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You searched for subject:(Educational Relationships). Showing records 1 – 30 of 391 total matches.

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University of Oklahoma

1. De Los Angeles, Ingrid Maria. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.

Degree: PhD, 2013, University of Oklahoma

 Teacher leadership has gained some recognition in the context of school improvement and usually pertains to more or less administrative activities. Little inquiry concentrates on… (more)

Subjects/Keywords: Teacher-student relationships; Educational leadership

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APA (6th Edition):

De Los Angeles, I. M. (2013). Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319032

Chicago Manual of Style (16th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed August 19, 2019. http://hdl.handle.net/11244/319032.

MLA Handbook (7th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Web. 19 Aug 2019.

Vancouver:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/319032.

Council of Science Editors:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319032


Stellenbosch University

2. Bishop, Sunette. The experiences of siblings of children with autism.

Degree: MEdPsych, Educational Psychology, 2012, Stellenbosch University

ENGLISH ABSTRACT: Autism or Autism Spectrum Disorder (ASD) is a condition that presently affects approximately 1 out of every 110 children globally and indications are… (more)

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; Autistic children  – Family relationships; Educational Psychology

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APA (6th Edition):

Bishop, S. (2012). The experiences of siblings of children with autism. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/19952

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):

Bishop, Sunette. “The experiences of siblings of children with autism.” 2012. Thesis, Stellenbosch University. Accessed August 19, 2019. http://hdl.handle.net/10019.1/19952.

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

MLA Handbook (7th Edition):

Bishop, Sunette. “The experiences of siblings of children with autism.” 2012. Web. 19 Aug 2019.

Vancouver:

Bishop S. The experiences of siblings of children with autism. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10019.1/19952.

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

Council of Science Editors:

Bishop S. The experiences of siblings of children with autism. [Thesis]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/19952

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


Kennesaw State University

3. Winkler, Daphne M. A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences.

Degree: Doctor of Education in Educational Leadership for Learning Dissertations, Educational Leadership, 2016, Kennesaw State University

  Abstract A NEW APPROACH TO PARENTAL INVOLVEMENT: THE ROLE OF THE VIRTUAL PARENT-TEACHER CONFERENCE by Daphne M. Winkler Kennesaw State University, 2016 The purpose… (more)

Subjects/Keywords: parental involvement; conferences; relationships; virtual; Educational Leadership

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APA (6th Edition):

Winkler, D. M. (2016). A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/educleaddoc_etd/3

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):

Winkler, Daphne M. “A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences.” 2016. Thesis, Kennesaw State University. Accessed August 19, 2019. https://digitalcommons.kennesaw.edu/educleaddoc_etd/3.

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

MLA Handbook (7th Edition):

Winkler, Daphne M. “A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences.” 2016. Web. 19 Aug 2019.

Vancouver:

Winkler DM. A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Aug 19]. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/3.

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

Council of Science Editors:

Winkler DM. A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/educleaddoc_etd/3

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


University of Canterbury

4. Sutton, Gareth. Extracurricular engagement and the effects on teacher-student educational relationship.

Degree: 2015, University of Canterbury

 The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there… (more)

Subjects/Keywords: Teacher; Educational Relationships; Teacher-Student Relationship; Engagement.

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APA (6th Edition):

Sutton, G. (2015). Extracurricular engagement and the effects on teacher-student educational relationship. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11452

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):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed August 19, 2019. http://hdl.handle.net/10092/11452.

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

MLA Handbook (7th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Web. 19 Aug 2019.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10092/11452.

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

Council of Science Editors:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11452

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


Loyola University Chicago

5. Haas, Sara. Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  The University of Chicago Consortium on Chicago School Research (CCSR) has determined that if a high school student completes freshman year with the necessary… (more)

Subjects/Keywords: Leadership; Mentors; Relationships; Self-Study; Educational Leadership

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APA (6th Edition):

Haas, S. (2017). Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2807

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):

Haas, Sara. “Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement.” 2017. Thesis, Loyola University Chicago. Accessed August 19, 2019. https://ecommons.luc.edu/luc_diss/2807.

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

MLA Handbook (7th Edition):

Haas, Sara. “Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement.” 2017. Web. 19 Aug 2019.

Vancouver:

Haas S. Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2019 Aug 19]. Available from: https://ecommons.luc.edu/luc_diss/2807.

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

Council of Science Editors:

Haas S. Making Use of Teacher Mentors: Understanding the Impact of Teacher-Student Relationships on Student Academic Achievement. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2807

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


University of California – San Diego

6. Steitz, Julie Beth. Restoring relationships: Exploring an alternative approach to traditional discipline practices.

Degree: Educational Leadership (Joint Doctoral with CSUSM), 2019, University of California – San Diego

 Large studies of the 13 southern United States and California reveal an issue of equity and project far-reaching social consequences. Disciplinary disproportionality has affected the… (more)

Subjects/Keywords: Educational leadership; relationships; restorative practices; school discipline

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APA (6th Edition):

Steitz, J. B. (2019). Restoring relationships: Exploring an alternative approach to traditional discipline practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4bn092j7

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):

Steitz, Julie Beth. “Restoring relationships: Exploring an alternative approach to traditional discipline practices.” 2019. Thesis, University of California – San Diego. Accessed August 19, 2019. http://www.escholarship.org/uc/item/4bn092j7.

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

MLA Handbook (7th Edition):

Steitz, Julie Beth. “Restoring relationships: Exploring an alternative approach to traditional discipline practices.” 2019. Web. 19 Aug 2019.

Vancouver:

Steitz JB. Restoring relationships: Exploring an alternative approach to traditional discipline practices. [Internet] [Thesis]. University of California – San Diego; 2019. [cited 2019 Aug 19]. Available from: http://www.escholarship.org/uc/item/4bn092j7.

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

Council of Science Editors:

Steitz JB. Restoring relationships: Exploring an alternative approach to traditional discipline practices. [Thesis]. University of California – San Diego; 2019. Available from: http://www.escholarship.org/uc/item/4bn092j7

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


University of Kentucky

7. Clark, Ryan P. Fostering Organizational Learning: Superintendent and Principal Relationships.

Degree: 2014, University of Kentucky

 Schools have a responsibility to prepare students for the 21st century because the global economy demands a workforce that can adapt to a constantly changing… (more)

Subjects/Keywords: organizational learning; superintendent; principal; relationships; Educational Leadership

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APA (6th Edition):

Clark, R. P. (2014). Fostering Organizational Learning: Superintendent and Principal Relationships. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edl_etds/9

Chicago Manual of Style (16th Edition):

Clark, Ryan P. “Fostering Organizational Learning: Superintendent and Principal Relationships.” 2014. Doctoral Dissertation, University of Kentucky. Accessed August 19, 2019. https://uknowledge.uky.edu/edl_etds/9.

MLA Handbook (7th Edition):

Clark, Ryan P. “Fostering Organizational Learning: Superintendent and Principal Relationships.” 2014. Web. 19 Aug 2019.

Vancouver:

Clark RP. Fostering Organizational Learning: Superintendent and Principal Relationships. [Internet] [Doctoral dissertation]. University of Kentucky; 2014. [cited 2019 Aug 19]. Available from: https://uknowledge.uky.edu/edl_etds/9.

Council of Science Editors:

Clark RP. Fostering Organizational Learning: Superintendent and Principal Relationships. [Doctoral Dissertation]. University of Kentucky; 2014. Available from: https://uknowledge.uky.edu/edl_etds/9


East Tennessee State University

8. Watson, Tammy. Parent, Teacher, and Administrator Perceptions of School Community Relationships.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators.… (more)

Subjects/Keywords: preschool; school community relationships; communication; school climate; parent involvement; parent-teacher relationships; student-teacher relationships; student-principal relationships; parent-principal relationships; teacher-principal relationships; school culture; Educational Leadership

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

APA (6th Edition):

Watson, T. (2019). Parent, Teacher, and Administrator Perceptions of School Community Relationships. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3615

Chicago Manual of Style (16th Edition):

Watson, Tammy. “Parent, Teacher, and Administrator Perceptions of School Community Relationships.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed August 19, 2019. https://dc.etsu.edu/etd/3615.

MLA Handbook (7th Edition):

Watson, Tammy. “Parent, Teacher, and Administrator Perceptions of School Community Relationships.” 2019. Web. 19 Aug 2019.

Vancouver:

Watson T. Parent, Teacher, and Administrator Perceptions of School Community Relationships. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2019 Aug 19]. Available from: https://dc.etsu.edu/etd/3615.

Council of Science Editors:

Watson T. Parent, Teacher, and Administrator Perceptions of School Community Relationships. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3615


Miami University

9. Hawkins, Valerie Stringer. “THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”.

Degree: PhD, Educational Leadership, 2011, Miami University

 This study will examine the role of “connectedness” in the decision process of the “double dropout” to leave school a second time, after being enrolled… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Leadership; high school; dropouts; relationships; teachers

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APA (6th Edition):

Hawkins, V. S. (2011). “THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1312324786

Chicago Manual of Style (16th Edition):

Hawkins, Valerie Stringer. ““THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”.” 2011. Doctoral Dissertation, Miami University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312324786.

MLA Handbook (7th Edition):

Hawkins, Valerie Stringer. ““THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”.” 2011. Web. 19 Aug 2019.

Vancouver:

Hawkins VS. “THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”. [Internet] [Doctoral dissertation]. Miami University; 2011. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1312324786.

Council of Science Editors:

Hawkins VS. “THE DOUBLE DROPOUT: THE ROLE CONNECTEDNESS PLAYS IN THE COMPLETION OF THE HIGH SCHOOL DIPLOMA AFTER DROPPING OUT”. [Doctoral Dissertation]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1312324786

10. Jackson, Lamont Alexander. Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents.

Degree: PhD, Leadership Studies, 2016, University of San Diego

  The position of public school superintendent has experienced both a redefinition and a rebirth in its criticality. With increased accountability due to the shifting… (more)

Subjects/Keywords: Relationships; School Board Members; Superintendents; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Jackson, L. A. (2016). Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/47

Chicago Manual of Style (16th Edition):

Jackson, Lamont Alexander. “Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents.” 2016. Doctoral Dissertation, University of San Diego. Accessed August 19, 2019. https://digital.sandiego.edu/dissertations/47.

MLA Handbook (7th Edition):

Jackson, Lamont Alexander. “Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents.” 2016. Web. 19 Aug 2019.

Vancouver:

Jackson LA. Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents. [Internet] [Doctoral dissertation]. University of San Diego; 2016. [cited 2019 Aug 19]. Available from: https://digital.sandiego.edu/dissertations/47.

Council of Science Editors:

Jackson LA. Building and Maintaining Relationships Between Superintendents and School Board Members: The Approach of Two Public School Superintendents. [Doctoral Dissertation]. University of San Diego; 2016. Available from: https://digital.sandiego.edu/dissertations/47


Wayne State University

11. Tolinski, Courtney Brooke. Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships.

Degree: PhD, Educational Psychology, 2015, Wayne State University

  The purpose of this study was to explore academic engagement and academic achievement among elementary-aged students and examine the role of students' relationships with… (more)

Subjects/Keywords: Academic Achievement; Academic Engagement; Parent-Child Relationships; Teacher-Student Relationships; Educational Psychology

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APA (6th Edition):

Tolinski, C. B. (2015). Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1170

Chicago Manual of Style (16th Edition):

Tolinski, Courtney Brooke. “Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships.” 2015. Doctoral Dissertation, Wayne State University. Accessed August 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1170.

MLA Handbook (7th Edition):

Tolinski, Courtney Brooke. “Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships.” 2015. Web. 19 Aug 2019.

Vancouver:

Tolinski CB. Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships. [Internet] [Doctoral dissertation]. Wayne State University; 2015. [cited 2019 Aug 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1170.

Council of Science Editors:

Tolinski CB. Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships. [Doctoral Dissertation]. Wayne State University; 2015. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1170


Temple University

12. Nell, Karen. Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators.

Degree: 2012, Temple University

Educational Administration

Ed.D.

This case study examines secondary school leaders' perceptions of their ability to build positive relationships with the adolescents in their care as… (more)

Subjects/Keywords: Educational leadership; Educational administration; Secondary education; accountability; ethical; gender; principals; relationships; transformational

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APA (6th Edition):

Nell, K. (2012). Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,177194

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):

Nell, Karen. “Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators.” 2012. Thesis, Temple University. Accessed August 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,177194.

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

MLA Handbook (7th Edition):

Nell, Karen. “Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators.” 2012. Web. 19 Aug 2019.

Vancouver:

Nell K. Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Aug 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,177194.

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

Council of Science Editors:

Nell K. Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,177194

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


University of Kansas

13. Wilson, Edward. FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS.

Degree: PhD, Educational Leadership and Policy Studies, 2013, University of Kansas

 School-based mentoring has emerged as a means of improving academic outcomes for many disadvantaged youth. Particularly, school-based eMentoring has been utilized to eliminate barriers of… (more)

Subjects/Keywords: Educational leadership; Educational technology; Communication; Ementoring; Inner city; Mentoring; Relationships; Urban education

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APA (6th Edition):

Wilson, E. (2013). FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15058

Chicago Manual of Style (16th Edition):

Wilson, Edward. “FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS.” 2013. Doctoral Dissertation, University of Kansas. Accessed August 19, 2019. http://hdl.handle.net/1808/15058.

MLA Handbook (7th Edition):

Wilson, Edward. “FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS.” 2013. Web. 19 Aug 2019.

Vancouver:

Wilson E. FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1808/15058.

Council of Science Editors:

Wilson E. FACTORS THAT INFLUENCE COMMUNICATION IN E-MENTORING WITH URBAN ALTERNATIVE HIGH SCHOOL STUDENTS. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15058


North-West University

14. Kruger, Johanna Aletta. The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger .

Degree: 2008, North-West University

 The aim of the study was to establish how and compile educational relationship-focussed reading support strategies for educators to support learners who experience barriers to… (more)

Subjects/Keywords: Literacy; Reading; Barriers to reading; Educational support; Reading support; Educational relationships; Support strategies

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APA (6th Edition):

Kruger, J. A. (2008). The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2880

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):

Kruger, Johanna Aletta. “The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger .” 2008. Thesis, North-West University. Accessed August 19, 2019. http://hdl.handle.net/10394/2880.

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

MLA Handbook (7th Edition):

Kruger, Johanna Aletta. “The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger .” 2008. Web. 19 Aug 2019.

Vancouver:

Kruger JA. The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10394/2880.

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

Council of Science Editors:

Kruger JA. The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2880

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


University of North Carolina – Greensboro

15. Woods, Jessalyn. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.

Degree: 2016, University of North Carolina – Greensboro

 Historically, roles associated with instructional leadership in schools have been the sole responsibility of the school’s principal. Increased accountability has intensified the pressure on school… (more)

Subjects/Keywords: Teacher participation in administration; Educational leadership; Teacher-principal relationships; School improvement programs; Educational change

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

APA (6th Edition):

Woods, J. (2016). More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394

Chicago Manual of Style (16th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed August 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

MLA Handbook (7th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Web. 19 Aug 2019.

Vancouver:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Aug 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

Council of Science Editors:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394


The Ohio State University

16. Newberry, Melissa Ann. Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices.

Degree: PhD, ED Policy and Leadership, 2008, The Ohio State University

  Research on student-teacher relationships over the last several decades has focused on the impact that such relationships have for the student. From such research… (more)

Subjects/Keywords: Education; Educational Psychology; Personal Relationships; Teacher Education; Student- teacher relationships; productive reflection; emotional labor; emotional work; teacher- student relationships; classroom relationships; differential behavior; ethical care

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APA (6th Edition):

Newberry, M. A. (2008). Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1228064811

Chicago Manual of Style (16th Edition):

Newberry, Melissa Ann. “Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices.” 2008. Doctoral Dissertation, The Ohio State University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228064811.

MLA Handbook (7th Edition):

Newberry, Melissa Ann. “Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices.” 2008. Web. 19 Aug 2019.

Vancouver:

Newberry MA. Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1228064811.

Council of Science Editors:

Newberry MA. Examining Conceptual Understandings in the Building and Maintaining of Student- Teacher Relationships by way of Productive Reflection Practices. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1228064811


University of KwaZulu-Natal

17. [No author]. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia.

Degree: Education, 2011, University of KwaZulu-Natal

 Since independence in Namibia in 1990, schools have been required to transform themselves from hierarchical organisations with autocratic leadership to more democratic forms of leadership… (more)

Subjects/Keywords: Teachers – Professional relationships.; Teachers participation in administration.; Educational leadership – Namibia.; Education.

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

APA (6th Edition):

author], [. (2011). The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/7455

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. “The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. ” 2011. Thesis, University of KwaZulu-Natal. Accessed August 19, 2019. http://hdl.handle.net/10413/7455.

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. “The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. ” 2011. Web. 19 Aug 2019.

Vancouver:

author] [. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. [Internet] [Thesis]. University of KwaZulu-Natal; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10413/7455.

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

Council of Science Editors:

author] [. The enactment of teacher leadership : a case study in the Eenhana School circuit, Namibia. [Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/7455

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


California State University – Sacramento

18. Timpson, Christopher J. The charter school  – charter authorizer relationship.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 Faced with a failing educational system, reformers began to look for new ways to increase student success. One reform, charter schools, is based on increased… (more)

Subjects/Keywords: Educational reform; Charter relationships; Charter schools; Charter authorizers

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

APA (6th Edition):

Timpson, C. J. (2010). The charter school  – charter authorizer relationship. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/684

Chicago Manual of Style (16th Edition):

Timpson, Christopher J. “The charter school  – charter authorizer relationship.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 19, 2019. http://hdl.handle.net/10211.9/684.

MLA Handbook (7th Edition):

Timpson, Christopher J. “The charter school  – charter authorizer relationship.” 2010. Web. 19 Aug 2019.

Vancouver:

Timpson CJ. The charter school  – charter authorizer relationship. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10211.9/684.

Council of Science Editors:

Timpson CJ. The charter school  – charter authorizer relationship. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/684


University of California – Berkeley

19. Allen, Daniel Glen. Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools.

Degree: Educational Leadership, 2017, University of California – Berkeley

 Overall, the evidence consistently paints a bleak picture of the socializing experiences new teachers typically face when entering into urban schools, resulting in higher levels… (more)

Subjects/Keywords: Educational leadership; Induction; Instruction; Relationships; Site-based; Socialization

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APA (6th Edition):

Allen, D. G. (2017). Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7nm1w7t8

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):

Allen, Daniel Glen. “Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools.” 2017. Thesis, University of California – Berkeley. Accessed August 19, 2019. http://www.escholarship.org/uc/item/7nm1w7t8.

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

MLA Handbook (7th Edition):

Allen, Daniel Glen. “Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools.” 2017. Web. 19 Aug 2019.

Vancouver:

Allen DG. Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Aug 19]. Available from: http://www.escholarship.org/uc/item/7nm1w7t8.

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

Council of Science Editors:

Allen DG. Socialization Circles – Using Site-Based Teacher Leaders to Provide Meaningful Socialization Support to New Staff in Urban Schools. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/7nm1w7t8

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


California State University – San Bernardino

20. James, Joan. Creative behavior and teacher-peer relationship.

Degree: MAin Education, Education, 1974, California State University – San Bernardino

Subjects/Keywords: Teacher-student relationships; Educational Methods

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APA (6th Edition):

James, J. (1974). Creative behavior and teacher-peer relationship. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/18

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

Chicago Manual of Style (16th Edition):

James, Joan. “Creative behavior and teacher-peer relationship.” 1974. Thesis, California State University – San Bernardino. Accessed August 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/18.

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

MLA Handbook (7th Edition):

James, Joan. “Creative behavior and teacher-peer relationship.” 1974. Web. 19 Aug 2019.

Vancouver:

James J. Creative behavior and teacher-peer relationship. [Internet] [Thesis]. California State University – San Bernardino; 1974. [cited 2019 Aug 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/18.

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

Council of Science Editors:

James J. Creative behavior and teacher-peer relationship. [Thesis]. California State University – San Bernardino; 1974. Available from: http://scholarworks.lib.csusb.edu/etd-project/18

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


UCLA

21. King, Sará. A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being.

Degree: Education, 2017, UCLA

 This dissertation is a case study of nine urban low-SES students of color who participated in a biopsychosocial classroom-based intervention called For Youth (FY). The… (more)

Subjects/Keywords: Educational philosophy; intervention; meditation; mindfulness; relationships; resilience; yoga

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APA (6th Edition):

King, S. (2017). A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/57v9q3m8

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):

King, Sará. “A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being.” 2017. Thesis, UCLA. Accessed August 19, 2019. http://www.escholarship.org/uc/item/57v9q3m8.

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

MLA Handbook (7th Edition):

King, Sará. “A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being.” 2017. Web. 19 Aug 2019.

Vancouver:

King S. A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Aug 19]. Available from: http://www.escholarship.org/uc/item/57v9q3m8.

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

Council of Science Editors:

King S. A Case Study of a Yoga and Meditation Intervention in an Urban School: A Complex Web of Relationships and Resilience in the Search for Student Well-Being. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/57v9q3m8

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


University of Houston

22. Vick, Lonnie C. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Research by Fields (2002) concerning professional development and new administrators found that the role of assistant principal is one of the least researched and discussed… (more)

Subjects/Keywords: Assitant Principal and Leadership; Educational leadership – Texas; Teacher-principal relationships – Texas

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APA (6th Edition):

Vick, L. C. (2011). Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/280

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):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Thesis, University of Houston. Accessed August 19, 2019. http://hdl.handle.net/10657/280.

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

MLA Handbook (7th Edition):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Web. 19 Aug 2019.

Vancouver:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10657/280.

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

Council of Science Editors:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/280

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

23. McNeil, Christine Marie. An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement.

Degree: MA, Sociology, 2016, Massey University

 Current education policy in Aotearoa New Zealand signals that parents of students who are ‘at risk’ of educational underachievement should be drawn into the educational(more)

Subjects/Keywords: Parent-teacher relationships; Home and school; Underachievement; Educational sociology; New Zealand

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

McNeil, C. M. (2016). An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11432

Chicago Manual of Style (16th Edition):

McNeil, Christine Marie. “An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement.” 2016. Masters Thesis, Massey University. Accessed August 19, 2019. http://hdl.handle.net/10179/11432.

MLA Handbook (7th Edition):

McNeil, Christine Marie. “An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement.” 2016. Web. 19 Aug 2019.

Vancouver:

McNeil CM. An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10179/11432.

Council of Science Editors:

McNeil CM. An exploration of teacher engagement practices with families of primary aged students categorised as at risk of educational underachievement. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/11432


Drexel University

24. Winters, Frances Lampson. Faculty communication in the undergraduate college classroom: a student perspective.

Degree: 2014, Drexel University

There has been much research recognizing the importance of communication between students and faculty in the classroom environment.A positive climate and sense of belonging influence… (more)

Subjects/Keywords: Education; Teacher-student relationships; Classroom – Communication; Educational leadership and management

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APA (6th Edition):

Winters, F. L. (2014). Faculty communication in the undergraduate college classroom: a student perspective. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6058

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):

Winters, Frances Lampson. “Faculty communication in the undergraduate college classroom: a student perspective.” 2014. Thesis, Drexel University. Accessed August 19, 2019. http://hdl.handle.net/1860/idea:6058.

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

MLA Handbook (7th Edition):

Winters, Frances Lampson. “Faculty communication in the undergraduate college classroom: a student perspective.” 2014. Web. 19 Aug 2019.

Vancouver:

Winters FL. Faculty communication in the undergraduate college classroom: a student perspective. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1860/idea:6058.

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

Council of Science Editors:

Winters FL. Faculty communication in the undergraduate college classroom: a student perspective. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6058

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


Drexel University

25. Johnson, Homer H., Jr. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.

Degree: 2016, Drexel University

This study explored the phenomenon of educational leaders cultivating trust-based relationships in both urban and suburban 9th through 12th grade public schools. Student success has… (more)

Subjects/Keywords: Education; Interaction analysis in education; Educational leadership; Teacher-student relationships

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APA (6th Edition):

Johnson, Homer H., J. (2016). Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6718

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

Chicago Manual of Style (16th Edition):

Johnson, Homer H., Jr. “Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.” 2016. Thesis, Drexel University. Accessed August 19, 2019. http://hdl.handle.net/1860/idea:6718.

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

MLA Handbook (7th Edition):

Johnson, Homer H., Jr. “Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.” 2016. Web. 19 Aug 2019.

Vancouver:

Johnson, Homer H. J. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1860/idea:6718.

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

Council of Science Editors:

Johnson, Homer H. J. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6718

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


North-West University

26. [No author]. Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi .

Degree: 2010, North-West University

 In many instances, learners perceive Mathematics as "difficult" and either avoid the subject or drop it as soon as they are allowed to (Van Rooyen… (more)

Subjects/Keywords: Educational psychology; Teacher-student relationships; Student-centered learning

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APA (6th Edition):

author], [. (2010). Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15750

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. “Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi .” 2010. Thesis, North-West University. Accessed August 19, 2019. http://hdl.handle.net/10394/15750.

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. “Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi .” 2010. Web. 19 Aug 2019.

Vancouver:

author] [. Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi . [Internet] [Thesis]. North-West University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10394/15750.

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

Council of Science Editors:

author] [. Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/15750

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


University of Waikato

27. Hargreaves, Patrick John. Personalising Learning: Principals' Perspectives .

Degree: 2010, University of Waikato

 This research project explores the perspectives of four New Zealand secondary school principals in regard to the concept of personalised learning. Using semi-structured interviews, their… (more)

Subjects/Keywords: personalising learning; transformational leadership; secondary school; partnerships; relationships; educational leadership; education

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APA (6th Edition):

Hargreaves, P. J. (2010). Personalising Learning: Principals' Perspectives . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4296

Chicago Manual of Style (16th Edition):

Hargreaves, Patrick John. “Personalising Learning: Principals' Perspectives .” 2010. Masters Thesis, University of Waikato. Accessed August 19, 2019. http://hdl.handle.net/10289/4296.

MLA Handbook (7th Edition):

Hargreaves, Patrick John. “Personalising Learning: Principals' Perspectives .” 2010. Web. 19 Aug 2019.

Vancouver:

Hargreaves PJ. Personalising Learning: Principals' Perspectives . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10289/4296.

Council of Science Editors:

Hargreaves PJ. Personalising Learning: Principals' Perspectives . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4296


Kent State University

28. DeLuca, Haylee. The Developmental Competence of Young Adult Adoptees.

Degree: PhD, College of Arts and Sciences / Department of Psychology, 2018, Kent State University

 To date, few studies have examined the outcomes of adoptees in young adulthood, including educational attainment, employment and income, and marital status and quality. Moreover,… (more)

Subjects/Keywords: Psychobiology; Adoptees, young adulthood, educational attainment, employment, romantic relationships

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APA (6th Edition):

DeLuca, H. (2018). The Developmental Competence of Young Adult Adoptees. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent153132579637419

Chicago Manual of Style (16th Edition):

DeLuca, Haylee. “The Developmental Competence of Young Adult Adoptees.” 2018. Doctoral Dissertation, Kent State University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent153132579637419.

MLA Handbook (7th Edition):

DeLuca, Haylee. “The Developmental Competence of Young Adult Adoptees.” 2018. Web. 19 Aug 2019.

Vancouver:

DeLuca H. The Developmental Competence of Young Adult Adoptees. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent153132579637419.

Council of Science Editors:

DeLuca H. The Developmental Competence of Young Adult Adoptees. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent153132579637419


Columbia University

29. Newbery, Mary Joyce. The Teacher/Student Mismatch as a Site for Diffracting Subjectivity.

Degree: 2018, Columbia University

 Currently, in the United States, there is an urgency to address the perceived failure of contemporary public schools to educate diverse populations. This sense of… (more)

Subjects/Keywords: Women's studies; Educational equalization; Public schools; Teacher-student relationships

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APA (6th Edition):

Newbery, M. J. (2018). The Teacher/Student Mismatch as a Site for Diffracting Subjectivity. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D81G1ZSF

Chicago Manual of Style (16th Edition):

Newbery, Mary Joyce. “The Teacher/Student Mismatch as a Site for Diffracting Subjectivity.” 2018. Doctoral Dissertation, Columbia University. Accessed August 19, 2019. https://doi.org/10.7916/D81G1ZSF.

MLA Handbook (7th Edition):

Newbery, Mary Joyce. “The Teacher/Student Mismatch as a Site for Diffracting Subjectivity.” 2018. Web. 19 Aug 2019.

Vancouver:

Newbery MJ. The Teacher/Student Mismatch as a Site for Diffracting Subjectivity. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Aug 19]. Available from: https://doi.org/10.7916/D81G1ZSF.

Council of Science Editors:

Newbery MJ. The Teacher/Student Mismatch as a Site for Diffracting Subjectivity. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D81G1ZSF


University of Toronto

30. Nanavati, Mary Susan Birta. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.

Degree: 2011, University of Toronto

This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these… (more)

Subjects/Keywords: Mentoring; Coaching; Principal; MentoringCoaching; Knowledge; Learning Strategies; Educational Leadership; Relationships; 0514

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

APA (6th Edition):

Nanavati, M. S. B. (2011). Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29482

Chicago Manual of Style (16th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Masters Thesis, University of Toronto. Accessed August 19, 2019. http://hdl.handle.net/1807/29482.

MLA Handbook (7th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Web. 19 Aug 2019.

Vancouver:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1807/29482.

Council of Science Editors:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29482

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