public School Principal Induction Program.” 2012. Doctoral Dissertation, Boston College. Accessed June 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101363.

MLA Handbook (7th Edition):

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta, Lynne Mooney. “Bennett Public School Principal Induction Program.” 2012. Web. 16 Jun 2019.

Vancouver:

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta LM. Bennett Public School Principal Induction Program. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Jun 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101363.

Council of Science Editors:

Beaudoin, Colleen; Carmona, Ruben; Delahanty, Michael; Gartside, William; Oyedele, Abidemi; Teta LM. Bennett Public School Principal Induction Program. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101363


University of Florida

16. Maxis,Sophie. The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools.

Degree: PhD, School Counseling and Guidance - Human Development and Organizational Studies in Education, 2011, University of Florida

 The purpose of this study was to examine the relationship between school counselor self-efficacy and the rate of graduation for males in urban, predominantly African(more)

Subjects/Keywords: Counselor training; Graduation rate; High school students; High schools; School counseling; School counselors; School dropouts; Schools; Students; Urban schools; african  – american  – asca  – counseling  – counselor  – education  – efficacy  – graduation  – hiearchical  – high  – hlm  – linear  – male  – model  – national  – school  – secondary  – self  – standards  – students  – urban

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

APA (6th Edition):

Maxis,Sophie. (2011). The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043182

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Maxis,Sophie. “The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools.” 2011. Doctoral Dissertation, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0043182.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Maxis,Sophie. “The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools.” 2011. Web. 16 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Maxis,Sophie. The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0043182.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Maxis,Sophie. The Relationship between School Counselor Self-Efficacy and the Rate of Graduation for Males at Urban, Predominantly African American, Underperforming High Schools. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043182

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


UCLA

17. Jones, Sr., Tomashu "Kenyatta". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.

Degree: Education, 2012, UCLA

 The lack of research about <<Black fathers>> and their <<involvement with schools>> was the primary motivation for this <<mixed method>> dissertation study. This discourse provides… (more)

Subjects/Keywords: Education; African American studies; School counseling; African American; African American Fathers; African American Fathers Involvement in Schools; Mixed Methods Study

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APA (6th Edition):

Jones, Sr., T. ". (2012). African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/4rt0q9hb

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):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Thesis, UCLA. Accessed June 16, 2019. http://www.escholarship.org/uc/item/4rt0q9hb.

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

MLA Handbook (7th Edition):

Jones, Sr., Tomashu "Kenyatta". “African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences.” 2012. Web. 16 Jun 2019.

Vancouver:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jun 16]. Available from: http://www.escholarship.org/uc/item/4rt0q9hb.

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

Council of Science Editors:

Jones, Sr. T". African American Fathers' Involvement in Home and Schools: An Interpretive Analysis of their Beliefs and Experiences. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/4rt0q9hb

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


University of Houston

18. Crear, Cecilia. Leadership Characteristics in High Performing High Poverty Secondary Schools.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

Urban secondary school leaders not only have the pressures of accountability, growth, and mobility, but they also face a myriad of additional issues including poverty,… (more)

Subjects/Keywords: Secondary Leadership in High Poverty Schools; Professional leadership

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APA (6th Edition):

Crear, C. (2013). Leadership Characteristics in High Performing High Poverty Secondary Schools. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/962

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):

Crear, Cecilia. “Leadership Characteristics in High Performing High Poverty Secondary Schools.” 2013. Thesis, University of Houston. Accessed June 16, 2019. http://hdl.handle.net/10657/962.

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

MLA Handbook (7th Edition):

Crear, Cecilia. “Leadership Characteristics in High Performing High Poverty Secondary Schools.” 2013. Web. 16 Jun 2019.

Vancouver:

Crear C. Leadership Characteristics in High Performing High Poverty Secondary Schools. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10657/962.

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

Council of Science Editors:

Crear C. Leadership Characteristics in High Performing High Poverty Secondary Schools. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/962

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


University of Florida

19. Kirton, Charmyn M. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Across the nation, urban school districts continue to search for solutions in order to transform high-poverty, low-performing schools. While the literature recognizes the leadership of… (more)

Subjects/Keywords: Academic achievement; Learning; Parents; Public schools; School districts; School principals; Schools; Students; Teachers; Urban schools; high-povertyschools  – low-performingschools  – noviceprincipals

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APA (6th Edition):

Kirton, C. M. (2014). The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046970

Chicago Manual of Style (16th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Doctoral Dissertation, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0046970.

MLA Handbook (7th Edition):

Kirton, Charmyn M. “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed.” 2014. Web. 16 Jun 2019.

Vancouver:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0046970.

Council of Science Editors:

Kirton CM. The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools Challenges Faced and Support Needed. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046970


SUNY College at Brockport

20. Heilmann, Meade W. Perceived Barriers of Urban African American Students: A Group Study.

Degree: MSEd, Counselor Education, 2005, SUNY College at Brockport

Urban African American students are forced to deal with obstacles to success. Researchers have concluded that there are many barriers that urban students must overcome… (more)

Subjects/Keywords: African American students; urban high schools; prejudice in education; group therapy intervention; Brockport thesis; Student Counseling and Personnel Services

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

APA (6th Edition):

Heilmann, M. W. (2005). Perceived Barriers of Urban African American Students: A Group Study. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/47

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):

Heilmann, Meade W. “Perceived Barriers of Urban African American Students: A Group Study.” 2005. Thesis, SUNY College at Brockport. Accessed June 16, 2019. https://digitalcommons.brockport.edu/edc_theses/47.

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

MLA Handbook (7th Edition):

Heilmann, Meade W. “Perceived Barriers of Urban African American Students: A Group Study.” 2005. Web. 16 Jun 2019.

Vancouver:

Heilmann MW. Perceived Barriers of Urban African American Students: A Group Study. [Internet] [Thesis]. SUNY College at Brockport; 2005. [cited 2019 Jun 16]. Available from: https://digitalcommons.brockport.edu/edc_theses/47.

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

Council of Science Editors:

Heilmann MW. Perceived Barriers of Urban African American Students: A Group Study. [Thesis]. SUNY College at Brockport; 2005. Available from: https://digitalcommons.brockport.edu/edc_theses/47

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

21. Johnson, Adrian Derrick. Tapping into the Social Capital of African American Alumni of Urban High Schools.

Degree: 2015, University of North Florida

 The purpose of this study was to identify and understand how African American alumni of urban high schools perceived that they could best contribute to… (more)

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations, Academic  – UNF – Doctor of Education in Educational Leadership; Dissertations, Academic  – UNF – Education; urban; African American; alumni; social capital; culture; high schools; Other Education; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Johnson, A. D. (2015). Tapping into the Social Capital of African American Alumni of Urban High Schools. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/579

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):

Johnson, Adrian Derrick. “Tapping into the Social Capital of African American Alumni of Urban High Schools.” 2015. Thesis, University of North Florida. Accessed June 16, 2019. https://digitalcommons.unf.edu/etd/579.

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

MLA Handbook (7th Edition):

Johnson, Adrian Derrick. “Tapping into the Social Capital of African American Alumni of Urban High Schools.” 2015. Web. 16 Jun 2019.

Vancouver:

Johnson AD. Tapping into the Social Capital of African American Alumni of Urban High Schools. [Internet] [Thesis]. University of North Florida; 2015. [cited 2019 Jun 16]. Available from: https://digitalcommons.unf.edu/etd/579.

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

Council of Science Editors:

Johnson AD. Tapping into the Social Capital of African American Alumni of Urban High Schools. [Thesis]. University of North Florida; 2015. Available from: https://digitalcommons.unf.edu/etd/579

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


Georgia State University

22. Davies, Sharhonda. Understanding African American Teachers’ Perceptions of African American Students Who are Homeless.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative case study was to understand the perceptions of African American in-service teachers and their beliefs about the academic, social… (more)

Subjects/Keywords: Homelessness; perception; in-service teacher; poverty; race; African American

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APA (6th Edition):

Davies, S. (2018). Understanding African American Teachers’ Perceptions of African American Students Who are Homeless. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/61

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):

Davies, Sharhonda. “Understanding African American Teachers’ Perceptions of African American Students Who are Homeless.” 2018. Thesis, Georgia State University. Accessed June 16, 2019. https://scholarworks.gsu.edu/mse_diss/61.

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

MLA Handbook (7th Edition):

Davies, Sharhonda. “Understanding African American Teachers’ Perceptions of African American Students Who are Homeless.” 2018. Web. 16 Jun 2019.

Vancouver:

Davies S. Understanding African American Teachers’ Perceptions of African American Students Who are Homeless. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Jun 16]. Available from: https://scholarworks.gsu.edu/mse_diss/61.

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

Council of Science Editors:

Davies S. Understanding African American Teachers’ Perceptions of African American Students Who are Homeless. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/61

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


University of Florida

23. Orrock, Jason S. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.

Degree: PhD, Marriage and Family Counseling - Human Development and Organizational Studies in Education, 2012, University of Florida

 Through an ecological systems perspective, this study explores factors that influence successful academic achievement for at-risk African American males. The purpose of this qualitative study… (more)

Subjects/Keywords: Academic achievement; Academic communities; African American culture; African American studies; African Americans; Black communities; High school students; High schools; Racism; Schools; academic  – achievement  – african  – american  – at-risk  – male  – qualitative  – success

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

APA (6th Edition):

Orrock, J. S. (2012). Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044617

Chicago Manual of Style (16th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Doctoral Dissertation, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0044617.

MLA Handbook (7th Edition):

Orrock, Jason S. “Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success.” 2012. Web. 16 Jun 2019.

Vancouver:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0044617.

Council of Science Editors:

Orrock JS. Understanding the Lived Experiences of At-Risk Black Males as it Relates to their Academic Success. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044617


University of Southern California

24. Anthony, Shuntell L. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Educational reform in large urban school districts has produced little success among African American students. From the implementation of Brown vs. Board of Education Topeka… (more)

Subjects/Keywords: urban schools; partnership; academic achievement; African American students

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APA (6th Edition):

Anthony, S. L. (2011). Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974

Chicago Manual of Style (16th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

MLA Handbook (7th Edition):

Anthony, Shuntell L. “Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students.” 2011. Web. 16 Jun 2019.

Vancouver:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jun 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974.

Council of Science Editors:

Anthony SL. Year two study of a community, school, and university partnership for urban schools: identifying resources which support the academic achievement for African American students. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/656449/rec/7974


Montana State University

25. Filpula, Linda Ruth. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.

Degree: College of Education, Health & Human Development, 2016, Montana State University

 The purpose of this multiple embedded case study is to understand how principal leadership develops and maintains collective teacher efficacy (CTE) in rural high schools,… (more)

Subjects/Keywords: High schools.; Rural schools.; School principals.; Leadership.

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APA (6th Edition):

Filpula, L. R. (2016). Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12510

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):

Filpula, Linda Ruth. “Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.” 2016. Thesis, Montana State University. Accessed June 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/12510.

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

MLA Handbook (7th Edition):

Filpula, Linda Ruth. “Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.” 2016. Web. 16 Jun 2019.

Vancouver:

Filpula LR. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jun 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12510.

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

Council of Science Editors:

Filpula LR. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12510

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


Georgia State University

26. Lewis, Andrea D. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.

Degree: PhD, Early Childhood Education, 2012, Georgia State University

  The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and… (more)

Subjects/Keywords: preservice teachers; Black teachers; social class; high poverty urban schools; teacher perceptions

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APA (6th Edition):

Lewis, A. D. (2012). Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/16

Chicago Manual of Style (16th Edition):

Lewis, Andrea D. “Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.” 2012. Doctoral Dissertation, Georgia State University. Accessed June 16, 2019. https://scholarworks.gsu.edu/ece_diss/16.

MLA Handbook (7th Edition):

Lewis, Andrea D. “Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools.” 2012. Web. 16 Jun 2019.

Vancouver:

Lewis AD. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2019 Jun 16]. Available from: https://scholarworks.gsu.edu/ece_diss/16.

Council of Science Editors:

Lewis AD. Crossing Boundaries: Exploring Black Middle And Upper Class Preservice Teachers’ Perceptions Of Teaching And Learning In High Poverty Urban Schools. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/ece_diss/16

27. 島崎, 貴治. Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.

Degree: 博士(医学), 2015, Nagasaki University / 長崎大学

 OBJECTIVE: To determine the mortality rate and risk factors for in-hospital death among hospitalised human immunodeficiency virus (HIV) negative tuberculosis (TB) patients in poor urban(more)

Subjects/Keywords: high-burden country; in-hospital death; urban poverty

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APA (6th Edition):

島崎, . (2015). Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. (Thesis). Nagasaki University / 長崎大学. Retrieved from http://hdl.handle.net/10069/36104

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):

島崎, 貴治. “Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.” 2015. Thesis, Nagasaki University / 長崎大学. Accessed June 16, 2019. http://hdl.handle.net/10069/36104.

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

MLA Handbook (7th Edition):

島崎, 貴治. “Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究.” 2015. Web. 16 Jun 2019.

Vancouver:

島崎 . Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. [Internet] [Thesis]. Nagasaki University / 長崎大学; 2015. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10069/36104.

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

Council of Science Editors:

島崎 . Risk factors for death among hospitalised tuberculosis patients in poor urban areas in Manila, The Philippines : フィリピンマニラ貧困地区の病院に入院した結核患者の死亡危険因子に関する研究. [Thesis]. Nagasaki University / 長崎大学; 2015. Available from: http://hdl.handle.net/10069/36104

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


Miami University

28. Williams, Esther Lynette. My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools.

Degree: PhD, Educational Leadership, 2007, Miami University

 Access to a quality education is a recurring theme in the history of African-Americans. From America’s infancy to the present, African-Americans have steadfastly held to… (more)

Subjects/Keywords: African-American middle class; African-American parents; critical race theory; urban schools; public schools; school choice; private school; parochial schools; African-American students; social reproduction theory; social capital; cultural capital

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APA (6th Edition):

Williams, E. L. (2007). My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256

Chicago Manual of Style (16th Edition):

Williams, Esther Lynette. “My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools.” 2007. Doctoral Dissertation, Miami University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256.

MLA Handbook (7th Edition):

Williams, Esther Lynette. “My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools.” 2007. Web. 16 Jun 2019.

Vancouver:

Williams EL. My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256.

Council of Science Editors:

Williams EL. My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256


University of Minnesota

29. Kuiper, Anne-Marie. The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study.

Degree: PhD, Education, Work/Community/Family Education, 2014, University of Minnesota

 In a nationally published report by the Brookings Institute, Mind the Gap (2005), the Twin Cities was noted to have some of the worst disparities… (more)

Subjects/Keywords: African American; Case study; Human Resource Development; Minnesota; North Minneapolis; Urban poverty

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

APA (6th Edition):

Kuiper, A. (2014). The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162679

Chicago Manual of Style (16th Edition):

Kuiper, Anne-Marie. “The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study.” 2014. Doctoral Dissertation, University of Minnesota. Accessed June 16, 2019. http://hdl.handle.net/11299/162679.

MLA Handbook (7th Edition):

Kuiper, Anne-Marie. “The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study.” 2014. Web. 16 Jun 2019.

Vancouver:

Kuiper A. The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/11299/162679.

Council of Science Editors:

Kuiper A. The role of Human Resource Development in the poverty Zone in North Minneapolis in Minnesota: a case study. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162679


University of Florida

30. Houchen, Diedre. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.

Degree: MA, Curriculum and Instruction (ISC) - Teaching and Learning, 2010, University of Florida

 STRUGGLING READING STUDENTS AND CULTURALLY RESPONSIVE PEDAGOGY: A PRACTITIONER INQUIRY ANALYSIS Much attention has been focused on the conundrum within American public schooling known as… (more)

Subjects/Keywords: Classrooms; Cultural education; High school students; Learning; Pedagogy; Reading instruction; Schools; Students; Teachers; Textual criticism; achievement, action, african, american, curriculum, education, english, gap, income, low, practitioner, research, secondary, teacher, urban

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

APA (6th Edition):

Houchen, D. (2010). Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042228

Chicago Manual of Style (16th Edition):

Houchen, Diedre. “Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.” 2010. Masters Thesis, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0042228.

MLA Handbook (7th Edition):

Houchen, Diedre. “Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis.” 2010. Web. 16 Jun 2019.

Vancouver:

Houchen D. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0042228.

Council of Science Editors:

Houchen D. Struggling Reading Students and Culturally Responsive Pedagogy A Practitioner Inquiry Analysis. [Masters Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0042228

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