subject:(Educational administration)

1. Bourdeau, Leanne. Post Secondary Student Problem Gambling and Academic Motivation.

Degree: MA, Education, 2011, National Library of Canada

► The purpose of this quantitative survey design study was to examine potential relationships between academic motivation and the level of gambling activity of post secondary… (more)

Subjects/Keywords: Educational Administration.

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APA (6^th Edition):

Bourdeau, L. (2011). Post Secondary Student Problem Gambling and Academic Motivation. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/108

Chicago Manual of Style (16^th Edition):

Bourdeau, Leanne. “Post Secondary Student Problem Gambling and Academic Motivation.” 2011. Masters Thesis, National Library of Canada. Accessed February 23, 2020. http://scholar.uwindsor.ca/etd/108.

MLA Handbook (7^th Edition):

Bourdeau, Leanne. “Post Secondary Student Problem Gambling and Academic Motivation.” 2011. Web. 23 Feb 2020.

Vancouver:

Bourdeau L. Post Secondary Student Problem Gambling and Academic Motivation. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2020 Feb 23]. Available from: http://scholar.uwindsor.ca/etd/108.

Council of Science Editors:

Bourdeau L. Post Secondary Student Problem Gambling and Academic Motivation. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/108

2. Authier, Jillian. Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers.

Degree: M. Ed., Education, 2012, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/242

► The purpose of this study is to identify whether demographics, experience, assignment method or any combination of the three may be seen as predicting occasional… (more)

Subjects/Keywords: Educational administration.

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APA (6^th Edition):

Authier, J. (2012). Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/242

Chicago Manual of Style (16^th Edition):

Authier, Jillian. “Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers.” 2012. Masters Thesis, National Library of Canada. Accessed February 23, 2020. http://scholar.uwindsor.ca/etd/242.

MLA Handbook (7^th Edition):

Authier, Jillian. “Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers.” 2012. Web. 23 Feb 2020.

Vancouver:

Authier J. Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers. [Internet] [Masters thesis]. National Library of Canada; 2012. [cited 2020 Feb 23]. Available from: http://scholar.uwindsor.ca/etd/242.

Council of Science Editors:

Authier J. Factors That Influence the Effectiveness and Satisfaction of Occasional Teachers. [Masters Thesis]. National Library of Canada; 2012. Available from: http://scholar.uwindsor.ca/etd/242

3. Delicata, Kara. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.

Degree: MA, Education, 2011, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/110

► The purpose of this qualitative research study is to explore experienced health and physical education teacher attitudes toward the inclusion of students with physical disabilities,… (more)

Subjects/Keywords: Educational Administration.

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APA (6^th Edition):

Delicata, K. (2011). Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/110

Chicago Manual of Style (16^th Edition):

Delicata, Kara. “Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.” 2011. Masters Thesis, National Library of Canada. Accessed February 23, 2020. http://scholar.uwindsor.ca/etd/110.

MLA Handbook (7^th Edition):

Delicata, Kara. “Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.” 2011. Web. 23 Feb 2020.

Vancouver:

Delicata K. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2020 Feb 23]. Available from: http://scholar.uwindsor.ca/etd/110.

Council of Science Editors:

Delicata K. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/110

4. Brandon, Deborah Lynn. African American Male Access to the University of California: A Policy Discourse Analysis.

Degree: Education, 2018, University of California – Riverside

URL: http://www.escholarship.org/uc/item/4fx1n6d3

► A Master Plan for Higher Education in California (Master Plan) is a historically renowned policy document that transformed uncoordinated and competing colleges and universities into… (more)

▼ A Master Plan for Higher Education in California (Master Plan) is a historically renowned policy document that transformed uncoordinated and competing colleges and universities into a coherent system by providing each system (California Community Colleges, California State University, and the University of California) with its own distinctive mission and pool of students. Master Plan combined quality educational policy with expansive access for students for the first time in higher education. This policy document set forth broad guidelines for who would be admitted to each system of higher education, with the University of California (UC) responsible for enrolling the top 12.5% of the state’s high school graduates. Using Master Plan as the guiding, overarching policy document, UC established its eligibility and admission policies. These policies have had a disparate impact on African American male students. Using a policy discourse analysis methodology, I explore the articulated goals of UC’s eligibility and admission policies and the discourses and positions they advance. In particular, I consider how these policy documents and discourse impact African American males’ quest for a UC education. I present evidence that the dominant discourses of merit and prestige, countered by alternate discourses of access, eligibility, diversity, race, and mission, provide a limited range of available policy themes and opportunities. I argue that the dominate discourses constrain understandings of UC eligibility and admission, and potentially narrow the UC educational opportunities available to African American males, which has negative implications for the state of California and the nation. If Master Plan and its premier university system, the University of California, are to serve as instruments for creating and expanding opportunity, UC and its eligibility and admission policies must be more than a necessary outcome; it is important to examine and expand more closely the definitions of merit and the construct of UC eligibility on the pathway to admission and the overwhelming role of prestige, as set forth in A Master Plan for Higher Education in California.Lastly, I argue that the interplay of prestige, race, and access in UC’s eligibility and admission policies utilizing the backdrop of the historic policy document, Master Plan, can serve as a gatekeeper or opportunity path in African American males’ access to the University of California.

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Brandon, D. L. (2018). African American Male Access to the University of California: A Policy Discourse Analysis. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4fx1n6d3

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

Chicago Manual of Style (16^th Edition):

Brandon, Deborah Lynn. “African American Male Access to the University of California: A Policy Discourse Analysis.” 2018. Thesis, University of California – Riverside. Accessed February 23, 2020. http://www.escholarship.org/uc/item/4fx1n6d3.

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

MLA Handbook (7^th Edition):

Brandon, Deborah Lynn. “African American Male Access to the University of California: A Policy Discourse Analysis.” 2018. Web. 23 Feb 2020.

Vancouver:

Brandon DL. African American Male Access to the University of California: A Policy Discourse Analysis. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2020 Feb 23]. Available from: http://www.escholarship.org/uc/item/4fx1n6d3.

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

Council of Science Editors:

Brandon DL. African American Male Access to the University of California: A Policy Discourse Analysis. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/4fx1n6d3

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

5. Suzzan, Sheri Lustig. School Leaders' Use of Twitter to to Engage the School Community.

Degree: 2017, Hofstra University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10600307

► Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Suzzan, S. L. (2017). School Leaders' Use of Twitter to to Engage the School Community. (Thesis). Hofstra University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10600307

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

Chicago Manual of Style (16^th Edition):

Suzzan, Sheri Lustig. “School Leaders' Use of Twitter to to Engage the School Community.” 2017. Thesis, Hofstra University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10600307.

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

MLA Handbook (7^th Edition):

Suzzan, Sheri Lustig. “School Leaders' Use of Twitter to to Engage the School Community.” 2017. Web. 23 Feb 2020.

Vancouver:

Suzzan SL. School Leaders' Use of Twitter to to Engage the School Community. [Internet] [Thesis]. Hofstra University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10600307.

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

Council of Science Editors:

Suzzan SL. School Leaders' Use of Twitter to to Engage the School Community. [Thesis]. Hofstra University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10600307

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

6. Moore, Jerry Nathan. Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3736813

► This study was focused on the perceptions of teachers and administrators from southwest Missouri high schools regarding the impact of Active Shooter Intruder Response… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Moore, J. N. (2015). Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3736813

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

Chicago Manual of Style (16^th Edition):

Moore, Jerry Nathan. “Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools.” 2015. Thesis, Lindenwood University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3736813.

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

MLA Handbook (7^th Edition):

Moore, Jerry Nathan. “Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools.” 2015. Web. 23 Feb 2020.

Vancouver:

Moore JN. Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736813.

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

Council of Science Editors:

Moore JN. Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736813

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

7. Gelatt, Philip D. An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools.

Degree: 2015, Indiana Wesleyan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3716282

► This qualitative study was conducted to identify whether or not a relationship exists between a leader’s sense of life calling and the mission statement… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Gelatt, P. D. (2015). An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools. (Thesis). Indiana Wesleyan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3716282

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

Chicago Manual of Style (16^th Edition):

Gelatt, Philip D. “An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools.” 2015. Thesis, Indiana Wesleyan University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3716282.

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

MLA Handbook (7^th Edition):

Gelatt, Philip D. “An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools.” 2015. Web. 23 Feb 2020.

Vancouver:

Gelatt PD. An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools. [Internet] [Thesis]. Indiana Wesleyan University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3716282.

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

Council of Science Editors:

Gelatt PD. An Analysis of Leader Life Calling and Organizational Mission Statements in CESA Schools. [Thesis]. Indiana Wesleyan University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3716282

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

Addis Ababa University

8. KlTESSA, CHEMEDA. PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3724

► The main purpose of this study was to identify the problems facing rural primary school women teachers in Oromia. A descriptive survey method was employed… (more)

▼ The main purpose of this study was to identify the problems facing rural primary school women teachers in Oromia. A descriptive survey method was employed to achieve this objective. The data needed were obtained by administering questionnaire to 229 women and 240 men teachers. Furthermore, 6 Woreda Education Officers, 3 Primary School Experts of Zonal Education Departments and 3 Women's Affairs (2 from Zonal Education Departments and 1 from Oromia Education Bureau) were included in providing information through unstructured interview. In addition, percentages, chi-square, t-tests, Spearman's rank order correlation and coefficient correlation were used to analyze the data obtained. The results indicated that factors related to utilization of women teachers were barriers related to lack of safety and living conditions, multiple demands on women, masculine nature of schooling and schools, devaluation of the teaching profession and sexual harassment. There were also barriers identified related to administrative practices and regulations, social and cultural factors and family responsibilities related to career development and promotion of women teachers. With regard to possible interventions to the problems facing rural primary school women teachers both women and men teachers had suggested as priority such as assigning both spouses of working in different departments in the same place, giving opportunity for education and training and giving incentives and providing adequate living facilities in rural schools are first, second and third respectively. Moreover, to deal with sexual harassment and to consider the time given to rearing children in career structure of women teachers were suggested fourth and fifth respectively. Hence, there were barriers identified related to the deployment and career development and promotion of women teachers which would be intervened, as suggested. Therefore, it is recommended that educational policy makers and planners ought to pay more attention to deployment and career development and promotion of women teachers in rural areas. VII Advisors/Committee Members: Dr. Yalew Ingidayehu (advisor).

Subjects/Keywords: educational administration

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APA (6^th Edition):

KlTESSA, C. (2012). PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3724

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

Chicago Manual of Style (16^th Edition):

KlTESSA, CHEMEDA. “PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA .” 2012. Thesis, Addis Ababa University. Accessed February 23, 2020. http://etd.aau.edu.et/dspace/handle/123456789/3724.

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

MLA Handbook (7^th Edition):

KlTESSA, CHEMEDA. “PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA .” 2012. Web. 23 Feb 2020.

Vancouver:

KlTESSA C. PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3724.

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

Council of Science Editors:

KlTESSA C. PROBLEMS FACING RURAL PRIMARY SCHOOL WOMEN TEACHERS IN OROMIA . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3724

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

9. Evers, Andrea M. Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1.

Degree: 2016, Southern Illinois University at Edwardsville

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10130130

► Cairo School District has a chronic truancy rate that far exceeds the State of Illinois’ average. The purpose of the study was to understand… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Evers, A. M. (2016). Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1. (Thesis). Southern Illinois University at Edwardsville. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10130130

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

Chicago Manual of Style (16^th Edition):

Evers, Andrea M. “Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1.” 2016. Thesis, Southern Illinois University at Edwardsville. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10130130.

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

MLA Handbook (7^th Edition):

Evers, Andrea M. “Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1.” 2016. Web. 23 Feb 2020.

Vancouver:

Evers AM. Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1. [Internet] [Thesis]. Southern Illinois University at Edwardsville; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10130130.

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

Council of Science Editors:

Evers AM. Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District1. [Thesis]. Southern Illinois University at Edwardsville; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10130130

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

The George Washington University

10. Sommer, Adam. How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice.

Degree: 2017, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264583

► Previous research illustrated how principals effectively facilitate the development of teachers’ instructional practice through actions such as differentiating professional development, providing continuous professional development,… (more)

▼ Previous research illustrated how principals effectively facilitate the development of teachers’ instructional practice through actions such as differentiating professional development, providing continuous professional development, establishing learning communities and using supervision/evaluations to help modify instruction; however, what is missing from that research is how personal/professional experiences influence specific principal behavior and actions in regards to facilitating the development of teachers’ instructional practice. The idea of school principal as teacher-educator is supported within the requirements to become a principal (ISSLC Standards, 2015) as well as within daily necessities of school leaders (Darling-Hammond, 2010; Fullan, 2012, 2014; Hargreaves & Fullan, 2013). Randi Weingarten, president of the American Federation of Teachers, believes the best way to get strong teachers is to adopt a “fundamentally different way of looking at teachers, how we recruit, <i>train and support them and give them the latitude and tools and conditions to do their jobs”</i> [emphasis added] (Layton, 2015). The question that remains is how specific experiences influence the actions of principals to focus on the development of teaches’ instructional practice. Potential influential personal or professional practices might include: principals’ teacher and administrative training and experiences, mandates from central administration vs. local needs, the context and community of school and/or the personal life experiences of the principals. Hence, it is imperative to take a closer look into what experiences influence principal actions to facilitate the development of teachers’ instructional practices. This study employed narrative inquiry methodology and analysis to examine personal and professional experiences of three selected principals who have been identified as outstanding in their field. Findings provide detailed insight into how personal and/or professional experiences influence their actions in regards to the development of teachers’ instructional practice. The results of this study unpack the journey these individuals took in becoming learning leaders of their school community. Additionally, the results are informative to the field of educational leadership.

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Sommer, A. (2017). How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264583

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

Chicago Manual of Style (16^th Edition):

Sommer, Adam. “How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice.” 2017. Thesis, The George Washington University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10264583.

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

MLA Handbook (7^th Edition):

Sommer, Adam. “How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice.” 2017. Web. 23 Feb 2020.

Vancouver:

Sommer A. How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice. [Internet] [Thesis]. The George Washington University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264583.

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

Council of Science Editors:

Sommer A. How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264583

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

11. Kelly, Zanita V. Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership.

Degree: 2017, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264871

► School improvement plans and major reform initiatives most often target core academic competencies. They might include strategies to improve the physical safety of school… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Kelly, Z. V. (2017). Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264871

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

Chicago Manual of Style (16^th Edition):

Kelly, Zanita V. “Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership.” 2017. Thesis, Pepperdine University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10264871.

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

MLA Handbook (7^th Edition):

Kelly, Zanita V. “Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership.” 2017. Web. 23 Feb 2020.

Vancouver:

Kelly ZV. Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264871.

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

Council of Science Editors:

Kelly ZV. Establishing a Safe School Culture| An Examination of Current Practices in K Through 12 Leadership. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264871

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

The University of Alabama

12. Davis, Monica Bojo. Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study.

Degree: 2017, The University of Alabama

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10259696

► The higher education setting is a unique environment in which individuals are tasked with facilitating change. Numerous internal and external factors are causing institutions… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Davis, M. B. (2017). Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10259696

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

Chicago Manual of Style (16^th Edition):

Davis, Monica Bojo. “Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study.” 2017. Thesis, The University of Alabama. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10259696.

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

MLA Handbook (7^th Edition):

Davis, Monica Bojo. “Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study.” 2017. Web. 23 Feb 2020.

Vancouver:

Davis MB. Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study. [Internet] [Thesis]. The University of Alabama; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10259696.

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

Council of Science Editors:

Davis MB. Personnel Perceptions of Six Sigma as a Preparation Tool for Facilitating Change| A Case Study. [Thesis]. The University of Alabama; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10259696

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

Temple University

13. Jordan, Damon. Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys.

Degree: 2017, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,479831

►

Educational Administration

Ed.D.

The Crumpton School District (CSD) is a high performing school district in suburban Philadelphia that has expended a great deal of energy… (more)

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Jordan, D. (2017). Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,479831

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

Chicago Manual of Style (16^th Edition):

Jordan, Damon. “Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys.” 2017. Thesis, Temple University. Accessed February 23, 2020. http://digital.library.temple.edu/u?/p245801coll10,479831.

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

MLA Handbook (7^th Edition):

Jordan, Damon. “Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys.” 2017. Web. 23 Feb 2020.

Vancouver:

Jordan D. Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys. [Internet] [Thesis]. Temple University; 2017. [cited 2020 Feb 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,479831.

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

Council of Science Editors:

Jordan D. Educators' Perceptions of the Effectiveness of Strategies to Close the Reading Achievement Gap of Black Boys. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,479831

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

University of Oklahoma

14. Tennison, Deborah. AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS.

Degree: EdD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10431

► The purpose of this study is to examine the experiences of two rural consolidated districts through the consolidation process, as well as board effectiveness (post… (more)

Subjects/Keywords: Educational Administration

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APA (6^th Edition):

Tennison, D. (2014). AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10431

Chicago Manual of Style (16^th Edition):

Tennison, Deborah. “AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed February 23, 2020. http://hdl.handle.net/11244/10431.

MLA Handbook (7^th Edition):

Tennison, Deborah. “AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS.” 2014. Web. 23 Feb 2020.

Vancouver:

Tennison D. AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/11244/10431.

Council of Science Editors:

Tennison D. AN INVESTIGATION INTO FACTORS CONTRIBUTING TO EFFECTIVE BOARD BEHAVIORS WITHIN CONSOLIDATED RURAL DISTRICTS. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10431

University of Cape Town

15. Edmon, Valerie M. The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study.

Degree: Image, School of Education, 2010, University of Cape Town

URL: http://hdl.handle.net/11427/10486

► It has been shown that black students are generally not finding the academic success in South African universities that would confirm a truly equitable educational… (more)

Subjects/Keywords: Educational Administration

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APA (6^th Edition):

Edmon, V. M. (2010). The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10486

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

Chicago Manual of Style (16^th Edition):

Edmon, Valerie M. “The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study.” 2010. Thesis, University of Cape Town. Accessed February 23, 2020. http://hdl.handle.net/11427/10486.

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

MLA Handbook (7^th Edition):

Edmon, Valerie M. “The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study.” 2010. Web. 23 Feb 2020.

Vancouver:

Edmon VM. The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/11427/10486.

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

Council of Science Editors:

Edmon VM. The effect of consciousness of social, political and historical context on adjustment of undergraduate students at the University of Cape Town : a qualitative study. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/10486

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

16. Marrone, Melanie. Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School.

Degree: 2020, Lewis and Clark College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=22623009

► Few studies focus on the voices of students of color and their insight and recommendations for school leaders wishing to transform their schools into socially… (more)

▼ Few studies focus on the voices of students of color and their insight and recommendations for school leaders wishing to transform their schools into socially just and equitable institutions. This dissertation bridges the gap in the literature by giving voice to three Latina women who attended the same predominantly White high school within a ten-year period. The purpose of the study was to understand how the participants described their ethnic racial identity, and how they experienced schooling, within a predominantly White educational space. Further, the study offers concrete suggestions for school leaders wishing to transform their schools into culturally responsive institutions. Narrative storytelling was the chosen methodology, with the expressed goal of honoring the participants’ lived experiences navigating a predominantly White educational system. Three in-depth semi-structured interviews were conducted with each participant. By voicing their challenges, strengths, and resiliency, this study provides three counter-narratives through which educational leaders may come to better understand the needs of Latino/a students. Key findings of this study included an examination of the exclusionary treatment experienced by the participants and an analysis of the ways in which these experiences impacted their ability to fully access or benefit from their education. Within each narrative, I grouped the participant experiences under two categories: Identity and School Experience. Themes and sub-themes emerged within each category. These were included to provide deeper, richer narratives. The theme of the critical role of family emerged under the first category, Identity. Under the second category of School Experience, three overarching themes emerged. These included the participants’ experiences of exclusion, support, and empowerment in school. Within exclusion, the girls reported experiences related to racism and discrimination, dominant discourse/White privilege, institutional barriers, belonging, disengagement, discipline/unequal treatment, physical/emotional mistreatment, and silencing. Under support, sub-themes were identified around adult allyship, relationships with staff, and parental attitude toward education. Finally, within empowering experiences, the sub-theme voice—particularly the use of voice to speak out against inequities—emerged. The combined voices, told through the participant narratives, provide valuable insights for educational leaders wishing to reform their schools into more inclusive, socially just institutions.

Subjects/Keywords: Educational administration

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APA (6^th Edition):

Marrone, M. (2020). Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=22623009

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

Chicago Manual of Style (16^th Edition):

Marrone, Melanie. “Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School.” 2020. Thesis, Lewis and Clark College. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=22623009.

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

MLA Handbook (7^th Edition):

Marrone, Melanie. “Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School.” 2020. Web. 23 Feb 2020.

Vancouver:

Marrone M. Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School. [Internet] [Thesis]. Lewis and Clark College; 2020. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=22623009.

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

Council of Science Editors:

Marrone M. Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School. [Thesis]. Lewis and Clark College; 2020. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=22623009

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

University of Windsor

17. Bourdeau, Leanne. Post Secondary Student Problem Gambling and Academic Motivation.

Degree: MA, Education, 2011, University of Windsor

URL: https://scholar.uwindsor.ca/etd/108

► The purpose of this quantitative survey design study was to examine potential relationships between academic motivation and the level of gambling activity of post secondary… (more)

Subjects/Keywords: Educational Administration.

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APA (6^th Edition):

Bourdeau, L. (2011). Post Secondary Student Problem Gambling and Academic Motivation. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/108

Chicago Manual of Style (16^th Edition):

Bourdeau, Leanne. “Post Secondary Student Problem Gambling and Academic Motivation.” 2011. Masters Thesis, University of Windsor. Accessed February 23, 2020. https://scholar.uwindsor.ca/etd/108.

MLA Handbook (7^th Edition):

Bourdeau, Leanne. “Post Secondary Student Problem Gambling and Academic Motivation.” 2011. Web. 23 Feb 2020.

Vancouver:

Bourdeau L. Post Secondary Student Problem Gambling and Academic Motivation. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2020 Feb 23]. Available from: https://scholar.uwindsor.ca/etd/108.

Council of Science Editors:

Bourdeau L. Post Secondary Student Problem Gambling and Academic Motivation. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/108

University of Windsor

18. Delicata, Kara. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.

Degree: MA, Education, 2011, University of Windsor

URL: https://scholar.uwindsor.ca/etd/110

► The purpose of this qualitative research study is to explore experienced health and physical education teacher attitudes toward the inclusion of students with physical disabilities,… (more)

Subjects/Keywords: Educational Administration.

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APA (6^th Edition):

Delicata, K. (2011). Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/110

Chicago Manual of Style (16^th Edition):

Delicata, Kara. “Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.” 2011. Masters Thesis, University of Windsor. Accessed February 23, 2020. https://scholar.uwindsor.ca/etd/110.

MLA Handbook (7^th Edition):

Delicata, Kara. “Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes.” 2011. Web. 23 Feb 2020.

Vancouver:

Delicata K. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2020 Feb 23]. Available from: https://scholar.uwindsor.ca/etd/110.

Council of Science Editors:

Delicata K. Attitudes of Experienced Health and Physical Education Teachers Toward the Inclusion of Females with Physical Disabilities in General Health and Physical Education Classes. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/110

University of Pennsylvania

19. Toppe, Michele L. Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?.

Degree: 2017, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10281353

► According to higher education policy experts, “Campus threat assessment is not merely a recommendation, but an emerging standard of care.” However, despite evidence of… (more)

▼ According to higher education policy experts, “Campus threat assessment is not merely a recommendation, but an emerging standard of care.” However, despite evidence of the emergence of this standard and the consistency of recommendations that comport with those made by the Virginia Tech Review Panel, college campuses continue to vary significantly in their approaches to threat-assessment protocols. This study examines the extent to which campuses in the state of Illinois do vary and seeks to understand better the reasons for that variation. This research also examines the status of threat-assessment policies and protocols being conducted on three campuses and how the implementation of recommendations that followed Virginia Tech and Northern Illinois shootings have contributed to the creation of more optimally safe campuses. The study also examines the prevalence and consistency of the barriers that impede institutional efforts to detect and mitigate campus threats of violence. Research sites included Northern Illinois University, where an incident of violence occurred in 2008, and the University of Illinois–Chicago and Illinois State University, where an incident of such magnitude has not yet occurred. The findings suggest that in states where the implementation of threat-assessment protocols and policies has been mandated by state law, campus leaders perceive these required measures to increase the preparedness of the campus environment. The research also suggests that even in Illinois, a state where such policy schemes are mandated, variation in the application of these policies and protocols persists. Findings suggest that even in states where policies are legislatively mandated, campuses continue to experience barriers to full implementation of recommendations that might lead to greater preparedness, including ambiguity regarding how best to balance the obligation to protect individual privacy and community security and to address self-harming behaviors and suicidality, the limited utility in zero-tolerance standards, institutional constraints in policy adoption and participation by the campus community, and insufficient dedication of institutional funding and support. The most significant barrier, however, was the unrealistic expectation that campus personnel be able to predict future behavior and events.

Subjects/Keywords: Higher education administration; Educational administration

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APA (6^th Edition):

Toppe, M. L. (2017). Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10281353

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

Chicago Manual of Style (16^th Edition):

Toppe, Michele L. “Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?.” 2017. Thesis, University of Pennsylvania. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10281353.

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

MLA Handbook (7^th Edition):

Toppe, Michele L. “Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?.” 2017. Web. 23 Feb 2020.

Vancouver:

Toppe ML. Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10281353.

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

Council of Science Editors:

Toppe ML. Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10281353

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

20. Tsevi, Linda. Quality assurance in private higher education| The case of Ghana.

Degree: 2015, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3720240

► This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three… (more)

▼ This study explores private higher education and implementation of quality assurance procedures in Ghana, a country in West Africa. While focusing on the three main isomorphic classifications (coercive, mimetic and normative) of DiMaggio and Powell’s (1983) institutional theory, this study examines how regulatory measures are not only designed to enhance the quality of private higher education institutions, but also how they impact the efforts employed by private providers towards meeting quality assurance standards in the environment in which they are located. Using a qualitative methodology, participants from five private university colleges and two private chartered institutions are selected as constituting the sample for this study. In addition, quality assurance documents from the website of the Ghana’s National Accreditation Board (NAB) as well as documents from the websites of seven private higher education institutions are coded using NVivo 10 to determine the kind of efforts made by institutions to convey the message of legitimacy across to students and other clientele. Other participants are officials from the NAB, higher education specialists and retired faculty of public higher education institutions in Ghana. In general, the outcome of open-ended interviews with selected participants as well as documents analyzed found evidence of efforts private institutions are making towards meeting their quality assurance requirements through mimetic, coercive and normative isomorphism. These are indicated through institutional affiliations, conformity to mentoring (supervising) institution’s programs, quality assurance requirements and measures established in conformity to the NAB requirements. Higher education specialists advocate that a specific policy aimed at addressing shortage of faculty members in Sub-Saharan Africa should be formulated to take on a more regional dimension. The Ghanaian private higher education landscape has a number of issues including shortage of academic and non-academic staff, dependence on adjunct faculty, and non-compliance to time frame given for program and institutional accreditation. These issues will require a holistic approach involving the NAB and the PHEIs in order to find long lasting solutions. As a result of the continual growth of private higher education providers in Ghana, it is imperative that the NAB make the quality assurance process very welcoming to genuine actors.

Subjects/Keywords: Higher education administration; Educational administration

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APA (6^th Edition):

Tsevi, L. (2015). Quality assurance in private higher education| The case of Ghana. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3720240

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

Chicago Manual of Style (16^th Edition):

Tsevi, Linda. “Quality assurance in private higher education| The case of Ghana.” 2015. Thesis, State University of New York at Albany. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.

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

MLA Handbook (7^th Edition):

Tsevi, Linda. “Quality assurance in private higher education| The case of Ghana.” 2015. Web. 23 Feb 2020.

Vancouver:

Tsevi L. Quality assurance in private higher education| The case of Ghana. [Internet] [Thesis]. State University of New York at Albany; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3720240.

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

Council of Science Editors:

Tsevi L. Quality assurance in private higher education| The case of Ghana. [Thesis]. State University of New York at Albany; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3720240

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

21. Winston, Anthony W. An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community.

Degree: 2017, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10244803

► The No Child Left Behind Act has the stated purpose to ensure all children have equal access to high-quality education and reach minimum proficiency… (more)

▼ The No Child Left Behind Act has the stated purpose to ensure all children have equal access to high-quality education and reach minimum proficiency on state academic achievement standards and assessments. A disparity in the academic achievement between Blacks and Latinos and their White counterparts. The problem this study addresses is the lack of Black and Latino student perspective concerning challenges they face around the academic achievement gap and the goals they set to face those challenges. The purpose of this qualitative narrative inquiry study was to elicit from Black and Latino students their perspective on the academic achievement gap, the challenges they face, and the goals they employ to face those challenges in the hope of closing this gap. Data was collected from six 12^th grade Black and Latino students between 18 and 20 years old, in a central Florida urban community using semi-structured face-to-face and focus group interviews, and archived data. The Dimensions of Excellence Scales Student Survey Instrument was used to define and refine interview questions. Thirty-five pages of interview transcripts produced 42 stories, which were coded to saturation, revealing eight themes. Five of these themes (family support, educational support, white privilege, safety, and disenfranchisement) helped inform research Q1. To inform research Q2, three themes (goal setting, student-centered strategies, and sense of family) were used. Finally, three themes (educational support, white privilege, and disenfranchisement) were used to inform research Q3. Findings from this study suggest the participants share common perceived challenges to a successful educational experience (parental and educational support, white privilege, disenfranchisement, safety) as well as strategies to reach their goals (goal-setting, student-centered strategies). Additionally, it is suggested that participants are aware of the academic achievement gap and have opinions on how to help close it. Future research should focus on whether these perceptions exist in other demographics and geographical locations.

Subjects/Keywords: Educational administration; Educational psychology

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APA (6^th Edition):

Winston, A. W. (2017). An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10244803

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

Chicago Manual of Style (16^th Edition):

Winston, Anthony W. “An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community.” 2017. Thesis, Northcentral University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10244803.

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

MLA Handbook (7^th Edition):

Winston, Anthony W. “An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community.” 2017. Web. 23 Feb 2020.

Vancouver:

Winston AW. An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community. [Internet] [Thesis]. Northcentral University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10244803.

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

Council of Science Editors:

Winston AW. An Examination of Black and Latino High School Students' Perception of Their Educational Achievement in a Central Florida Urban Community. [Thesis]. Northcentral University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10244803

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

22. Sellami, Khaled. Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting.

Degree: 2017, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10247928

► In the field of education, effective transformational leadership traits apply more to non-military educational institutions (Kindergarten through 12th Grade schools, colleges, and universities) than… (more)

Subjects/Keywords: Educational leadership; Educational administration

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APA (6^th Edition):

Sellami, K. (2017). Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10247928

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

Chicago Manual of Style (16^th Edition):

Sellami, Khaled. “Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting.” 2017. Thesis, Northcentral University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10247928.

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

MLA Handbook (7^th Edition):

Sellami, Khaled. “Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting.” 2017. Web. 23 Feb 2020.

Vancouver:

Sellami K. Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting. [Internet] [Thesis]. Northcentral University; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10247928.

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

Council of Science Editors:

Sellami K. Civilian Educators' Perceptions of the Transformative Impact of Implementing Exemplary Leadership Practices in a Military Academic Setting. [Thesis]. Northcentral University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10247928

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

University of California, Berkeley

23. Bowers, Kelly Dawn. A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.

Degree: 2017, University of California, Berkeley

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10192391

► A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education By Kelly Dawn Bowers… (more)

▼ A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education By Kelly Dawn Bowers Doctor of Education University of California, Berkeley Professor Heinrich Mintrop, Chair As illuminated in my study, which is only a small subset of the larger public education governance system, the mounting political pressure that school boards and superintendents face does not seem to be diminishing. It is well documented that boards under fire from constituents often make the superintendent the scapegoat, which undermines trust and threatens their strength of relationship with an uneven power dynamic. Whether attributed to general dissatisfaction with American governance which leaves superintendents subject to the political whims and winds of school boards (Lutz & Iannaccone, 1978); their increasingly limited sphere of influence in an era of high stakes external accountability (Howell, 2005), or the acute pressures of the politics of personalism (Feuerstein & Opfer, 1998), the odds of forming solid, trusting relational bonds are stacked against them. Over the past few decades, there has been a growing movement in many fields and industries, including public education, to develop new, collaborative models and approaches to managing and governing, as an alternative to more adversarial, bureaucratic and top-down methods (Ansell & Gash, 2008). With this move away from competitive toward collaborative governance, relationship building at all levels has taken on new importance. In this case study, I examined the conflict-ridden relationship dynamic and tense micropolitical climate inherited by two superintendents and boards, within a general context of distrust directed toward public education and elected officials, which is further exacerbated by negative interactions with their immediate predecessors. Using Bryk and Schneider’s (2002) concept of relational trust which was developed in other public school system settings, as an ideal measure, I was able to gather evidence of substantive change in the tenor and positive quality of the board/superintendent relationship over time. My findings highlighted two newly hired superintendents who took stock of their somewhat damaged and mistrustful board/ superintendent relationship status upon entry and strategically cultivated relational trust with their respective school boards, as substantiated by increased and genuine displays of mutual respect, personal regard, integrity and competence in their public and private interactions. My findings indicated that a board/superintendent relationship is not static but malleable, and with concentrated focus and customized strategic intervention by a new superintendent, a previously damaged governance team relationship can be repaired and trust restored. Even in a high-trust situation, however, my conclusions divulged cautionary implications, as a board and superintendent that become too close, too trusting in the public’s…

Subjects/Keywords: Educational leadership; Educational administration

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

APA (6^th Edition):

Bowers, K. D. (2017). A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10192391

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

Chicago Manual of Style (16^th Edition):

Bowers, Kelly Dawn. “A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.” 2017. Thesis, University of California, Berkeley. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10192391.

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

MLA Handbook (7^th Edition):

Bowers, Kelly Dawn. “A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.” 2017. Web. 23 Feb 2020.

Vancouver:

Bowers KD. A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. [Internet] [Thesis]. University of California, Berkeley; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10192391.

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

Council of Science Editors:

Bowers KD. A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. [Thesis]. University of California, Berkeley; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10192391

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

24. Lloyd, Joseph W. The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?.

Degree: 2017, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10245216

► Recent educational reform efforts such as the No Child Left Behind Act (NCLB) and the Race to the Top Initiative (RTT) have exhibited a… (more)

▼ Recent educational reform efforts such as the No Child Left Behind Act (NCLB) and the Race to the Top Initiative (RTT) have exhibited a proclivity to use centralized, top-down reform tactics to improve student achievement. The requirement of states to revise their previous teacher evaluation systems, in order to procure funding from the Race to the Top Initiative, represents a signature example of such tactics. Emerging research suggests that these policies may also unintentionally reduce teachers’ autonomy, deteriorate professional interactions, decrease teachers’ sense of worth and subsequently weaken teacher morale. Additional research indicates that early career teachers tend to respond to educational change differently than that of late career teachers. This study examined the impact of the Annual Professional Performance Review (3012-c) upon teacher morale, while exploring whether this policy may be perceived differently between early and late career teachers. A web-based survey was used to collect data from 235 public school teachers across the Hudson Valley Region in New York State. The study measured respondents’ teacher morale, autonomy, professional interactions, sense of worth, and positive perception of APPR. Findings from the study’s quantitative analysis indicated that a majority of the study’s participants (66.8%) reported disagreement with both the Positive Perception of APPR and the statement “the morale in this school is high.” However, teacher experience did not mediate this relationship. Despite this disagreement, teacher resilience surfaced as an additional finding from this study. For example, respondents indicated agreement with the statements “Teachers take pride in this school” (83%) and “Teachers go about their work with enthusiasm” (68%). Additionally, respondents indicated agreement with the statements, “I receive support from my colleagues” (91%) and “Teachers in this school can rely on their colleagues for support and assistance when needed” (90%).Additional findings were also drawn from the study’s open-ended response and follow-up interviews. For example, some educators noted that the evaluation process prior to APPR (3012-c) lacked accountability and characterized the transition between these two systems as both hasty and overwhelming. In regards to APPR (3012-c), educators indicated a general lack of recognition for factors outside of their control, while adding that much of the time spent on collecting teaching evidence has taken away their ability to develop creative lessons. Other findings signified teachers’ appreciation for receiving regular feedback from their administrators. Several respondents observed that teacher accountability may play a role in developing their professional skills, while other educators discussed the relationships that they maintain with colleagues despite the pressures of APPR. During the course of this study, NYSED and Education Commissioner Elia…

Subjects/Keywords: Educational evaluation; Educational administration

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

APA (6^th Edition):

Lloyd, J. W. (2017). The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10245216

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

Chicago Manual of Style (16^th Edition):

Lloyd, Joseph W. “The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?.” 2017. Thesis, State University of New York at Albany. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10245216.

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

MLA Handbook (7^th Edition):

Lloyd, Joseph W. “The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?.” 2017. Web. 23 Feb 2020.

Vancouver:

Lloyd JW. The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?. [Internet] [Thesis]. State University of New York at Albany; 2017. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245216.

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

Council of Science Editors:

Lloyd JW. The New York State Annual Professional Performance Review and teacher morale| Constructive guidance or demoralization?. [Thesis]. State University of New York at Albany; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245216

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

University of Pennsylvania

25. Domers, Ted M. How do principals create a working environment to support teacher retention?.

Degree: 2016, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3746345

► The high rate of turnover for K–12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of… (more)

Subjects/Keywords: Educational leadership; Educational administration

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

APA (6^th Edition):

Domers, T. M. (2016). How do principals create a working environment to support teacher retention?. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746345

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

Chicago Manual of Style (16^th Edition):

Domers, Ted M. “How do principals create a working environment to support teacher retention?.” 2016. Thesis, University of Pennsylvania. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3746345.

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

MLA Handbook (7^th Edition):

Domers, Ted M. “How do principals create a working environment to support teacher retention?.” 2016. Web. 23 Feb 2020.

Vancouver:

Domers TM. How do principals create a working environment to support teacher retention?. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746345.

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

Council of Science Editors:

Domers TM. How do principals create a working environment to support teacher retention?. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746345

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

26. Mrozik, Donald R., Jr. Transformative educational leadership| A ritual critique of principal practice.

Degree: 2016, Lewis University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10003577

► This dissertation explores the need for critical transformative leaders who critique oppression within schools and have a desire for social justice. This study attempts… (more)

Subjects/Keywords: Educational leadership; Educational administration

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APA (6^th Edition):

Mrozik, Donald R., J. (2016). Transformative educational leadership| A ritual critique of principal practice. (Thesis). Lewis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10003577

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

Chicago Manual of Style (16^th Edition):

Mrozik, Donald R., Jr. “Transformative educational leadership| A ritual critique of principal practice.” 2016. Thesis, Lewis University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10003577.

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

MLA Handbook (7^th Edition):

Mrozik, Donald R., Jr. “Transformative educational leadership| A ritual critique of principal practice.” 2016. Web. 23 Feb 2020.

Vancouver:

Mrozik, Donald R. J. Transformative educational leadership| A ritual critique of principal practice. [Internet] [Thesis]. Lewis University; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10003577.

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

Council of Science Editors:

Mrozik, Donald R. J. Transformative educational leadership| A ritual critique of principal practice. [Thesis]. Lewis University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10003577

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

27. Clark, Alison J. Sustainable School Improvement| Suburban Elementary Principals' Capacity Building.

Degree: 2016, Concordia University Chicago

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10106124

► The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities… (more)

Subjects/Keywords: Educational leadership; Educational administration

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

APA (6^th Edition):

Clark, A. J. (2016). Sustainable School Improvement| Suburban Elementary Principals' Capacity Building. (Thesis). Concordia University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10106124

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

Chicago Manual of Style (16^th Edition):

Clark, Alison J. “Sustainable School Improvement| Suburban Elementary Principals' Capacity Building.” 2016. Thesis, Concordia University Chicago. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.

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

MLA Handbook (7^th Edition):

Clark, Alison J. “Sustainable School Improvement| Suburban Elementary Principals' Capacity Building.” 2016. Web. 23 Feb 2020.

Vancouver:

Clark AJ. Sustainable School Improvement| Suburban Elementary Principals' Capacity Building. [Internet] [Thesis]. Concordia University Chicago; 2016. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.

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

Council of Science Editors:

Clark AJ. Sustainable School Improvement| Suburban Elementary Principals' Capacity Building. [Thesis]. Concordia University Chicago; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10106124

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

28. Jarvis, Tiffany Lynn. A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3728018

► In this mixed methods study, the researcher investigated whether or not Missouri school administrators were prepared to meet the creative leadership demands of the… (more)

Subjects/Keywords: Educational leadership; Educational administration

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

APA (6^th Edition):

Jarvis, T. L. (2015). A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3728018

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

Chicago Manual of Style (16^th Edition):

Jarvis, Tiffany Lynn. “A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators.” 2015. Thesis, Lindenwood University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3728018.

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

MLA Handbook (7^th Edition):

Jarvis, Tiffany Lynn. “A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators.” 2015. Web. 23 Feb 2020.

Vancouver:

Jarvis TL. A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3728018.

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

Council of Science Editors:

Jarvis TL. A Mixed Methods Analysis on Creative Leadership and Missouri School Administrators. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3728018

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

The George Washington University

29. Gee, Ralph L. A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors.

Degree: 2015, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3735133

► The placement of National Board Certified Teachers (NBCTs) in school leadership roles emerged as a feature of comprehensive reform models and school improvement initiatives.… (more)

▼ The placement of National Board Certified Teachers (NBCTs) in school leadership roles emerged as a feature of comprehensive reform models and school improvement initiatives. Educational practitioners must verify the saliency of the National Board for Professional Teaching Standards (NBPTS) process in preparing NBCTs for school leadership, particularly how NBCTs demonstrate leadership behavior in the principalship role. These prompts inspired the central research questions of this study. How did an NBCT demonstrate leadership behavior in the principalship? What perceived role (if any) did the NBPTS process play in developing those leadership behaviors? I designed this single-case study to examine the leadership behaviors of one NBCT who ascended to the principalship. Therefore, I investigated the influence of the NBPTS process to determine its role in developing the participant’s leadership behaviors. In my initial analysis, I applied Pitner’s (1988) conceptual path models to describe, categorize, and analyze, the leadership behaviors of the NBCT participant. These models depicted leadership behaviors as direct, mediated, reciprocal, and antecedent (DMRA). In my second analysis of the data, I pursued a thematic approach. I analyzed the data for code words and phrases that ultimately signaled the emergence of four major themes: setting the vision and mission, school and community relationships, religion, spirituality, and faith, and the 5 core propositions approach to school leadership. The four themes were instrumental in answering the central research questions of the study. I used multiple interviews, observations, a survey, and documents to collect data. The resulting wide range of data captured a detailed picture of the participant, the school’s operations, and provided an indication of the extent to which survey respondents corroborated the participants’ perceptions. Findings indicated that the NBCT participant used each DMRA leadership approach; however those behaviors were subordinate to the five core propositions of the NBPTS. I concluded that the NBPTS process was vital to development of the participant’s knowledge relative to curricula, instruction, assessment, and reflection; all were important components of the participant’s school leadership behaviors. The findings represent a step toward confirming the unintended effect of the NBPTS process in preparing the participant for the principalship.

Subjects/Keywords: Educational leadership; Educational administration; Education

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

APA (6^th Edition):

Gee, R. L. (2015). A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3735133

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

Chicago Manual of Style (16^th Edition):

Gee, Ralph L. “A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors.” 2015. Thesis, The George Washington University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3735133.

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

MLA Handbook (7^th Edition):

Gee, Ralph L. “A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors.” 2015. Web. 23 Feb 2020.

Vancouver:

Gee RL. A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors. [Internet] [Thesis]. The George Washington University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3735133.

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

Council of Science Editors:

Gee RL. A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors. [Thesis]. The George Washington University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3735133

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

30. Carlon, Lisa G. Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement.

Degree: 2015, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734050

► With teacher evaluations, school ratings, and ultimately school funding being linked more and more to student achievement data, U.S. public schools are searching for… (more)

Subjects/Keywords: Educational evaluation; Educational administration

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APA (6^th Edition):

Carlon, L. G. (2015). Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734050

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

Chicago Manual of Style (16^th Edition):

Carlon, Lisa G. “Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement.” 2015. Thesis, Lindenwood University. Accessed February 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3734050.

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

MLA Handbook (7^th Edition):

Carlon, Lisa G. “Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement.” 2015. Web. 23 Feb 2020.

Vancouver:

Carlon LG. Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2020 Feb 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734050.

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

Council of Science Editors:

Carlon LG. Merit Pay for Educators| An Investigation of Components Significantly Impacting Student Achievement. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734050

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

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Open Access Theses and Dissertations