Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

University: College of William and Mary

You searched for subject:(Education Administration ). Showing records 1 – 30 of 139 total matches.

[1] [2] [3] [4] [5]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


College of William and Mary

1. Sikes, Amy. Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success.

Degree: PhD, Education, 2018, College of William and Mary

  The purpose of this phenomenological study was to understand the lived experiences of rural students at two selective four-year colleges. Using the framework of… (more)

Subjects/Keywords: Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sikes, A. (2018). Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192623

Chicago Manual of Style (16th Edition):

Sikes, Amy. “Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success.” 2018. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1530192623.

MLA Handbook (7th Edition):

Sikes, Amy. “Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success.” 2018. Web. 20 Feb 2020.

Vancouver:

Sikes A. Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1530192623.

Council of Science Editors:

Sikes A. Rural Students’ Experiences at Selective Four-Year Colleges: Pathways to Persistence and Success. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192623


College of William and Mary

2. Winstead Reichner, Katherine Elizabeth. The Impact of Undergraduate Student Involvement in Creating Engaged Alumni.

Degree: PhD, Education, 2019, College of William and Mary

 Undergraduate experiences can have a profound impact on a student’s emotional connection and affinity for their alma mater. For many graduates, involvement experiences like student… (more)

Subjects/Keywords: Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Winstead Reichner, K. E. (2019). The Impact of Undergraduate Student Involvement in Creating Engaged Alumni. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898865

Chicago Manual of Style (16th Edition):

Winstead Reichner, Katherine Elizabeth. “The Impact of Undergraduate Student Involvement in Creating Engaged Alumni.” 2019. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1563898865.

MLA Handbook (7th Edition):

Winstead Reichner, Katherine Elizabeth. “The Impact of Undergraduate Student Involvement in Creating Engaged Alumni.” 2019. Web. 20 Feb 2020.

Vancouver:

Winstead Reichner KE. The Impact of Undergraduate Student Involvement in Creating Engaged Alumni. [Internet] [Doctoral dissertation]. College of William and Mary; 2019. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1563898865.

Council of Science Editors:

Winstead Reichner KE. The Impact of Undergraduate Student Involvement in Creating Engaged Alumni. [Doctoral Dissertation]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898865


College of William and Mary

3. Hao, Yi. Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools.

Degree: PhD, Education, 2019, College of William and Mary

 The problem of interest for this study is to understand more about the leaders of graduate education in the United States, namely the graduate deans.… (more)

Subjects/Keywords: Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hao, Y. (2019). Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898885

Chicago Manual of Style (16th Edition):

Hao, Yi. “Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools.” 2019. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1563898885.

MLA Handbook (7th Edition):

Hao, Yi. “Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools.” 2019. Web. 20 Feb 2020.

Vancouver:

Hao Y. Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools. [Internet] [Doctoral dissertation]. College of William and Mary; 2019. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1563898885.

Council of Science Editors:

Hao Y. Leaders of Graduate Education at U.S. Doctoral Universities: Their Perceptions and Experiences Leading the Graduate Schools. [Doctoral Dissertation]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898885


College of William and Mary

4. Leporte, Lydia. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.

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

 The Servicemen's Readjustment Act of 1944 (Public Law 78-346), generally referred to as the GI Bill, provided any veteran, who had served for at least… (more)

Subjects/Keywords: Education Policy; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Leporte, L. (2013). Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618681

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):

Leporte, Lydia. “Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.” 2013. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618681.

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

MLA Handbook (7th Edition):

Leporte, Lydia. “Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions.” 2013. Web. 20 Feb 2020.

Vancouver:

Leporte L. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618681.

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

Council of Science Editors:

Leporte L. Realizing federal policy outcomes of the post-9/11 GI Bill: Veterans' and active duty/reservist perceptions. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618681

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


College of William and Mary

5. Costello, Carla A. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.

Degree: Doctor of Education (EdD), Education, 2015, College of William and Mary

 This qualitative phenomenological case study examined the intersection of organizational structures and gender, as well as perceptions of climate, and their collective impact on professional… (more)

Subjects/Keywords: Higher Education; Higher Education Administration; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Costello, C. A. (2015). Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618900

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):

Costello, Carla A. “Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.” 2015. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618900.

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

MLA Handbook (7th Edition):

Costello, Carla A. “Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education.” 2015. Web. 20 Feb 2020.

Vancouver:

Costello CA. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. [Internet] [Thesis]. College of William and Mary; 2015. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618900.

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

Council of Science Editors:

Costello CA. Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education. [Thesis]. College of William and Mary; 2015. Available from: https://scholarworks.wm.edu/etd/1539618900

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


College of William and Mary

6. Fisler, Jodi. The elephant in the room: Deconstructing the place of conservatives in the student affairs profession.

Degree: PhD, Education, 2011, College of William and Mary

  The student affairs profession places considerable emphasis on the values of diversity, inclusiveness, and social justice as part of its mission to foster the… (more)

Subjects/Keywords: Educational Sociology; Higher Education Administration; Other Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fisler, J. (2011). The elephant in the room: Deconstructing the place of conservatives in the student affairs profession. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539791827

Chicago Manual of Style (16th Edition):

Fisler, Jodi. “The elephant in the room: Deconstructing the place of conservatives in the student affairs profession.” 2011. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539791827.

MLA Handbook (7th Edition):

Fisler, Jodi. “The elephant in the room: Deconstructing the place of conservatives in the student affairs profession.” 2011. Web. 20 Feb 2020.

Vancouver:

Fisler J. The elephant in the room: Deconstructing the place of conservatives in the student affairs profession. [Internet] [Doctoral dissertation]. College of William and Mary; 2011. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539791827.

Council of Science Editors:

Fisler J. The elephant in the room: Deconstructing the place of conservatives in the student affairs profession. [Doctoral Dissertation]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539791827


College of William and Mary

7. Hoover, Daniel R., Jr. A Balancing Act: Division III Student-Athletes Time Demands and Life Roles.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 A majority of the research on student-athletes occurs at the Division I level, acid less is known about Division III student-athletes. The scant research addressing… (more)

Subjects/Keywords: Educational Administration and Supervision; Higher Education; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hoover, Daniel R., J. (2012). A Balancing Act: Division III Student-Athletes Time Demands and Life Roles. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618271

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):

Hoover, Daniel R., Jr. “A Balancing Act: Division III Student-Athletes Time Demands and Life Roles.” 2012. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618271.

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

MLA Handbook (7th Edition):

Hoover, Daniel R., Jr. “A Balancing Act: Division III Student-Athletes Time Demands and Life Roles.” 2012. Web. 20 Feb 2020.

Vancouver:

Hoover, Daniel R. J. A Balancing Act: Division III Student-Athletes Time Demands and Life Roles. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618271.

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

Council of Science Editors:

Hoover, Daniel R. J. A Balancing Act: Division III Student-Athletes Time Demands and Life Roles. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618271

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


College of William and Mary

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

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

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

Subjects/Keywords: Educational Administration and Supervision; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Feltman, Doris R. “Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program.” 2013. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618674.

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

MLA Handbook (7th Edition):

Feltman, Doris R. “Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program.” 2013. Web. 20 Feb 2020.

Vancouver:

Feltman DR. Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618674.

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

Council of Science Editors:

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

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


College of William and Mary

9. Cardarelli, Rosaline. The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture.

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

 The purpose of this study was to conduct an analysis of six successful Blue Ribbon Catholic schools to determine the relationship between principal's leadership behaviors,… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cardarelli, R. (2014). The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618797

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):

Cardarelli, Rosaline. “The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture.” 2014. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618797.

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

MLA Handbook (7th Edition):

Cardarelli, Rosaline. “The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture.” 2014. Web. 20 Feb 2020.

Vancouver:

Cardarelli R. The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618797.

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

Council of Science Editors:

Cardarelli R. The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618797

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


College of William and Mary

10. Alexander Agati, Holly. The Millennial generation: Howe and Strauss disputed.

Degree: PhD, Education, 2012, College of William and Mary

 Researchers have attempted to untangle the complexity of a generation through four primary effects – time interval, cohort, period, and attitude – based on personal and societal… (more)

Subjects/Keywords: Higher Education; Higher Education Administration; Social and Behavioral Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alexander Agati, H. (2012). The Millennial generation: Howe and Strauss disputed. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618810

Chicago Manual of Style (16th Edition):

Alexander Agati, Holly. “The Millennial generation: Howe and Strauss disputed.” 2012. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618810.

MLA Handbook (7th Edition):

Alexander Agati, Holly. “The Millennial generation: Howe and Strauss disputed.” 2012. Web. 20 Feb 2020.

Vancouver:

Alexander Agati H. The Millennial generation: Howe and Strauss disputed. [Internet] [Doctoral dissertation]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618810.

Council of Science Editors:

Alexander Agati H. The Millennial generation: Howe and Strauss disputed. [Doctoral Dissertation]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618810


College of William and Mary

11. Hench, Jessica Walker. Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program.

Degree: PhD, Education, 2015, College of William and Mary

Subjects/Keywords: Higher Education; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hench, J. W. (2015). Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618890

Chicago Manual of Style (16th Edition):

Hench, Jessica Walker. “Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program.” 2015. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618890.

MLA Handbook (7th Edition):

Hench, Jessica Walker. “Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program.” 2015. Web. 20 Feb 2020.

Vancouver:

Hench JW. Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program. [Internet] [Doctoral dissertation]. College of William and Mary; 2015. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618890.

Council of Science Editors:

Hench JW. Understanding the lived experiences of students in a comprehensive four-year undergraduate leadership development program. [Doctoral Dissertation]. College of William and Mary; 2015. Available from: https://scholarworks.wm.edu/etd/1539618890


College of William and Mary

12. Holly, Leslie Neal. Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions.

Degree: PhD, Education, 2012, College of William and Mary

Subjects/Keywords: Higher Education; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holly, L. N. (2012). Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550154090

Chicago Manual of Style (16th Edition):

Holly, Leslie Neal. “Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions.” 2012. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1550154090.

MLA Handbook (7th Edition):

Holly, Leslie Neal. “Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions.” 2012. Web. 20 Feb 2020.

Vancouver:

Holly LN. Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions. [Internet] [Doctoral dissertation]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1550154090.

Council of Science Editors:

Holly LN. Esse quam videri, perhaps: State policy and institutional factors impacting low-income student enrollment at North Carolina's public and private four-year institutions. [Doctoral Dissertation]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1550154090


College of William and Mary

13. Lee, E. Ashleigh Schuller. To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity.

Degree: PhD, Education, 2015, College of William and Mary

Subjects/Keywords: Higher Education; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, E. A. S. (2015). To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550154112

Chicago Manual of Style (16th Edition):

Lee, E Ashleigh Schuller. “To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity.” 2015. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1550154112.

MLA Handbook (7th Edition):

Lee, E Ashleigh Schuller. “To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity.” 2015. Web. 20 Feb 2020.

Vancouver:

Lee EAS. To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity. [Internet] [Doctoral dissertation]. College of William and Mary; 2015. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1550154112.

Council of Science Editors:

Lee EAS. To experience something greater than myself: An exploratory case study of the impact of a faculty-led short-term study abroad on college student identity. [Doctoral Dissertation]. College of William and Mary; 2015. Available from: https://scholarworks.wm.edu/etd/1550154112


College of William and Mary

14. Watts-Martinez, Evanda Shentelle. Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university.

Degree: PhD, Education, 2015, College of William and Mary

Subjects/Keywords: Education; Higher Education; Higher Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Watts-Martinez, E. S. (2015). Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618723

Chicago Manual of Style (16th Edition):

Watts-Martinez, Evanda Shentelle. “Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university.” 2015. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618723.

MLA Handbook (7th Edition):

Watts-Martinez, Evanda Shentelle. “Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university.” 2015. Web. 20 Feb 2020.

Vancouver:

Watts-Martinez ES. Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university. [Internet] [Doctoral dissertation]. College of William and Mary; 2015. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618723.

Council of Science Editors:

Watts-Martinez ES. Students' self-determined motivation, emotional intelligence and academic persistence: An examination of second year students at a public and a private historically black university. [Doctoral Dissertation]. College of William and Mary; 2015. Available from: https://scholarworks.wm.edu/etd/1539618723


College of William and Mary

15. Bouressa, Robert Joseph. Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college.

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

 The purpose of this study is to analyze the income and expenditure patterns at three Liberal Arts I colleges in the Midwest from 1979-89. It… (more)

Subjects/Keywords: Education Economics; Higher Education; Public Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bouressa, R. J. (1993). Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618504

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):

Bouressa, Robert Joseph. “Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college.” 1993. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618504.

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

MLA Handbook (7th Edition):

Bouressa, Robert Joseph. “Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college.” 1993. Web. 20 Feb 2020.

Vancouver:

Bouressa RJ. Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college. [Internet] [Thesis]. College of William and Mary; 1993. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618504.

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

Council of Science Editors:

Bouressa RJ. Constantly vulnerable yet persistently strong: A study of the financial condition of the liberal arts college. [Thesis]. College of William and Mary; 1993. Available from: https://scholarworks.wm.edu/etd/1539618504

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


College of William and Mary

16. Blake, Barbara Richmond. Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 The purpose of this policy analysis was to examine the responses of selected states to the special education monitoring requirements of the Individuals with Disabilities… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Education Policy; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blake, B. R. (2012). Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618508

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):

Blake, Barbara Richmond. “Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures.” 2012. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618508.

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

MLA Handbook (7th Edition):

Blake, Barbara Richmond. “Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures.” 2012. Web. 20 Feb 2020.

Vancouver:

Blake BR. Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618508.

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

Council of Science Editors:

Blake BR. Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618508

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


College of William and Mary

17. Helmer, James McKinley. The Development of a State System of Teacher Certification in Virginia, 1870-1950.

Degree: Master of Education (M.Ed.), Education, 1950, College of William and Mary

Subjects/Keywords: Other Education; Public Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Helmer, J. M. (1950). The Development of a State System of Teacher Certification in Virginia, 1870-1950. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539272227

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):

Helmer, James McKinley. “The Development of a State System of Teacher Certification in Virginia, 1870-1950.” 1950. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539272227.

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

MLA Handbook (7th Edition):

Helmer, James McKinley. “The Development of a State System of Teacher Certification in Virginia, 1870-1950.” 1950. Web. 20 Feb 2020.

Vancouver:

Helmer JM. The Development of a State System of Teacher Certification in Virginia, 1870-1950. [Internet] [Thesis]. College of William and Mary; 1950. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539272227.

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

Council of Science Editors:

Helmer JM. The Development of a State System of Teacher Certification in Virginia, 1870-1950. [Thesis]. College of William and Mary; 1950. Available from: https://scholarworks.wm.edu/etd/1539272227

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


College of William and Mary

18. Cagle, Karen E. Faculty perceptions of principal support and change orientation in Virginia high schools.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cagle, K. E. (2012). Faculty perceptions of principal support and change orientation in Virginia high schools. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618563

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):

Cagle, Karen E. “Faculty perceptions of principal support and change orientation in Virginia high schools.” 2012. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618563.

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

MLA Handbook (7th Edition):

Cagle, Karen E. “Faculty perceptions of principal support and change orientation in Virginia high schools.” 2012. Web. 20 Feb 2020.

Vancouver:

Cagle KE. Faculty perceptions of principal support and change orientation in Virginia high schools. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618563.

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

Council of Science Editors:

Cagle KE. Faculty perceptions of principal support and change orientation in Virginia high schools. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618563

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


College of William and Mary

19. Cromartie, Michael Tyrone. Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools.

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

 The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cromartie, M. T. (2013). Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618567

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):

Cromartie, Michael Tyrone. “Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools.” 2013. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618567.

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

MLA Handbook (7th Edition):

Cromartie, Michael Tyrone. “Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools.” 2013. Web. 20 Feb 2020.

Vancouver:

Cromartie MT. Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618567.

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

Council of Science Editors:

Cromartie MT. Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618567

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


College of William and Mary

20. Schaffer, Lonnie J. Implementing state transfer policies: A case study of Virginia's state *policy on transfer.

Degree: Doctor of Education (EdD), Education, 2000, College of William and Mary

 Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities.… (more)

Subjects/Keywords: Higher Education; Public Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schaffer, L. J. (2000). Implementing state transfer policies: A case study of Virginia's state *policy on transfer. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618589

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):

Schaffer, Lonnie J. “Implementing state transfer policies: A case study of Virginia's state *policy on transfer.” 2000. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618589.

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

MLA Handbook (7th Edition):

Schaffer, Lonnie J. “Implementing state transfer policies: A case study of Virginia's state *policy on transfer.” 2000. Web. 20 Feb 2020.

Vancouver:

Schaffer LJ. Implementing state transfer policies: A case study of Virginia's state *policy on transfer. [Internet] [Thesis]. College of William and Mary; 2000. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618589.

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

Council of Science Editors:

Schaffer LJ. Implementing state transfer policies: A case study of Virginia's state *policy on transfer. [Thesis]. College of William and Mary; 2000. Available from: https://scholarworks.wm.edu/etd/1539618589

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


College of William and Mary

21. Fox, Antonia M. Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I.

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

 The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fox, A. M. (2014). Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618732

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):

Fox, Antonia M. “Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I.” 2014. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618732.

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

MLA Handbook (7th Edition):

Fox, Antonia M. “Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I.” 2014. Web. 20 Feb 2020.

Vancouver:

Fox AM. Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618732.

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

Council of Science Editors:

Fox AM. Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618732

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


College of William and Mary

22. Groth, Christiane. Virginia Business Higher Education Council: A case study of interest group formation.

Degree: Doctor of Education (EdD), Education, 2003, College of William and Mary

 An exploratory case study of the Virginia Business Higher Education Council (VBHEC), a higher education lobbying group of business and education interests, was conducted to… (more)

Subjects/Keywords: Higher Education; Public Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Groth, C. (2003). Virginia Business Higher Education Council: A case study of interest group formation. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618895

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):

Groth, Christiane. “Virginia Business Higher Education Council: A case study of interest group formation.” 2003. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618895.

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

MLA Handbook (7th Edition):

Groth, Christiane. “Virginia Business Higher Education Council: A case study of interest group formation.” 2003. Web. 20 Feb 2020.

Vancouver:

Groth C. Virginia Business Higher Education Council: A case study of interest group formation. [Internet] [Thesis]. College of William and Mary; 2003. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618895.

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

Council of Science Editors:

Groth C. Virginia Business Higher Education Council: A case study of interest group formation. [Thesis]. College of William and Mary; 2003. Available from: https://scholarworks.wm.edu/etd/1539618895

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


College of William and Mary

23. Williams Sy, Jobila Y. Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia.

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

 Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in… (more)

Subjects/Keywords: Higher Education Administration; Student Counseling and Personnel Services

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams Sy, J. Y. (2013). Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618710

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):

Williams Sy, Jobila Y. “Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia.” 2013. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618710.

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

MLA Handbook (7th Edition):

Williams Sy, Jobila Y. “Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia.” 2013. Web. 20 Feb 2020.

Vancouver:

Williams Sy JY. Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618710.

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

Council of Science Editors:

Williams Sy JY. Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618710

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


College of William and Mary

24. Ruhlman, Paul L., Jr. A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school.

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

 This study's purpose was to describe appreciative inquiry (AI) as an approach to strategic planning for special education in a public school. The study investigated… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruhlman, Paul L., J. (2014). A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618298

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):

Ruhlman, Paul L., Jr. “A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school.” 2014. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618298.

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

MLA Handbook (7th Edition):

Ruhlman, Paul L., Jr. “A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school.” 2014. Web. 20 Feb 2020.

Vancouver:

Ruhlman, Paul L. J. A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618298.

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

Council of Science Editors:

Ruhlman, Paul L. J. A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618298

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


College of William and Mary

25. McConachie, Stephanie Marie. Metaphors we make schools by: The debate on schools of choice.

Degree: Doctor of Education (EdD), Education, 1992, College of William and Mary

 Donald Schon (1979) in his article, "Generative Metaphor: A Perspective on Problem-Setting on Social Policy," noted that the main difficulty of analyzing social policy was… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McConachie, S. M. (1992). Metaphors we make schools by: The debate on schools of choice. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618630

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):

McConachie, Stephanie Marie. “Metaphors we make schools by: The debate on schools of choice.” 1992. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618630.

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

MLA Handbook (7th Edition):

McConachie, Stephanie Marie. “Metaphors we make schools by: The debate on schools of choice.” 1992. Web. 20 Feb 2020.

Vancouver:

McConachie SM. Metaphors we make schools by: The debate on schools of choice. [Internet] [Thesis]. College of William and Mary; 1992. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618630.

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

Council of Science Editors:

McConachie SM. Metaphors we make schools by: The debate on schools of choice. [Thesis]. College of William and Mary; 1992. Available from: https://scholarworks.wm.edu/etd/1539618630

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


College of William and Mary

26. Carter, Carol B. Empathy as a crucial skill for instructional coaches: Can it be taught?.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 When a coach empathetically listens to another person's ideas, thoughts, and concerns, the coach communicates that the other person's life is important and meaningful. This… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carter, C. B. (2012). Empathy as a crucial skill for instructional coaches: Can it be taught?. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618542

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):

Carter, Carol B. “Empathy as a crucial skill for instructional coaches: Can it be taught?.” 2012. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618542.

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

MLA Handbook (7th Edition):

Carter, Carol B. “Empathy as a crucial skill for instructional coaches: Can it be taught?.” 2012. Web. 20 Feb 2020.

Vancouver:

Carter CB. Empathy as a crucial skill for instructional coaches: Can it be taught?. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618542.

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

Council of Science Editors:

Carter CB. Empathy as a crucial skill for instructional coaches: Can it be taught?. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618542

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


College of William and Mary

27. Burns, Cynthia Felix. Interorganizational town-gown relationships and property taxes: A case study.

Degree: Doctor of Education (EdD), Education, 2002, College of William and Mary

 This study examined the relationship between a college and its local government organizations in a community that engaged in property tax or voluntary contribution deliberations… (more)

Subjects/Keywords: Finance; Higher Education; Public Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burns, C. F. (2002). Interorganizational town-gown relationships and property taxes: A case study. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618603

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):

Burns, Cynthia Felix. “Interorganizational town-gown relationships and property taxes: A case study.” 2002. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618603.

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

MLA Handbook (7th Edition):

Burns, Cynthia Felix. “Interorganizational town-gown relationships and property taxes: A case study.” 2002. Web. 20 Feb 2020.

Vancouver:

Burns CF. Interorganizational town-gown relationships and property taxes: A case study. [Internet] [Thesis]. College of William and Mary; 2002. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618603.

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

Council of Science Editors:

Burns CF. Interorganizational town-gown relationships and property taxes: A case study. [Thesis]. College of William and Mary; 2002. Available from: https://scholarworks.wm.edu/etd/1539618603

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


College of William and Mary

28. Bankole, Regina A. Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement.

Degree: PhD, Education, 2011, College of William and Mary

 Research has documented a plethora of evidence that children's perceptions of their relationships with caregivers, specifically teachers, impacts learning outcomes, including academic engagement and achievement… (more)

Subjects/Keywords: Cognitive Psychology; Educational Administration and Supervision; Elementary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bankole, R. A. (2011). Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618721

Chicago Manual of Style (16th Edition):

Bankole, Regina A. “Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement.” 2011. Doctoral Dissertation, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618721.

MLA Handbook (7th Edition):

Bankole, Regina A. “Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement.” 2011. Web. 20 Feb 2020.

Vancouver:

Bankole RA. Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement. [Internet] [Doctoral dissertation]. College of William and Mary; 2011. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618721.

Council of Science Editors:

Bankole RA. Student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement. [Doctoral Dissertation]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618721


College of William and Mary

29. Marshall, Theresa Meade. An evaluation of Project iRead: A program created to improve sight word recognition.

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

 This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marshall, T. M. (2014). An evaluation of Project iRead: A program created to improve sight word recognition. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618427

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):

Marshall, Theresa Meade. “An evaluation of Project iRead: A program created to improve sight word recognition.” 2014. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618427.

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

MLA Handbook (7th Edition):

Marshall, Theresa Meade. “An evaluation of Project iRead: A program created to improve sight word recognition.” 2014. Web. 20 Feb 2020.

Vancouver:

Marshall TM. An evaluation of Project iRead: A program created to improve sight word recognition. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618427.

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

Council of Science Editors:

Marshall TM. An evaluation of Project iRead: A program created to improve sight word recognition. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618427

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


College of William and Mary

30. Tindle, Jennifer A. Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 This research was designed with the primary purpose of identifying the dimensions of principal support perceived by public high school teachers in Virginia and identifying… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tindle, J. A. (2012). Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618523

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):

Tindle, Jennifer A. “Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools.” 2012. Thesis, College of William and Mary. Accessed February 20, 2020. https://scholarworks.wm.edu/etd/1539618523.

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

MLA Handbook (7th Edition):

Tindle, Jennifer A. “Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools.” 2012. Web. 20 Feb 2020.

Vancouver:

Tindle JA. Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2020 Feb 20]. Available from: https://scholarworks.wm.edu/etd/1539618523.

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

Council of Science Editors:

Tindle JA. Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618523

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

[1] [2] [3] [4] [5]

.