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You searched for subject:(Education Policy). Showing records 1 – 30 of 5691 total matches.

[1] [2] [3] [4] [5] … [190]

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University of Nevada – Las Vegas

1. Cooper, Deanna. Preserving Nevada's Higher Education Governance Entity: A Case Study.

Degree: PhD, Educational Psychology & Higher Education, 2020, University of Nevada – Las Vegas

  The purpose of this qualitative case study was to understand the preservation of Nevada’s higher education governance entity through the theoretical framework of punctuated… (more)

Subjects/Keywords: Education; Education Policy; Public Policy

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

APA (6th Edition):

Cooper, D. (2020). Preserving Nevada's Higher Education Governance Entity: A Case Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3880

Chicago Manual of Style (16th Edition):

Cooper, Deanna. “Preserving Nevada's Higher Education Governance Entity: A Case Study.” 2020. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021. https://digitalscholarship.unlv.edu/thesesdissertations/3880.

MLA Handbook (7th Edition):

Cooper, Deanna. “Preserving Nevada's Higher Education Governance Entity: A Case Study.” 2020. Web. 01 Mar 2021.

Vancouver:

Cooper D. Preserving Nevada's Higher Education Governance Entity: A Case Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2020. [cited 2021 Mar 01]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3880.

Council of Science Editors:

Cooper D. Preserving Nevada's Higher Education Governance Entity: A Case Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2020. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3880

2. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.

Degree: M. Ed., Education, 2011, National Library of Canada

 Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6th Edition):

Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/248

Chicago Manual of Style (16th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, National Library of Canada. Accessed March 01, 2021. http://scholar.uwindsor.ca/etd/248.

MLA Handbook (7th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 01 Mar 2021.

Vancouver:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2021 Mar 01]. Available from: http://scholar.uwindsor.ca/etd/248.

Council of Science Editors:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/248

3. Plowman, Jeremy|Willich, Corey|Siebert, Todd. Identifying effective measures for a statewide accountability system.

Degree: 2011, Saint Louis University

  This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

Subjects/Keywords: Education; Policy

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APA (6th Edition):

Plowman, Jeremy|Willich, Corey|Siebert, T. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475194

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):

Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.

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

MLA Handbook (7th Edition):

Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Web. 01 Mar 2021.

Vancouver:

Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.

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

Council of Science Editors:

Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194

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

4. Siebert, Todd|Plowman, Jeremy|Willich, Corey. Identifying effective measures for a statewide accountability system.

Degree: 2011, Saint Louis University

  This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

Subjects/Keywords: Education; Policy

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

APA (6th Edition):

Siebert, Todd|Plowman, Jeremy|Willich, C. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475201

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):

Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.

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

MLA Handbook (7th Edition):

Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Web. 01 Mar 2021.

Vancouver:

Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.

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

Council of Science Editors:

Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201

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

5. Trinchero, Beth. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.

Degree: 2011, Loyola Marymount University

  Since the publication of <i>A Nation at Risk</i> (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted… (more)

Subjects/Keywords: Education; Policy

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APA (6th Edition):

Trinchero, B. (2011). Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481773

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):

Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Thesis, Loyola Marymount University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.

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

MLA Handbook (7th Edition):

Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Web. 01 Mar 2021.

Vancouver:

Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.

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

Council of Science Editors:

Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773

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


University of Pittsburgh

6. Palmiero, James M. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.

Degree: 2011, University of Pittsburgh

  The purpose of this study was to identify views held by local school board members in Pennsylvania's Allegheny County regarding affiliations with private charitable… (more)

Subjects/Keywords: Education; Policy

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

APA (6th Edition):

Palmiero, J. M. (2011). A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3485867

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):

Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Thesis, University of Pittsburgh. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.

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

MLA Handbook (7th Edition):

Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Web. 01 Mar 2021.

Vancouver:

Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Internet] [Thesis]. University of Pittsburgh; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.

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

Council of Science Editors:

Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Thesis]. University of Pittsburgh; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867

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

7. Durand, Francesca T. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.

Degree: 2012, State University of New York at Albany

  This study articulates and maps the changes found in the historical discourses of P-16 national policy advocacy and state-level policy formation. The relationship between… (more)

Subjects/Keywords: Education; Policy

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APA (6th Edition):

Durand, F. T. (2012). P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488276

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):

Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Thesis, State University of New York at Albany. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.

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

MLA Handbook (7th Edition):

Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Web. 01 Mar 2021.

Vancouver:

Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Internet] [Thesis]. State University of New York at Albany; 2012. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.

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

Council of Science Editors:

Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Thesis]. State University of New York at Albany; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276

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

8. Humble, Daniel K. Perceptions of Corporal Punishment in Missouri Public Schools.

Degree: 2014, Lindenwood University

  The use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout… (more)

Subjects/Keywords: Education; Policy

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APA (6th Edition):

Humble, D. K. (2014). Perceptions of Corporal Punishment in Missouri Public Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3605500

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):

Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Thesis, Lindenwood University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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

MLA Handbook (7th Edition):

Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Web. 01 Mar 2021.

Vancouver:

Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Internet] [Thesis]. Lindenwood University; 2014. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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

Council of Science Editors:

Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Thesis]. Lindenwood University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500

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


University of California – Berkeley

9. Afsar, Khalid A. Learning Islam: Identity, Education, and Empire.

Degree: Education, 2017, University of California – Berkeley

 Situating education within world-systems analysis and in the longue durée of capitalist history affords a critical view of public schooling and Islamic education in the… (more)

Subjects/Keywords: Education policy

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APA (6th Edition):

Afsar, K. A. (2017). Learning Islam: Identity, Education, and Empire. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9rh2t3h2

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):

Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Thesis, University of California – Berkeley. Accessed March 01, 2021. http://www.escholarship.org/uc/item/9rh2t3h2.

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

MLA Handbook (7th Edition):

Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Web. 01 Mar 2021.

Vancouver:

Afsar KA. Learning Islam: Identity, Education, and Empire. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Mar 01]. Available from: http://www.escholarship.org/uc/item/9rh2t3h2.

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

Council of Science Editors:

Afsar KA. Learning Islam: Identity, Education, and Empire. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/9rh2t3h2

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


University of Central Lancashire

10. Fan, Huhua. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.

Degree: PhD, 2019, University of Central Lancashire

 Overwhelming evidence indicates the unsatisfactory English literacy attainment of Deaf learners around the world, and this issue is especially pertinent in countries with few dedicated… (more)

Subjects/Keywords: Education policy

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

APA (6th Edition):

Fan, H. (2019). An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. (Doctoral Dissertation). University of Central Lancashire. Retrieved from http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877

Chicago Manual of Style (16th Edition):

Fan, Huhua. “An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.” 2019. Doctoral Dissertation, University of Central Lancashire. Accessed March 01, 2021. http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877.

MLA Handbook (7th Edition):

Fan, Huhua. “An e-learning ecosystem for deaf young adult learners' English literacy attainment in India.” 2019. Web. 01 Mar 2021.

Vancouver:

Fan H. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. [Internet] [Doctoral dissertation]. University of Central Lancashire; 2019. [cited 2021 Mar 01]. Available from: http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877.

Council of Science Editors:

Fan H. An e-learning ecosystem for deaf young adult learners' English literacy attainment in India. [Doctoral Dissertation]. University of Central Lancashire; 2019. Available from: http://clok.uclan.ac.uk/30742/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797877

11. Struminger, Rhonda. Education Spending: Impacts on Human Capital Development.

Degree: 2013, Texas Digital Library

 What does it mean for a government to invest in education? Is it just spending money on schools and teachers, or does it include family… (more)

Subjects/Keywords: education policy

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APA (6th Edition):

Struminger, R. (2013). Education Spending: Impacts on Human Capital Development. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533

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):

Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Thesis, Texas Digital Library. Accessed March 01, 2021. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.

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

MLA Handbook (7th Edition):

Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Web. 01 Mar 2021.

Vancouver:

Struminger R. Education Spending: Impacts on Human Capital Development. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.

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

Council of Science Editors:

Struminger R. Education Spending: Impacts on Human Capital Development. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533

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

12. Gomez, Valerie A. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.

Degree: 2017, California State University, Long Beach

  Throughout his presidential campaign, President Donald Trump took a combative and hardline approach toward undocumented immigrants and immigration. His campaign was a platform that… (more)

Subjects/Keywords: Education policy

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

APA (6th Edition):

Gomez, V. A. (2017). La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264609

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):

Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Thesis, California State University, Long Beach. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.

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

MLA Handbook (7th Edition):

Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Web. 01 Mar 2021.

Vancouver:

Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.

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

Council of Science Editors:

Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609

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


College of William and Mary

13. Hockaday, Marquita Sherie. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.

Degree: PhD, Education, 2017, College of William and Mary

 While K-12 schools have been making efforts to integrate culturally responsive curriculum and instruction, the voice and representation of Black female students has been largely… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Hockaday, M. S. (2017). Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1516639494

Chicago Manual of Style (16th Edition):

Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Doctoral Dissertation, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1516639494.

MLA Handbook (7th Edition):

Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Web. 01 Mar 2021.

Vancouver:

Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Internet] [Doctoral dissertation]. College of William and Mary; 2017. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1516639494.

Council of Science Editors:

Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Doctoral Dissertation]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1516639494


College of William and Mary

14. Clement, Davis. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.

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

 Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Clement, D. (2018). Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153696

Chicago Manual of Style (16th Edition):

Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Doctoral Dissertation, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1550153696.

MLA Handbook (7th Edition):

Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Web. 01 Mar 2021.

Vancouver:

Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1550153696.

Council of Science Editors:

Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153696


College of William and Mary

15. Bentley, Melissa Luanne. An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.

Degree: Doctor of Education (EdD), Education, 2019, College of William and Mary

 In an attempt to maintain on-time graduation rates and reduce dropout rates, school districts, such as the one in this study, implement credit recovery programs.… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Bentley, M. L. (2019). An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898802

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):

Bentley, Melissa Luanne. “An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.” 2019. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1563898802.

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

MLA Handbook (7th Edition):

Bentley, Melissa Luanne. “An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation.” 2019. Web. 01 Mar 2021.

Vancouver:

Bentley ML. An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1563898802.

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

Council of Science Editors:

Bentley ML. An Evaluation of an Online High School Summer Credit Recovery Program to Maintain Virginia On-Time Graduation. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898802

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. Munoz, Guillermo Alejandro. The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

 Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown… (more)

Subjects/Keywords: Education Policy

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APA (6th Edition):

Munoz, G. A. (2020). The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642214

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):

Munoz, Guillermo Alejandro. “The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642214.

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

MLA Handbook (7th Edition):

Munoz, Guillermo Alejandro. “The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.

Vancouver:

Munoz GA. The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642214.

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

Council of Science Editors:

Munoz GA. The Impact of High School Science, Technology, Engineering, And Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642214

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. Alvarez, Evonne S. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

 Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Alvarez, E. S. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642248

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):

Alvarez, Evonne S. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642248.

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

MLA Handbook (7th Edition):

Alvarez, Evonne S. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.

Vancouver:

Alvarez ES. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642248.

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

Council of Science Editors:

Alvarez ES. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642248

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. Acosta, Eric. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

  Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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APA (6th Edition):

Acosta, E. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582641566

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):

Acosta, Eric. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582641566.

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

MLA Handbook (7th Edition):

Acosta, Eric. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.

Vancouver:

Acosta E. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582641566.

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

Council of Science Editors:

Acosta E. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582641566

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. Megias, Melanie Eileen. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

  Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Megias, M. E. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582642230

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):

Megias, Melanie Eileen. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582642230.

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

MLA Handbook (7th Edition):

Megias, Melanie Eileen. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.

Vancouver:

Megias ME. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582642230.

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

Council of Science Editors:

Megias ME. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582642230

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. Bonce, Gilberto D. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

  Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Bonce, G. D. (2020). The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1582641596

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):

Bonce, Gilberto D. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1582641596.

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

MLA Handbook (7th Edition):

Bonce, Gilberto D. “The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students.” 2020. Web. 01 Mar 2021.

Vancouver:

Bonce GD. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1582641596.

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

Council of Science Editors:

Bonce GD. The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Program on the Academic Performance of Students. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1582641596

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

21. Evans, Carla M. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.

Degree: 2018, University of New Hampshire

  The <i>Every Student Succeeds Act</i> of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems.… (more)

Subjects/Keywords: Education policy

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APA (6th Edition):

Evans, C. M. (2018). Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. (Thesis). University of New Hampshire. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10746294

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):

Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Thesis, University of New Hampshire. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.

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

MLA Handbook (7th Edition):

Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Web. 01 Mar 2021.

Vancouver:

Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Internet] [Thesis]. University of New Hampshire; 2018. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.

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

Council of Science Editors:

Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Thesis]. University of New Hampshire; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294

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. Reed, Craig B. A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.

Degree: Doctor of Education (EdD), Education, 2020, College of William and Mary

 This qualitative study examined the implementation of the Every Student Succeeds Act (ESSA) in Virginia and how this implementation impacts student achievement. Three research questions… (more)

Subjects/Keywords: Education Policy

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APA (6th Edition):

Reed, C. B. (2020). A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1593091760

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):

Reed, Craig B. “A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.” 2020. Thesis, College of William and Mary. Accessed March 01, 2021. https://scholarworks.wm.edu/etd/1593091760.

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

MLA Handbook (7th Edition):

Reed, Craig B. “A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia.” 2020. Web. 01 Mar 2021.

Vancouver:

Reed CB. A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. [Internet] [Thesis]. College of William and Mary; 2020. [cited 2021 Mar 01]. Available from: https://scholarworks.wm.edu/etd/1593091760.

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

Council of Science Editors:

Reed CB. A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia. [Thesis]. College of William and Mary; 2020. Available from: https://scholarworks.wm.edu/etd/1593091760

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


University of Pennsylvania

23. Gray, Abigail M. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.

Degree: 2014, University of Pennsylvania

 ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Gray, A. M. (2014). Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1294

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):

Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Thesis, University of Pennsylvania. Accessed March 01, 2021. https://repository.upenn.edu/edissertations/1294.

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

MLA Handbook (7th Edition):

Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Web. 01 Mar 2021.

Vancouver:

Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2021 Mar 01]. Available from: https://repository.upenn.edu/edissertations/1294.

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

Council of Science Editors:

Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1294

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


Purdue University

24. Sorge, Brandon H. A multilevel analysis of project lead the way implementation in Indiana.

Degree: PhD, Technology, 2014, Purdue University

  Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences… (more)

Subjects/Keywords: Policy; Education

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

APA (6th Edition):

Sorge, B. H. (2014). A multilevel analysis of project lead the way implementation in Indiana. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/368

Chicago Manual of Style (16th Edition):

Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Doctoral Dissertation, Purdue University. Accessed March 01, 2021. https://docs.lib.purdue.edu/open_access_dissertations/368.

MLA Handbook (7th Edition):

Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Web. 01 Mar 2021.

Vancouver:

Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2021 Mar 01]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/368.

Council of Science Editors:

Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Doctoral Dissertation]. Purdue University; 2014. Available from: https://docs.lib.purdue.edu/open_access_dissertations/368


University of Windsor

25. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.

Degree: M. Ed., Education, 2011, University of Windsor

 Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6th Edition):

Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/248

Chicago Manual of Style (16th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, University of Windsor. Accessed March 01, 2021. https://scholar.uwindsor.ca/etd/248.

MLA Handbook (7th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 01 Mar 2021.

Vancouver:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2021 Mar 01]. Available from: https://scholar.uwindsor.ca/etd/248.

Council of Science Editors:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/248


University of Maryland

26. Bonilla-Angel, Juan Diego. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.

Degree: Economics, 2011, University of Maryland

 Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance… (more)

Subjects/Keywords: Education policy

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APA (6th Edition):

Bonilla-Angel, J. D. (2011). CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11989

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):

Bonilla-Angel, Juan Diego. “CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.” 2011. Thesis, University of Maryland. Accessed March 01, 2021. http://hdl.handle.net/1903/11989.

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

MLA Handbook (7th Edition):

Bonilla-Angel, Juan Diego. “CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA.” 2011. Web. 01 Mar 2021.

Vancouver:

Bonilla-Angel JD. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1903/11989.

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

Council of Science Editors:

Bonilla-Angel JD. CONTRACTING OUT PUBLIC SCHOOLS AND ACADEMIC PERFORMANCE: EVIDENCE FROM COLOMBIA. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11989

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


University of Maryland

27. Bashore, Brein. The Bridge Plan for Academic Validation: A Case Study at Central High School.

Degree: Education Policy, and Leadership, 2011, University of Maryland

 Abstract Title of Document: The Bridge Plan for Academic Validation: A Case Study at Central High School Brein Bashore Doctor of Philosophy, 2011 Directed By:Dr.… (more)

Subjects/Keywords: Education policy

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

APA (6th Edition):

Bashore, B. (2011). The Bridge Plan for Academic Validation: A Case Study at Central High School. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12365

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):

Bashore, Brein. “The Bridge Plan for Academic Validation: A Case Study at Central High School.” 2011. Thesis, University of Maryland. Accessed March 01, 2021. http://hdl.handle.net/1903/12365.

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

MLA Handbook (7th Edition):

Bashore, Brein. “The Bridge Plan for Academic Validation: A Case Study at Central High School.” 2011. Web. 01 Mar 2021.

Vancouver:

Bashore B. The Bridge Plan for Academic Validation: A Case Study at Central High School. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1903/12365.

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

Council of Science Editors:

Bashore B. The Bridge Plan for Academic Validation: A Case Study at Central High School. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12365

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


Loyola University Chicago

28. Heffernan, Kevin Vincent. Legislating the Risk of Light Teachers in 1950s and 1970s America.

Degree: MA, Education, 2013, Loyola University Chicago

  The existence of gay and lesbian teachers remains for many a dangerous notion. Indeed, education and schooling are terrains in which homosexuality has historically… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Heffernan, K. V. (2013). Legislating the Risk of Light Teachers in 1950s and 1970s America. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/1458

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):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/1458.

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

MLA Handbook (7th Edition):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Web. 01 Mar 2021.

Vancouver:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/1458.

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

Council of Science Editors:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Thesis]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_theses/1458

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


Loyola University Chicago

29. Wock, Becky. Teacher Attrition: The Job Choices of Ex-Teachers.

Degree: MA, Education, 2014, Loyola University Chicago

  Teacher attrition is a phenomenon occurring in education systems throughout the world. As education policies alter and add to the demands of teachers, one… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Wock, B. (2014). Teacher Attrition: The Job Choices of Ex-Teachers. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/2636

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):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/2636.

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

MLA Handbook (7th Edition):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Web. 01 Mar 2021.

Vancouver:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/2636.

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

Council of Science Editors:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_theses/2636

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


Loyola University Chicago

30. Motley, Roman. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.

Degree: MA, Education, 2018, Loyola University Chicago

  There is an almost symbiotic relationship between the Democratic Party and labor unions. Labor unions emerged as the largest donors and staunchest organizers for… (more)

Subjects/Keywords: Education Policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Motley, R. (2018). Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3751

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):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Thesis, Loyola University Chicago. Accessed March 01, 2021. https://ecommons.luc.edu/luc_theses/3751.

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

MLA Handbook (7th Edition):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Web. 01 Mar 2021.

Vancouver:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2021 Mar 01]. Available from: https://ecommons.luc.edu/luc_theses/3751.

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

Council of Science Editors:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3751

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

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