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You searched for subject:(Educational Reform). Showing records 1 – 30 of 497 total matches.

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University of Georgia

1. Nipper, Kelli Lynn. Mathematics teacher development: making sense of professional development.

Degree: PhD, Mathematics Education, 2004, University of Georgia

 The purpose of this study was to better understand the process of mathematics teacherdevelopment. More specifically, in this study, I examined how mathematics teachers make… (more)

Subjects/Keywords: Educational reform

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APA (6th Edition):

Nipper, K. L. (2004). Mathematics teacher development: making sense of professional development. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nipper_kelli_l_200412_phd

Chicago Manual of Style (16th Edition):

Nipper, Kelli Lynn. “Mathematics teacher development: making sense of professional development.” 2004. Doctoral Dissertation, University of Georgia. Accessed July 14, 2020. http://purl.galileo.usg.edu/uga_etd/nipper_kelli_l_200412_phd.

MLA Handbook (7th Edition):

Nipper, Kelli Lynn. “Mathematics teacher development: making sense of professional development.” 2004. Web. 14 Jul 2020.

Vancouver:

Nipper KL. Mathematics teacher development: making sense of professional development. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Jul 14]. Available from: http://purl.galileo.usg.edu/uga_etd/nipper_kelli_l_200412_phd.

Council of Science Editors:

Nipper KL. Mathematics teacher development: making sense of professional development. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/nipper_kelli_l_200412_phd


Cleveland State University

2. Brown, Sharon A. The role of “ownership” in creating sustained school reform.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

 School reform policies have failed to produce sustained positive changes in education practice. Theories of school change provide structure to reform policy. Program evaluations focus… (more)

Subjects/Keywords: Education; Educational Evaluation; School reform

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APA (6th Edition):

Brown, S. A. (2010). The role of “ownership” in creating sustained school reform. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998

Chicago Manual of Style (16th Edition):

Brown, Sharon A. “The role of “ownership” in creating sustained school reform.” 2010. Doctoral Dissertation, Cleveland State University. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998.

MLA Handbook (7th Edition):

Brown, Sharon A. “The role of “ownership” in creating sustained school reform.” 2010. Web. 14 Jul 2020.

Vancouver:

Brown SA. The role of “ownership” in creating sustained school reform. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998.

Council of Science Editors:

Brown SA. The role of “ownership” in creating sustained school reform. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998


University of California – Berkeley

3. Hurwitz, Anya. Understanding Leadership within Comprehensive Early Childhood English Learner Reform.

Degree: Education, 2017, University of California – Berkeley

 This is an examination of leadership within the implementation of an early learning reform model that centralizes the needs of young English Learners. The English… (more)

Subjects/Keywords: Educational leadership; socio-political; systemic educational reform

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APA (6th Edition):

Hurwitz, A. (2017). Understanding Leadership within Comprehensive Early Childhood English Learner Reform. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9k15t276

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):

Hurwitz, Anya. “Understanding Leadership within Comprehensive Early Childhood English Learner Reform.” 2017. Thesis, University of California – Berkeley. Accessed July 14, 2020. http://www.escholarship.org/uc/item/9k15t276.

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

MLA Handbook (7th Edition):

Hurwitz, Anya. “Understanding Leadership within Comprehensive Early Childhood English Learner Reform.” 2017. Web. 14 Jul 2020.

Vancouver:

Hurwitz A. Understanding Leadership within Comprehensive Early Childhood English Learner Reform. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2020 Jul 14]. Available from: http://www.escholarship.org/uc/item/9k15t276.

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

Council of Science Editors:

Hurwitz A. Understanding Leadership within Comprehensive Early Childhood English Learner Reform. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/9k15t276

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


University of Waikato

4. Anderson, Zac Kylie Elizabeth. Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand .

Degree: 2018, University of Waikato

 The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in… (more)

Subjects/Keywords: educational leadership; critical leadership; first-time principals; educational reform; Educational reform for Māori; bicultural leadership

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APA (6th Edition):

Anderson, Z. K. E. (2018). Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11959

Chicago Manual of Style (16th Edition):

Anderson, Zac Kylie Elizabeth. “Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand .” 2018. Masters Thesis, University of Waikato. Accessed July 14, 2020. http://hdl.handle.net/10289/11959.

MLA Handbook (7th Edition):

Anderson, Zac Kylie Elizabeth. “Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand .” 2018. Web. 14 Jul 2020.

Vancouver:

Anderson ZKE. Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10289/11959.

Council of Science Editors:

Anderson ZKE. Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/11959


Penn State University

5. Zhang, Xulu. EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA.

Degree: 2018, Penn State University

 This thesis is aiming at evaluating the consequence of Chinas enrollment reform of compulsory educations admission procedure that has been enacted in 2014. In order… (more)

Subjects/Keywords: education equality; descriptive analysis; educational resources; reform

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APA (6th Edition):

Zhang, X. (2018). EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14835xbz5063

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):

Zhang, Xulu. “EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA.” 2018. Thesis, Penn State University. Accessed July 14, 2020. https://etda.libraries.psu.edu/catalog/14835xbz5063.

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

MLA Handbook (7th Edition):

Zhang, Xulu. “EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA.” 2018. Web. 14 Jul 2020.

Vancouver:

Zhang X. EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Jul 14]. Available from: https://etda.libraries.psu.edu/catalog/14835xbz5063.

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

Council of Science Editors:

Zhang X. EVALUATING THE CONSEQUENSE OF ENACTED THE SCHOOL DISTRICT REFORM IN 2014 OF CHINA. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/14835xbz5063

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


Brigham Young University

6. Withers, Marie. How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?.

Degree: MA, 2019, Brigham Young University

 Around water coolers, faculty rooms, and classroom corners, art teachers discuss their concerns about maintaining a balance between making, teaching, and studying art. Research indicates… (more)

Subjects/Keywords: artist teacher; teaching artist; educational reform

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APA (6th Edition):

Withers, M. (2019). How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8387&context=etd

Chicago Manual of Style (16th Edition):

Withers, Marie. “How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?.” 2019. Masters Thesis, Brigham Young University. Accessed July 14, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8387&context=etd.

MLA Handbook (7th Edition):

Withers, Marie. “How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?.” 2019. Web. 14 Jul 2020.

Vancouver:

Withers M. How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Jul 14]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8387&context=etd.

Council of Science Editors:

Withers M. How Does the Artist Teacher Successfully Negotiate Being Both Artist and Teacher?. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8387&context=etd


Universiteit Utrecht

7. Peeters, O.Y. Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst.

Degree: 2012, Universiteit Utrecht

An inquiry into the legacy of Jean-Jacques Rousseau's Émile, tracing two female educational reformers that created a more practical application of his reform methods. Advisors/Committee Members: Bagchi, B..

Subjects/Keywords: montessori; dalton plan; educational reform; rousseau; education

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APA (6th Edition):

Peeters, O. Y. (2012). Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/251887

Chicago Manual of Style (16th Edition):

Peeters, O Y. “Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst.” 2012. Masters Thesis, Universiteit Utrecht. Accessed July 14, 2020. http://dspace.library.uu.nl:8080/handle/1874/251887.

MLA Handbook (7th Edition):

Peeters, O Y. “Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst.” 2012. Web. 14 Jul 2020.

Vancouver:

Peeters OY. Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Jul 14]. Available from: http://dspace.library.uu.nl:8080/handle/1874/251887.

Council of Science Editors:

Peeters OY. Educating liberty; Rousseauvian influences on the progressive education systems of Maria Montessori and Helen Parkhurst. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/251887


University of Michigan

8. Lyle, Angela. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.

Degree: PhD, Educational Studies, 2019, University of Michigan

 Increasingly, educational networks are regarded as unique organizational arrangements capable of supporting large-scale instructional improvement. While a portion of the existing research on educational networks… (more)

Subjects/Keywords: school reform; educational networks; Education; Social Sciences

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APA (6th Edition):

Lyle, A. (2019). Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/151640

Chicago Manual of Style (16th Edition):

Lyle, Angela. “Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.” 2019. Doctoral Dissertation, University of Michigan. Accessed July 14, 2020. http://hdl.handle.net/2027.42/151640.

MLA Handbook (7th Edition):

Lyle, Angela. “Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.” 2019. Web. 14 Jul 2020.

Vancouver:

Lyle A. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2027.42/151640.

Council of Science Editors:

Lyle A. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/151640


Washington State University

9. [No author]. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .

Degree: 2012, Washington State University

 Heightened accountability has amplified a need for principals to transform schools into resilient organizations capable of sustaining the organizational learning essential to increasing school reliability… (more)

Subjects/Keywords: Educational leadership; Leadership; Mindfulness; Resiliency; School Reform

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APA (6th Edition):

author], [. (2012). DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4673

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):

author], [No. “DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .” 2012. Thesis, Washington State University. Accessed July 14, 2020. http://hdl.handle.net/2376/4673.

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

MLA Handbook (7th Edition):

author], [No. “DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .” 2012. Web. 14 Jul 2020.

Vancouver:

author] [. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2376/4673.

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

Council of Science Editors:

author] [. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4673

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


University of Southern California

10. Oretta, Charlene I. 21st century skills practices and programs: a case study at an elementary school.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Currently, the United States compares unfavorably with other industrialized nations on academic benchmarks. As the world becomes more interconnected, the skills and knowledge that students… (more)

Subjects/Keywords: educational leadership; school reform; Title 1 schools

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APA (6th Edition):

Oretta, C. I. (2012). 21st century skills practices and programs: a case study at an elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10

Chicago Manual of Style (16th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 14, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

MLA Handbook (7th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Web. 14 Jul 2020.

Vancouver:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

Council of Science Editors:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10


Virginia Tech

11. Torrence, Vera D. Principals' Use of Data: A National Perspective.

Degree: PhD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 The traditional role of America's principals is changing. The educational reform movement defines principals as instructional leaders responsible for creating professional learning communities in which… (more)

Subjects/Keywords: Educational Reform; Data; Educational Leadership

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APA (6th Edition):

Torrence, V. D. (2002). Principals' Use of Data: A National Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11048

Chicago Manual of Style (16th Edition):

Torrence, Vera D. “Principals' Use of Data: A National Perspective.” 2002. Doctoral Dissertation, Virginia Tech. Accessed July 14, 2020. http://hdl.handle.net/10919/11048.

MLA Handbook (7th Edition):

Torrence, Vera D. “Principals' Use of Data: A National Perspective.” 2002. Web. 14 Jul 2020.

Vancouver:

Torrence VD. Principals' Use of Data: A National Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10919/11048.

Council of Science Editors:

Torrence VD. Principals' Use of Data: A National Perspective. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/11048

12. Litchmore, Lucy Nevins. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  Throughout the history of education, there have been changes in funding, organization, governance, and curriculum. As a result of these changes, education reform and… (more)

Subjects/Keywords: Educational leadership; Equity and social justice; Urban reform; Education; Educational Leadership

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APA (6th Edition):

Litchmore, L. N. (2016). Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20

Chicago Manual of Style (16th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Doctoral Dissertation, Old Dominion University. Accessed July 14, 2020. 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

MLA Handbook (7th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Web. 14 Jul 2020.

Vancouver:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2020 Jul 14]. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

Council of Science Editors:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20


University of Arizona

13. Convertino, Christina. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .

Degree: 2011, University of Arizona

 In this educational ethnography, I focused on how parents and students enrolled in a public charter high school in Sundale City (pseudonym), Arizona made the… (more)

Subjects/Keywords: Community; Educational Equity; Educational Reform; Family; Identity; Youth

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APA (6th Edition):

Convertino, C. (2011). Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145122

Chicago Manual of Style (16th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Doctoral Dissertation, University of Arizona. Accessed July 14, 2020. http://hdl.handle.net/10150/145122.

MLA Handbook (7th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Web. 14 Jul 2020.

Vancouver:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10150/145122.

Council of Science Editors:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145122


Queensland University of Technology

14. Dao, Loan. Leading the implementation of the national curriculum: A case study in one Queensland school.

Degree: 2017, Queensland University of Technology

 The research investigated how members of the school curriculum leadership team in one P-12 independent school led the implementation of the Australian Curriculum, and the… (more)

Subjects/Keywords: educational leadership; micro-political leadership; educational reform; educational change; large-scale reform; change process; leadership strategies; challenges to educational change; enablers to educational change; barriers to educational change

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APA (6th Edition):

Dao, L. (2017). Leading the implementation of the national curriculum: A case study in one Queensland school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/103197/

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):

Dao, Loan. “Leading the implementation of the national curriculum: A case study in one Queensland school.” 2017. Thesis, Queensland University of Technology. Accessed July 14, 2020. https://eprints.qut.edu.au/103197/.

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

MLA Handbook (7th Edition):

Dao, Loan. “Leading the implementation of the national curriculum: A case study in one Queensland school.” 2017. Web. 14 Jul 2020.

Vancouver:

Dao L. Leading the implementation of the national curriculum: A case study in one Queensland school. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2020 Jul 14]. Available from: https://eprints.qut.edu.au/103197/.

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

Council of Science Editors:

Dao L. Leading the implementation of the national curriculum: A case study in one Queensland school. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/103197/

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


Loyola University Chicago

15. Thomas, Steven James. Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status.

Degree: PhD, Social Work, 2012, Loyola University Chicago

  The "No Child Left Behind" (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 has created a system, which potentially labeled 82%… (more)

Subjects/Keywords: Cultural reform; Elementary Leadership; Illinois; PLC; Professional Learning Communities; School Reform; Educational Administration and Supervision

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APA (6th Edition):

Thomas, S. J. (2012). Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/415

Chicago Manual of Style (16th Edition):

Thomas, Steven James. “Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status.” 2012. Doctoral Dissertation, Loyola University Chicago. Accessed July 14, 2020. https://ecommons.luc.edu/luc_diss/415.

MLA Handbook (7th Edition):

Thomas, Steven James. “Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status.” 2012. Web. 14 Jul 2020.

Vancouver:

Thomas SJ. Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2012. [cited 2020 Jul 14]. Available from: https://ecommons.luc.edu/luc_diss/415.

Council of Science Editors:

Thomas SJ. Professional Learning Communities in Improved Illinois Elementary Schools: The Value of Professional Learning Communities for Leaders of Illinois Elementary Schools Formerly in "no Child Left Behind" Status. [Doctoral Dissertation]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/415


UCLA

16. Allahjah, Yusuf. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.

Degree: Education, 2012, UCLA

 The technological age has led to tremendous advancements, and in the process, has presented several challenges. One of the most pervasive is the need for… (more)

Subjects/Keywords: Education; Black studies; Educational leadership; African-American males; Educational reform; High school dropouts; Hip-Hop; Rap artists; urban education reform

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

APA (6th Edition):

Allahjah, Y. (2012). You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/48s249ck

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):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Thesis, UCLA. Accessed July 14, 2020. http://www.escholarship.org/uc/item/48s249ck.

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

MLA Handbook (7th Edition):

Allahjah, Yusuf. “You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse.” 2012. Web. 14 Jul 2020.

Vancouver:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Jul 14]. Available from: http://www.escholarship.org/uc/item/48s249ck.

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

Council of Science Editors:

Allahjah Y. You Must Learn! Hip-Hop Steps Into the Educational Reform Discourse. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/48s249ck

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


Mykolas Romeris University

17. Bundonienė, Orinta. Švietimo reformų pasekmės vidurinėse mokyklose.

Degree: Master, Marketing and Administration, 2009, Mykolas Romeris University

Kokybiškas ir visuotinai prieinamas švietimas - esminė bendros visuomenės gerovės prielaida. Tuo tikslu Lietuvoje yra reformuojama švietimo sistema. Tačiau šiuo metu švietimas – viena problematiškiausių… (more)

Subjects/Keywords: Švietimo reforma; Švietimo pasekmė; Vidurinė mokykla; Educational reform; Secondary schools; Results; Results of the educational reform

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

APA (6th Edition):

Bundonienė, Orinta. (2009). Švietimo reformų pasekmės vidurinėse mokyklose. (Masters Thesis). Mykolas Romeris University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20090122_110742-82741 ;

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

Chicago Manual of Style (16th Edition):

Bundonienė, Orinta. “Švietimo reformų pasekmės vidurinėse mokyklose.” 2009. Masters Thesis, Mykolas Romeris University. Accessed July 14, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20090122_110742-82741 ;.

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

MLA Handbook (7th Edition):

Bundonienė, Orinta. “Švietimo reformų pasekmės vidurinėse mokyklose.” 2009. Web. 14 Jul 2020.

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

Vancouver:

Bundonienė, Orinta. Švietimo reformų pasekmės vidurinėse mokyklose. [Internet] [Masters thesis]. Mykolas Romeris University; 2009. [cited 2020 Jul 14]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20090122_110742-82741 ;.

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

Council of Science Editors:

Bundonienė, Orinta. Švietimo reformų pasekmės vidurinėse mokyklose. [Masters Thesis]. Mykolas Romeris University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20090122_110742-82741 ;

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

18. Tencate, Miriam E. The Relationship between Components of Effective Organizations and Teachers' Instructional Practice.

Degree: 2016, Seattle Pacific University

 This purpose of this study is to determine whether the components of effective organizations are significantly related to teachers’ instructional practice as perceived by the… (more)

Subjects/Keywords: Educational Organizations; Teachers' Instructional Practice; Reform Implementation; Reform Sustainability; Organizational Components; Involvement in Decision Making; Educational Leadership

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

APA (6th Edition):

Tencate, M. E. (2016). The Relationship between Components of Effective Organizations and Teachers' Instructional Practice. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/13

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):

Tencate, Miriam E. “The Relationship between Components of Effective Organizations and Teachers' Instructional Practice.” 2016. Thesis, Seattle Pacific University. Accessed July 14, 2020. https://digitalcommons.spu.edu/soe_etd/13.

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

MLA Handbook (7th Edition):

Tencate, Miriam E. “The Relationship between Components of Effective Organizations and Teachers' Instructional Practice.” 2016. Web. 14 Jul 2020.

Vancouver:

Tencate ME. The Relationship between Components of Effective Organizations and Teachers' Instructional Practice. [Internet] [Thesis]. Seattle Pacific University; 2016. [cited 2020 Jul 14]. Available from: https://digitalcommons.spu.edu/soe_etd/13.

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

Council of Science Editors:

Tencate ME. The Relationship between Components of Effective Organizations and Teachers' Instructional Practice. [Thesis]. Seattle Pacific University; 2016. Available from: https://digitalcommons.spu.edu/soe_etd/13

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


Western Michigan University

19. Dyson, Micole D. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.

Degree: PhD, Educational Leadership, Research and Technology, 2019, Western Michigan University

  There are increasing demands and challenges from the state and federal government for continual academic improvement for all schools. Each year, the Michigan Department… (more)

Subjects/Keywords: efficacy actions; priority school leaders; school leaders; school reform; dynamic change of school reform; Educational Leadership; Educational Technology

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

APA (6th Edition):

Dyson, M. D. (2019). The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3420

Chicago Manual of Style (16th Edition):

Dyson, Micole D. “The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.” 2019. Doctoral Dissertation, Western Michigan University. Accessed July 14, 2020. https://scholarworks.wmich.edu/dissertations/3420.

MLA Handbook (7th Edition):

Dyson, Micole D. “The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.” 2019. Web. 14 Jul 2020.

Vancouver:

Dyson MD. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. [Internet] [Doctoral dissertation]. Western Michigan University; 2019. [cited 2020 Jul 14]. Available from: https://scholarworks.wmich.edu/dissertations/3420.

Council of Science Editors:

Dyson MD. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. [Doctoral Dissertation]. Western Michigan University; 2019. Available from: https://scholarworks.wmich.edu/dissertations/3420


Temple University

20. Conway, Jason Allen. Connecting Cooperative Learning to Classroom Environment.

Degree: 2011, Temple University

Educational Administration

Ed.D.

The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is… (more)

Subjects/Keywords: Education; Educational administration; Educational leadership; Classroom Environment; Cooperative Learning; Implementation Fidelity; Instructional Reform; Student Interactionss

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

APA (6th Edition):

Conway, J. A. (2011). Connecting Cooperative Learning to Classroom Environment. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,151001

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):

Conway, Jason Allen. “Connecting Cooperative Learning to Classroom Environment.” 2011. Thesis, Temple University. Accessed July 14, 2020. http://digital.library.temple.edu/u?/p245801coll10,151001.

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

MLA Handbook (7th Edition):

Conway, Jason Allen. “Connecting Cooperative Learning to Classroom Environment.” 2011. Web. 14 Jul 2020.

Vancouver:

Conway JA. Connecting Cooperative Learning to Classroom Environment. [Internet] [Thesis]. Temple University; 2011. [cited 2020 Jul 14]. Available from: http://digital.library.temple.edu/u?/p245801coll10,151001.

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

Council of Science Editors:

Conway JA. Connecting Cooperative Learning to Classroom Environment. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,151001

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


University of Johannesburg

21. Berry, Brian William. The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice.

Degree: 2012, University of Johannesburg

M.Ed. (Educational Management)

Eighteen years after the introduction of several education reform policies, education in South Africa continues to be unequal and complicated. Departmental officials… (more)

Subjects/Keywords: Educational reform; Public schools - Administration; School management and organization; Educational law and legislation

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

APA (6th Edition):

Berry, B. W. (2012). The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8212

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):

Berry, Brian William. “The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice.” 2012. Thesis, University of Johannesburg. Accessed July 14, 2020. http://hdl.handle.net/10210/8212.

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

MLA Handbook (7th Edition):

Berry, Brian William. “The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice.” 2012. Web. 14 Jul 2020.

Vancouver:

Berry BW. The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10210/8212.

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

Council of Science Editors:

Berry BW. The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8212

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


Universidade do Rio Grande do Sul

22. Homem, Cléber Fernando. A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS.

Degree: 2015, Universidade do Rio Grande do Sul

Este estudo teve por objetivo investigar o nível de apropriação dos principais conceitos da proposta de ensino politécnico, implantado pela Secretaria Estadual de Educação do… (more)

Subjects/Keywords: Ensino médio; Polytechnic high school; Ensino Politécnico; Educational practice; Escola pública; Educational reform; Currículo

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

APA (6th Edition):

Homem, C. F. (2015). A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/129926

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):

Homem, Cléber Fernando. “A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed July 14, 2020. http://hdl.handle.net/10183/129926.

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

MLA Handbook (7th Edition):

Homem, Cléber Fernando. “A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS.” 2015. Web. 14 Jul 2020.

Vancouver:

Homem CF. A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10183/129926.

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

Council of Science Editors:

Homem CF. A reforma da educação e a dimensão da politecnia aplicada no ensino médio : estudo de caso sobre a prática docente na escola estadual CAIC Madezatti - São Leopoldo/RS. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/129926

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

23. Papastamopoulos, Xenofon. Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of the present thesis was to analyze and understand the educational policy in Greece, within the framework of the sweeping socioeconomic changes that… (more)

Subjects/Keywords: Εκπαιδευτική πολιτική; Εκπαιδευτική μεταρρύθμιση; ΠΑΣΟΚ; Αρσένης; Educational policy; Educational reform; Arsenis; PASOK

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APA (6th Edition):

Papastamopoulos, X. (2015). Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/36017

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):

Papastamopoulos, Xenofon. “Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed July 14, 2020. http://hdl.handle.net/10442/hedi/36017.

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

MLA Handbook (7th Edition):

Papastamopoulos, Xenofon. “Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000.” 2015. Web. 14 Jul 2020.

Vancouver:

Papastamopoulos X. Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10442/hedi/36017.

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

Council of Science Editors:

Papastamopoulos X. Η εκπαιδευτική πολιτική της κυβέρνησης του Κ. Σημίτη 1996 - 2000. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/36017

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


Queensland University of Technology

24. Shen, Juming. Open educational resources in China : a governmentality analysis.

Degree: 2013, Queensland University of Technology

 Using a sociological approach, this study examines China’s reform of open educational resources (OER), which has prompted significant changes to the nation’s higher education sector.… (more)

Subjects/Keywords: higher educational reform; governmentality; open educational resources; policy analysis; higher education in China

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

APA (6th Edition):

Shen, J. (2013). Open educational resources in China : a governmentality analysis. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/61407/

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):

Shen, Juming. “Open educational resources in China : a governmentality analysis.” 2013. Thesis, Queensland University of Technology. Accessed July 14, 2020. https://eprints.qut.edu.au/61407/.

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

MLA Handbook (7th Edition):

Shen, Juming. “Open educational resources in China : a governmentality analysis.” 2013. Web. 14 Jul 2020.

Vancouver:

Shen J. Open educational resources in China : a governmentality analysis. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Jul 14]. Available from: https://eprints.qut.edu.au/61407/.

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

Council of Science Editors:

Shen J. Open educational resources in China : a governmentality analysis. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/61407/

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

25. Aistrup, Shelley A. Implementation strategies for effective change: a handbook for instructional leaders.

Degree: EdD, Department of Educational Leadership, 2010, Kansas State University

 The purpose of this study was to research, develop, and validate a handbook of effective strategies that an instructional leader can implement and that are… (more)

Subjects/Keywords: Instructional leadership; Educational leadership; Educational reform; Change; Instructional practice; Student achievement; Education, Administration (0514)

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

APA (6th Edition):

Aistrup, S. A. (2010). Implementation strategies for effective change: a handbook for instructional leaders. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6690

Chicago Manual of Style (16th Edition):

Aistrup, Shelley A. “Implementation strategies for effective change: a handbook for instructional leaders.” 2010. Doctoral Dissertation, Kansas State University. Accessed July 14, 2020. http://hdl.handle.net/2097/6690.

MLA Handbook (7th Edition):

Aistrup, Shelley A. “Implementation strategies for effective change: a handbook for instructional leaders.” 2010. Web. 14 Jul 2020.

Vancouver:

Aistrup SA. Implementation strategies for effective change: a handbook for instructional leaders. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2097/6690.

Council of Science Editors:

Aistrup SA. Implementation strategies for effective change: a handbook for instructional leaders. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6690


Boston College

26. McIntyre, Lindsa C. The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity.

Degree: EdD, Educational Leadership and Higher Education, 2016, Boston College

 District leaders are under tremendous pressure to narrow disparities in achievement in an effort to close the achievement gap without tremendous guidance from policy makers,… (more)

Subjects/Keywords: Closing the Achievement Gap; Cultural Responsiveness; Diversity; Educational Leadership; Educational Reform; Equity

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APA (6th Edition):

McIntyre, L. C. (2016). The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106936

Chicago Manual of Style (16th Edition):

McIntyre, Lindsa C. “The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity.” 2016. Doctoral Dissertation, Boston College. Accessed July 14, 2020. http://dlib.bc.edu/islandora/object/bc-ir:106936.

MLA Handbook (7th Edition):

McIntyre, Lindsa C. “The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity.” 2016. Web. 14 Jul 2020.

Vancouver:

McIntyre LC. The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Jul 14]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106936.

Council of Science Editors:

McIntyre LC. The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106936


Washington State University

27. [No author]. MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS .

Degree: 2016, Washington State University

 The purposes of this study were to: a) describe the self-reported instructional practices and beliefs of principals as related to mindfulness in their leadership for… (more)

Subjects/Keywords: Educational leadership; Organization theory; Educational evaluation; Elementary; Instructional Leadership; Mindfulness; Principal; School Reform; Secondary

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

APA (6th Edition):

author], [. (2016). MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12117

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):

author], [No. “MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS .” 2016. Thesis, Washington State University. Accessed July 14, 2020. http://hdl.handle.net/2376/12117.

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

MLA Handbook (7th Edition):

author], [No. “MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS .” 2016. Web. 14 Jul 2020.

Vancouver:

author] [. MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS . [Internet] [Thesis]. Washington State University; 2016. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/2376/12117.

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

Council of Science Editors:

author] [. MINDFUL INSTRUCTIONAL LEADERSHIP: A STUDY TO DESCRIBE AND COMPARE BELIEFS AND PRACTICES OF ELEMENTARY AND SECONDARY PRINCIPALS . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12117

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


Linnaeus University

28. Stec, Katarzyna. Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study.

Degree: Psychology, 2020, Linnaeus University

  The paper examines teachers’ emotions and sense-making of an educational reform with ICTat focus. It takes on a cognitive lense, giving insight into teachers… (more)

Subjects/Keywords: educational reform; teachers’ emotions; change appraisal; Swedish preschool; Psychology; Psykologi; Educational Sciences; Utbildningsvetenskap

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

APA (6th Edition):

Stec, K. (2020). Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91837

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):

Stec, Katarzyna. “Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study.” 2020. Thesis, Linnaeus University. Accessed July 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91837.

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

MLA Handbook (7th Edition):

Stec, Katarzyna. “Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study.” 2020. Web. 14 Jul 2020.

Vancouver:

Stec K. Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study. [Internet] [Thesis]. Linnaeus University; 2020. [cited 2020 Jul 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91837.

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

Council of Science Editors:

Stec K. Preschool teachers’ identity, emotions and appraisal of curriculum reform in Sweden : An exploratory case study. [Thesis]. Linnaeus University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91837

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


University of Victoria

29. Collyer, Vivian. How educators collectively made sense of instructional leadership during situated professional development.

Degree: Department of Curriculum and Instruction, 2017, University of Victoria

 Public education is in the ongoing process of developing student-focused and personalized learning approaches. This transformation effort requires school staffs to shift cultures toward collaboration… (more)

Subjects/Keywords: professional development; educational leadership; instructional leadership; discourse analysis; sociocultural study; educational reform

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

APA (6th Edition):

Collyer, V. (2017). How educators collectively made sense of instructional leadership during situated professional development. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8373

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):

Collyer, Vivian. “How educators collectively made sense of instructional leadership during situated professional development.” 2017. Thesis, University of Victoria. Accessed July 14, 2020. https://dspace.library.uvic.ca//handle/1828/8373.

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

MLA Handbook (7th Edition):

Collyer, Vivian. “How educators collectively made sense of instructional leadership during situated professional development.” 2017. Web. 14 Jul 2020.

Vancouver:

Collyer V. How educators collectively made sense of instructional leadership during situated professional development. [Internet] [Thesis]. University of Victoria; 2017. [cited 2020 Jul 14]. Available from: https://dspace.library.uvic.ca//handle/1828/8373.

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

Council of Science Editors:

Collyer V. How educators collectively made sense of instructional leadership during situated professional development. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8373

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


University of KwaZulu-Natal

30. Stilwell, Christine. Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning.

Degree: 2010, University of KwaZulu-Natal

 This article reviews efforts made by higher education institutions in Nigeria and Tanzania in transforming student learning through information literacy (IL). It examines the need… (more)

Subjects/Keywords: Information literacy; higher education; Nigeria; Tanzania; educational reform

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

APA (6th Edition):

Stilwell, C. (2010). Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/10556

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):

Stilwell, Christine. “Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning.” 2010. Thesis, University of KwaZulu-Natal. Accessed July 14, 2020. http://hdl.handle.net/10413/10556.

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

MLA Handbook (7th Edition):

Stilwell, Christine. “Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning.” 2010. Web. 14 Jul 2020.

Vancouver:

Stilwell C. Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10413/10556.

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

Council of Science Editors:

Stilwell C. Information literacy for higher education institutions in Nigeria and Tanzania: efforts and prospects for educational reform in teaching and learning. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/10556

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

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