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You searched for subject:(Educational Administration AND Supervision). Showing records 1 – 30 of 3989 total matches.

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Kennesaw State University

1. Doss, Greg A. A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices.

Degree: Educational Leadership, 2014, Kennesaw State University

  The purpose of this quantitative study was to investigate if generational differences exist among teachers’ perceptions of the leadership practices of Boomer and Gen… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Doss, G. A. (2014). A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/622

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):

Doss, Greg A. “A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices.” 2014. Thesis, Kennesaw State University. Accessed May 29, 2020. https://digitalcommons.kennesaw.edu/etd/622.

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

MLA Handbook (7th Edition):

Doss, Greg A. “A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices.” 2014. Web. 29 May 2020.

Vancouver:

Doss GA. A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2020 May 29]. Available from: https://digitalcommons.kennesaw.edu/etd/622.

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

Council of Science Editors:

Doss GA. A Generational Perspective of Teachers' Perceptions of Principals' Leadership Practices. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/622

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


University of South Carolina

2. Landis, Lynn Patrick. An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators.

Degree: PhD, Educational Leadership and Policies, 2012, University of South Carolina

  The purpose of this study was to examine the relationship between newly constructed or remodeled high schools and academic achievement and behavioral measures. School… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Landis, L. P. (2012). An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/978

Chicago Manual of Style (16th Edition):

Landis, Lynn Patrick. “An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators.” 2012. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/978.

MLA Handbook (7th Edition):

Landis, Lynn Patrick. “An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators.” 2012. Web. 29 May 2020.

Vancouver:

Landis LP. An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/978.

Council of Science Editors:

Landis LP. An Analysis of the Relationship Between Newly Constructed or Renovated Ohio High Schools and Measurable Student Data Indicators. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/978


University of South Carolina

3. Moore, Gregory Dean. Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina.

Degree: PhD, Educational Leadership and Policies, 2012, University of South Carolina

  South Carolina biology Indicator 5.6 calls for students to 'Summarize ways that scientists use data from a variety of sources to investigate and critically… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Moore, G. D. (2012). Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/989

Chicago Manual of Style (16th Edition):

Moore, Gregory Dean. “Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina.” 2012. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/989.

MLA Handbook (7th Edition):

Moore, Gregory Dean. “Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina.” 2012. Web. 29 May 2020.

Vancouver:

Moore GD. Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/989.

Council of Science Editors:

Moore GD. Inherit the Policy: A Sociocultural Approach to Understanding Evolutionary Biology Policy In South Carolina. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/989


University of South Carolina

4. Lynch, Tai Elizabeth. Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District.

Degree: PhD, Educational Leadership and Policies, 2013, University of South Carolina

Educational leaders are charged with making informed decisions regarding various aspects of schooling that affect the overall achievement of students. Numerous legislative ideas, funding… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Lynch, T. E. (2013). Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/981

Chicago Manual of Style (16th Edition):

Lynch, Tai Elizabeth. “Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District.” 2013. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/981.

MLA Handbook (7th Edition):

Lynch, Tai Elizabeth. “Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District.” 2013. Web. 29 May 2020.

Vancouver:

Lynch TE. Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/981.

Council of Science Editors:

Lynch TE. Impact of the Child Development Program on Reading Achievement of Kindergarten Through Eighth Grade Students in an Urban School District. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/981


University of South Carolina

5. Alridge, Terrance. A Case Study of Emmett Scott High School from 1965-1970.

Degree: PhD, Educational Leadership and Policies, 2009, University of South Carolina

  The purpose of this case study is to examine the roles that educators and students played in the social and academic culture of Emmet… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Alridge, T. (2009). A Case Study of Emmett Scott High School from 1965-1970. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1

Chicago Manual of Style (16th Edition):

Alridge, Terrance. “A Case Study of Emmett Scott High School from 1965-1970.” 2009. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/1.

MLA Handbook (7th Edition):

Alridge, Terrance. “A Case Study of Emmett Scott High School from 1965-1970.” 2009. Web. 29 May 2020.

Vancouver:

Alridge T. A Case Study of Emmett Scott High School from 1965-1970. [Internet] [Doctoral dissertation]. University of South Carolina; 2009. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/1.

Council of Science Editors:

Alridge T. A Case Study of Emmett Scott High School from 1965-1970. [Doctoral Dissertation]. University of South Carolina; 2009. Available from: https://scholarcommons.sc.edu/etd/1


University of South Carolina

6. Barber, Katie Wall. Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools.

Degree: PhD, Educational Leadership and Policies, 2013, University of South Carolina

  There is no question that economic deprivation has an adverse impact on student achievement. In the United States, the gaps in achievement among poor… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Barber, K. W. (2013). Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2528

Chicago Manual of Style (16th Edition):

Barber, Katie Wall. “Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools.” 2013. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/2528.

MLA Handbook (7th Edition):

Barber, Katie Wall. “Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools.” 2013. Web. 29 May 2020.

Vancouver:

Barber KW. Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/2528.

Council of Science Editors:

Barber KW. Perceptions of Elementary School Principals: Turning High Poverty Elementary Schools In South Carolina Into High-Performing Elementary Schools. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/2528


University of South Carolina

7. Suber, Cleve LaShawn. Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools.

Degree: PhD, Educational Leadership and Policies, 2009, University of South Carolina

  The purpose of this study was to determine the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Suber, C. L. (2009). Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/98

Chicago Manual of Style (16th Edition):

Suber, Cleve LaShawn. “Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools.” 2009. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/98.

MLA Handbook (7th Edition):

Suber, Cleve LaShawn. “Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools.” 2009. Web. 29 May 2020.

Vancouver:

Suber CL. Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools. [Internet] [Doctoral dissertation]. University of South Carolina; 2009. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/98.

Council of Science Editors:

Suber CL. Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools. [Doctoral Dissertation]. University of South Carolina; 2009. Available from: https://scholarcommons.sc.edu/etd/98


University of South Carolina

8. Siders, Terri Simone. A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  This study sought to determine the degree to which a body of successful supervision attributes actually exists in practice. Specifically, this investigation sought to… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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

APA (6th Edition):

Siders, T. S. (2010). A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/260

Chicago Manual of Style (16th Edition):

Siders, Terri Simone. “A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice.” 2010. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/260.

MLA Handbook (7th Edition):

Siders, Terri Simone. “A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice.” 2010. Web. 29 May 2020.

Vancouver:

Siders TS. A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/260.

Council of Science Editors:

Siders TS. A Comparative Study of Two School Districts in the Lowcountry of South Carolina: Assessing School Leaders' Perceptions of Current Practice. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/260

9. Ziegler, Erich W. The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future.

Degree: Education, Leadership and Public Service, 2017, Northen Michigan University

  The purpose of this study was to examine small rural school districts in the Upper Peninsula of Michigan, in order to better understand how… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Ziegler, E. W. (2017). The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/141

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):

Ziegler, Erich W. “The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future.” 2017. Thesis, Northen Michigan University. Accessed May 29, 2020. https://commons.nmu.edu/theses/141.

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

MLA Handbook (7th Edition):

Ziegler, Erich W. “The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future.” 2017. Web. 29 May 2020.

Vancouver:

Ziegler EW. The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future. [Internet] [Thesis]. Northen Michigan University; 2017. [cited 2020 May 29]. Available from: https://commons.nmu.edu/theses/141.

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

Council of Science Editors:

Ziegler EW. The Rural School District: To Survive and Thrive, A Look at Schools In The Upper Peninsula Of Michigan And How They Serve Their Communities Today And In The Future. [Thesis]. Northen Michigan University; 2017. Available from: https://commons.nmu.edu/theses/141

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


Loyola University Chicago

10. Cafferty, Siobhan Marie. An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008.

Degree: Doctor of Education (EdD), School of Education, 2010, Loyola University Chicago

  This historical analysis provided an opportunity to appreciate Chicago's course in the national school reform landscape. This study helped to understand the effects school… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Cafferty, S. M. (2010). An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/60

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):

Cafferty, Siobhan Marie. “An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008.” 2010. Thesis, Loyola University Chicago. Accessed May 29, 2020. https://ecommons.luc.edu/luc_diss/60.

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

MLA Handbook (7th Edition):

Cafferty, Siobhan Marie. “An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008.” 2010. Web. 29 May 2020.

Vancouver:

Cafferty SM. An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2020 May 29]. Available from: https://ecommons.luc.edu/luc_diss/60.

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

Council of Science Editors:

Cafferty SM. An Historical Analysis of the Chicago Public Schools Policy on the Requirements for the Selection of Principals, 1983-2008. [Thesis]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/60

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


Loyola University Chicago

11. Garcia, Alicia. The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina.

Degree: MA, Education, 2012, Loyola University Chicago

  The Wake County Public School System (Wake County) in Wake County, North Carolina has approached the student assignment process in different ways over the… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Garcia, A. (2012). The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/836

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):

Garcia, Alicia. “The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina.” 2012. Thesis, Loyola University Chicago. Accessed May 29, 2020. http://ecommons.luc.edu/luc_theses/836.

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

MLA Handbook (7th Edition):

Garcia, Alicia. “The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina.” 2012. Web. 29 May 2020.

Vancouver:

Garcia A. The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2020 May 29]. Available from: http://ecommons.luc.edu/luc_theses/836.

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

Council of Science Editors:

Garcia A. The Reasons Why: Student Assignment Policies and Social Mobility in Wake County, North Carolina. [Thesis]. Loyola University Chicago; 2012. Available from: http://ecommons.luc.edu/luc_theses/836

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


Loyola University Chicago

12. Buetow, Zephranie. Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France.

Degree: MA, School of Education, 2011, Loyola University Chicago

  This thesis will argue that systemic barriers hinder the implementation of international education laws designed to eliminate inequality. Discriminatory practices are frequently embedded in… (more)

Subjects/Keywords: Educational Administration and Supervision

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

APA (6th Edition):

Buetow, Z. (2011). Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/507

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):

Buetow, Zephranie. “Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France.” 2011. Thesis, Loyola University Chicago. Accessed May 29, 2020. http://ecommons.luc.edu/luc_theses/507.

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

MLA Handbook (7th Edition):

Buetow, Zephranie. “Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France.” 2011. Web. 29 May 2020.

Vancouver:

Buetow Z. Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2020 May 29]. Available from: http://ecommons.luc.edu/luc_theses/507.

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

Council of Science Editors:

Buetow Z. Systemic Barriers to the Implementation of International Education Policy: A Comparative Analysis of the United States and France. [Thesis]. Loyola University Chicago; 2011. Available from: http://ecommons.luc.edu/luc_theses/507

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. Vaughan, Jennifer Lee. Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School.

Degree: Doctor of Education (EdD), Education, 2017, College of William and Mary

 Abstract Supporting and retaining new teachers is an ever-growing challenge faced by school districts across the nation (Anhorn, 2008; Ingersoll & Strong, 2011; Lieberman, Saxl,… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Vaughan, J. L. (2017). Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192414

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):

Vaughan, Jennifer Lee. “Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School.” 2017. Thesis, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1530192414.

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

MLA Handbook (7th Edition):

Vaughan, Jennifer Lee. “Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School.” 2017. Web. 29 May 2020.

Vancouver:

Vaughan JL. Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School. [Internet] [Thesis]. College of William and Mary; 2017. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1530192414.

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

Council of Science Editors:

Vaughan JL. Novice Educator Perceptions of the Influences of A New Teacher Mentoring Program in A Hard to Staff School. [Thesis]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1530192414

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


College of William and Mary

14. Schneider, Tracey L. A State-Level Superintendent Evaluation Policy Analysis.

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

 It is the superintendent's complex role and ultimate leadership responsibility for all district outcomes that suggests superintendents hold the key to successful reform. Research in… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Schneider, T. L. (2018). A State-Level Superintendent Evaluation Policy Analysis. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153937

Chicago Manual of Style (16th Edition):

Schneider, Tracey L. “A State-Level Superintendent Evaluation Policy Analysis.” 2018. Doctoral Dissertation, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1550153937.

MLA Handbook (7th Edition):

Schneider, Tracey L. “A State-Level Superintendent Evaluation Policy Analysis.” 2018. Web. 29 May 2020.

Vancouver:

Schneider TL. A State-Level Superintendent Evaluation Policy Analysis. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1550153937.

Council of Science Editors:

Schneider TL. A State-Level Superintendent Evaluation Policy Analysis. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153937


College of William and Mary

15. Abrego-Meneses, Juvenal Enrique. A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

 The purpose of this program evaluation was to evaluate the implementation of the One-to-one Chromebook initiative in a rural school district in Virginia. The study… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Abrego-Meneses, J. E. (2018). A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153965

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):

Abrego-Meneses, Juvenal Enrique. “A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia.” 2018. Thesis, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1550153965.

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

MLA Handbook (7th Edition):

Abrego-Meneses, Juvenal Enrique. “A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia.” 2018. Web. 29 May 2020.

Vancouver:

Abrego-Meneses JE. A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1550153965.

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

Council of Science Editors:

Abrego-Meneses JE. A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153965

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. Thomas, Anna Weigel. A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools.

Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary

  The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Thomas, A. W. (2018). A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153957

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):

Thomas, Anna Weigel. “A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools.” 2018. Thesis, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1550153957.

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

MLA Handbook (7th Edition):

Thomas, Anna Weigel. “A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools.” 2018. Web. 29 May 2020.

Vancouver:

Thomas AW. A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1550153957.

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

Council of Science Editors:

Thomas AW. A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153957

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


Iowa State University

17. Adams, Sarah Ellen. International Students’ Decision to Attend a Small, Rural Community College in Iowa.

Degree: 2016, Iowa State University

 This study investigated why international students chose to enroll at small, rural community colleges in the state of Iowa. Specifically, how key factors (e.g., institutional… (more)

Subjects/Keywords: Educational Administration and Supervision

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

APA (6th Edition):

Adams, S. E. (2016). International Students’ Decision to Attend a Small, Rural Community College in Iowa. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15864

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):

Adams, Sarah Ellen. “International Students’ Decision to Attend a Small, Rural Community College in Iowa.” 2016. Thesis, Iowa State University. Accessed May 29, 2020. https://lib.dr.iastate.edu/etd/15864.

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

MLA Handbook (7th Edition):

Adams, Sarah Ellen. “International Students’ Decision to Attend a Small, Rural Community College in Iowa.” 2016. Web. 29 May 2020.

Vancouver:

Adams SE. International Students’ Decision to Attend a Small, Rural Community College in Iowa. [Internet] [Thesis]. Iowa State University; 2016. [cited 2020 May 29]. Available from: https://lib.dr.iastate.edu/etd/15864.

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

Council of Science Editors:

Adams SE. International Students’ Decision to Attend a Small, Rural Community College in Iowa. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/15864

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


University of Central Florida

18. Butler, Tara. An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.

Degree: 2017, University of Central Florida

  The purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Butler, T. (2017). An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5660

Chicago Manual of Style (16th Edition):

Butler, Tara. “An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.” 2017. Doctoral Dissertation, University of Central Florida. Accessed May 29, 2020. https://stars.library.ucf.edu/etd/5660.

MLA Handbook (7th Edition):

Butler, Tara. “An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.” 2017. Web. 29 May 2020.

Vancouver:

Butler T. An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2020 May 29]. Available from: https://stars.library.ucf.edu/etd/5660.

Council of Science Editors:

Butler T. An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/5660


University of South Carolina

19. Redman Mingo, Valarie. The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  As the body of research on the experiences of African American males in higher education continues to grow, additional research is needed on the… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Redman Mingo, V. (2010). The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/246

Chicago Manual of Style (16th Edition):

Redman Mingo, Valarie. “The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges.” 2010. Doctoral Dissertation, University of South Carolina. Accessed May 29, 2020. https://scholarcommons.sc.edu/etd/246.

MLA Handbook (7th Edition):

Redman Mingo, Valarie. “The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges.” 2010. Web. 29 May 2020.

Vancouver:

Redman Mingo V. The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2020 May 29]. Available from: https://scholarcommons.sc.edu/etd/246.

Council of Science Editors:

Redman Mingo V. The Relationships Among Student Characteristic Variables, Student Engagement Variables, and the Academic Performance of African-American Male Students at Two-Year Colleges. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/246

20. Fountain, Daniela. CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  Educators must be provided with quality conditions for effective and meaningful collaboration. This, with teachers’ collective commitment to student learning, is necessary for all… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Fountain, D. (2019). CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/414

Chicago Manual of Style (16th Edition):

Fountain, Daniela. “CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS.” 2019. Doctoral Dissertation, National-Louis University. Accessed May 29, 2020. https://digitalcommons.nl.edu/diss/414.

MLA Handbook (7th Edition):

Fountain, Daniela. “CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS.” 2019. Web. 29 May 2020.

Vancouver:

Fountain D. CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 May 29]. Available from: https://digitalcommons.nl.edu/diss/414.

Council of Science Editors:

Fountain D. CHARACTERISTICS OF COLLABORATION IN PROFESSIONAL LEARNING COMMUNITIES: A PROGRAM EVALUATION INFORMING CHANGE LEADERSHIP AND POLICY IMPLICATIONS. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/414


College of William and Mary

21. Hamlett, Nyah Donnielle. An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program.

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

 There are profound implications for students who suffer from mental illness, have unmet social emotional needs, and those who are being taught by ill-prepared teachers… (more)

Subjects/Keywords: Educational Administration and Supervision

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

APA (6th Edition):

Hamlett, N. D. (2019). An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898656

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):

Hamlett, Nyah Donnielle. “An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program.” 2019. Thesis, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1563898656.

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

MLA Handbook (7th Edition):

Hamlett, Nyah Donnielle. “An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program.” 2019. Web. 29 May 2020.

Vancouver:

Hamlett ND. An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1563898656.

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

Council of Science Editors:

Hamlett ND. An Evaluation of Teacher Perceptions of the Effectiveness of the Professional Development Provided through a School-Based Mental Health Program. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898656

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. Manns, Monica Rene. Unfolding the Logic of a 21St Century Learning Center: Program Evaluation.

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

 Abstract Community Learning Centers (CLC) provide extended learning opportunities for students and families that live in fiscally under-resourced communities. These centers provide opportunities for academic… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Manns, M. R. (2019). Unfolding the Logic of a 21St Century Learning Center: Program Evaluation. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1563898914

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):

Manns, Monica Rene. “Unfolding the Logic of a 21St Century Learning Center: Program Evaluation.” 2019. Thesis, College of William and Mary. Accessed May 29, 2020. https://scholarworks.wm.edu/etd/1563898914.

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

MLA Handbook (7th Edition):

Manns, Monica Rene. “Unfolding the Logic of a 21St Century Learning Center: Program Evaluation.” 2019. Web. 29 May 2020.

Vancouver:

Manns MR. Unfolding the Logic of a 21St Century Learning Center: Program Evaluation. [Internet] [Thesis]. College of William and Mary; 2019. [cited 2020 May 29]. Available from: https://scholarworks.wm.edu/etd/1563898914.

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

Council of Science Editors:

Manns MR. Unfolding the Logic of a 21St Century Learning Center: Program Evaluation. [Thesis]. College of William and Mary; 2019. Available from: https://scholarworks.wm.edu/etd/1563898914

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


University of Iowa

23. Chen, Wei-Lin. Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college.

Degree: PhD, Educational Policy and Leadership Studies, 2017, University of Iowa

  Community colleges are a crucial channel for achieving postsecondary education success, especially for minority and nontraditionally aged students. Nonetheless, community colleges are inadequate to… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Chen, W. (2017). Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5727

Chicago Manual of Style (16th Edition):

Chen, Wei-Lin. “Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college.” 2017. Doctoral Dissertation, University of Iowa. Accessed May 29, 2020. https://ir.uiowa.edu/etd/5727.

MLA Handbook (7th Edition):

Chen, Wei-Lin. “Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college.” 2017. Web. 29 May 2020.

Vancouver:

Chen W. Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2020 May 29]. Available from: https://ir.uiowa.edu/etd/5727.

Council of Science Editors:

Chen W. Understanding the student success gap: Building models for underrepresented racial minority and non-traditional students' college experience in community college. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5727


Iowa State University

24. Upah, Sylvester Charles. The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering.

Degree: 2016, Iowa State University

 The purpose of this study was to investigate the relationship between demographic characteristics, pre-college academic characteristics, first-term academic engagement and completion characteristics, and environmental variables… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Upah, S. C. (2016). The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15826

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):

Upah, Sylvester Charles. “The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering.” 2016. Thesis, Iowa State University. Accessed May 29, 2020. https://lib.dr.iastate.edu/etd/15826.

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

MLA Handbook (7th Edition):

Upah, Sylvester Charles. “The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering.” 2016. Web. 29 May 2020.

Vancouver:

Upah SC. The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering. [Internet] [Thesis]. Iowa State University; 2016. [cited 2020 May 29]. Available from: https://lib.dr.iastate.edu/etd/15826.

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

Council of Science Editors:

Upah SC. The impact of predictive analytics based advising on the selection and change of major among first-year, first-term students in engineering. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/15826

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


Iowa State University

25. Ramirez, Trina Jo. Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest.

Degree: 2011, Iowa State University

 Previous research studies have indicated that academic workplaces that do not acknowledge the multidimensional lives of faculty constitute an unsupportive and unwelcoming environment especially for… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Ramirez, T. J. (2011). Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12086

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):

Ramirez, Trina Jo. “Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest.” 2011. Thesis, Iowa State University. Accessed May 29, 2020. https://lib.dr.iastate.edu/etd/12086.

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

MLA Handbook (7th Edition):

Ramirez, Trina Jo. “Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest.” 2011. Web. 29 May 2020.

Vancouver:

Ramirez TJ. Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest. [Internet] [Thesis]. Iowa State University; 2011. [cited 2020 May 29]. Available from: https://lib.dr.iastate.edu/etd/12086.

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

Council of Science Editors:

Ramirez TJ. Factors that contribute to overall job satisfaction among faculty at a large public land-grant university in the Midwest. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/12086

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


University of Iowa

26. Liu, Jiajun. The role of language background on college cognitive growth: a study of non-native English speakers.

Degree: PhD, Educational Policy and Leadership Studies, 2016, University of Iowa

  This study explored the precollege and college level factors that moderate the relationship between language background and college cognitive gains for non-native English speaking… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Liu, J. (2016). The role of language background on college cognitive growth: a study of non-native English speakers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2111

Chicago Manual of Style (16th Edition):

Liu, Jiajun. “The role of language background on college cognitive growth: a study of non-native English speakers.” 2016. Doctoral Dissertation, University of Iowa. Accessed May 29, 2020. https://ir.uiowa.edu/etd/2111.

MLA Handbook (7th Edition):

Liu, Jiajun. “The role of language background on college cognitive growth: a study of non-native English speakers.” 2016. Web. 29 May 2020.

Vancouver:

Liu J. The role of language background on college cognitive growth: a study of non-native English speakers. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2020 May 29]. Available from: https://ir.uiowa.edu/etd/2111.

Council of Science Editors:

Liu J. The role of language background on college cognitive growth: a study of non-native English speakers. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/2111


University of Wisconsin – Milwaukee

27. Joynt, Matthew. Motivation of School Board Members to Support Equity and Social Justice in Public Education.

Degree: PhD, Urban Education, 2019, University of Wisconsin – Milwaukee

  This dissertation was designed to provide better access to current information on school board members’ desires to promote equity and social justice. Leaders are… (more)

Subjects/Keywords: Educational Administration and Supervision

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APA (6th Edition):

Joynt, M. (2019). Motivation of School Board Members to Support Equity and Social Justice in Public Education. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/2315

Chicago Manual of Style (16th Edition):

Joynt, Matthew. “Motivation of School Board Members to Support Equity and Social Justice in Public Education.” 2019. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed May 29, 2020. https://dc.uwm.edu/etd/2315.

MLA Handbook (7th Edition):

Joynt, Matthew. “Motivation of School Board Members to Support Equity and Social Justice in Public Education.” 2019. Web. 29 May 2020.

Vancouver:

Joynt M. Motivation of School Board Members to Support Equity and Social Justice in Public Education. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2019. [cited 2020 May 29]. Available from: https://dc.uwm.edu/etd/2315.

Council of Science Editors:

Joynt M. Motivation of School Board Members to Support Equity and Social Justice in Public Education. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2019. Available from: https://dc.uwm.edu/etd/2315


Utah State University

28. Stein, Jeffrey S. Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay.

Degree: PhD, Psychology, 2016, Utah State University

  Impulsive choice (i.e., preference for smaller, sooner over larger, later rewards) is cross-sectionally and longitudinally associated with drug dependence in humans. Similarly, impulsive choice… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Stein, J. S. (2016). Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4890

Chicago Manual of Style (16th Edition):

Stein, Jeffrey S. “Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay.” 2016. Doctoral Dissertation, Utah State University. Accessed May 29, 2020. https://digitalcommons.usu.edu/etd/4890.

MLA Handbook (7th Edition):

Stein, Jeffrey S. “Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay.” 2016. Web. 29 May 2020.

Vancouver:

Stein JS. Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay. [Internet] [Doctoral dissertation]. Utah State University; 2016. [cited 2020 May 29]. Available from: https://digitalcommons.usu.edu/etd/4890.

Council of Science Editors:

Stein JS. Impulsive Choice, Alcohol Self-administration, and Pre-exposure to Reward Delay. [Doctoral Dissertation]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/4890


Utah State University

29. Greene, Ryan L. Development of the Parental Acceptance Questionnaire (6-PAQ).

Degree: Educational Specialist (EdS), Psychology, 2013, Utah State University

  Acceptance and commitment therapy (ACT) is an empirically based psychological intervention established as effective in the treatment of a number of clinical problems. ACT… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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APA (6th Edition):

Greene, R. L. (2013). Development of the Parental Acceptance Questionnaire (6-PAQ). (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5036

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):

Greene, Ryan L. “Development of the Parental Acceptance Questionnaire (6-PAQ).” 2013. Thesis, Utah State University. Accessed May 29, 2020. https://digitalcommons.usu.edu/etd/5036.

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

MLA Handbook (7th Edition):

Greene, Ryan L. “Development of the Parental Acceptance Questionnaire (6-PAQ).” 2013. Web. 29 May 2020.

Vancouver:

Greene RL. Development of the Parental Acceptance Questionnaire (6-PAQ). [Internet] [Thesis]. Utah State University; 2013. [cited 2020 May 29]. Available from: https://digitalcommons.usu.edu/etd/5036.

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

Council of Science Editors:

Greene RL. Development of the Parental Acceptance Questionnaire (6-PAQ). [Thesis]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/5036

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


Utah State University

30. Friedel, Jonathan. An Examination of How Qualitatively Different Delayed Outcomes are Discounted.

Degree: PhD, Psychology, 2016, Utah State University

  Delay discounting is the process by which delayed outcomes lose value. Different types of delayed outcomes (e.g., food and money) lose value to different… (more)

Subjects/Keywords: Education; Educational Administration and Supervision

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

APA (6th Edition):

Friedel, J. (2016). An Examination of How Qualitatively Different Delayed Outcomes are Discounted. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4913

Chicago Manual of Style (16th Edition):

Friedel, Jonathan. “An Examination of How Qualitatively Different Delayed Outcomes are Discounted.” 2016. Doctoral Dissertation, Utah State University. Accessed May 29, 2020. https://digitalcommons.usu.edu/etd/4913.

MLA Handbook (7th Edition):

Friedel, Jonathan. “An Examination of How Qualitatively Different Delayed Outcomes are Discounted.” 2016. Web. 29 May 2020.

Vancouver:

Friedel J. An Examination of How Qualitatively Different Delayed Outcomes are Discounted. [Internet] [Doctoral dissertation]. Utah State University; 2016. [cited 2020 May 29]. Available from: https://digitalcommons.usu.edu/etd/4913.

Council of Science Editors:

Friedel J. An Examination of How Qualitatively Different Delayed Outcomes are Discounted. [Doctoral Dissertation]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/4913

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