subject:(Educational policy)

University of Arizona

1. DeMartino, Linsay A. Transformative Leadership in Practice: Leading with the Modern School Community .

Degree: 2016, University of Arizona

► The demographic composition of the United States population continues to change, becoming increasingly more diverse. But, unfortunately, the U.S. education system too often fails to… (more)

▼ The demographic composition of the United States population continues to change, becoming increasingly more diverse. But, unfortunately, the U.S. education system too often fails to reach all students. Historically marginalized students from groups based on race, ethnicity, class, gender, language, ability, and/or sexual orientation are routinely excluded from the mainstream school community. Since the backgrounds and interests of these students typically do not match the dominant ideologies and norms of the perceived authoritative group, their needs have largely been ignored by educational institutions (Bartlett & Garcia, 2011; Lee, 2005; Valenzuela, 1999). Therefore, it is vital that educational institutions become more flexible and inclusive. Some contemporary charter schools have aimed to do just this. They are innovative and progressive. In these schools, with the greater flexibility, leaders in charter schools are able to play important roles in shifting conventional and bureaucratic public schooling to a more organic and supportive school community that includes our increasingly diverse student population. This 18-month critical ethnographic study at Millennium High School, a small, urban, non-profit charter public school located in the Southwest United States is an example of the transformative leadership framework merging with tempered radicalism and power-with structures to develop and sustain a modern school community. I draw from 27 interviews and over 80 hours of observations, including traditional and participant observations, to develop and support my argument. My results indicate, since leadership still plays an important role in shifting educational consciousness, the contemporary transformative leader develops and sustains a larger educational community by acknowledging the importance of transformative leadership practices, tempered radicalism, and the modern school community. Advisors/Committee Members: Koyama, Jill (advisor), Koyama, Jill (committeemember), Ylimaki, Rose (committeemember), Milem, Jeffrey (committeemember), Rhoades, Gary (committeemember).

Subjects/Keywords: Educational Leadership & Policy

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APA (6^th Edition):

DeMartino, L. A. (2016). Transformative Leadership in Practice: Leading with the Modern School Community . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621824

Chicago Manual of Style (16^th Edition):

DeMartino, Linsay A. “Transformative Leadership in Practice: Leading with the Modern School Community .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 22, 2020. http://hdl.handle.net/10150/621824.

MLA Handbook (7^th Edition):

DeMartino, Linsay A. “Transformative Leadership in Practice: Leading with the Modern School Community .” 2016. Web. 22 Jan 2020.

Vancouver:

DeMartino LA. Transformative Leadership in Practice: Leading with the Modern School Community . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10150/621824.

Council of Science Editors:

DeMartino LA. Transformative Leadership in Practice: Leading with the Modern School Community . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621824

2. Makwaya, Mpasa C. An assessment of the extent of community participation in teacher education through education boards.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/405

► The study begins by giving a brief background to the statement of the problem. The background highlights the educational policy changes that the Zambian Government… (more)

▼ The study begins by giving a brief background to the statement of the problem. The background highlights the educational policy changes that the Zambian Government has taken before and after independence to respond to the need to make education relevant to the changing development needs of the country. The current policy of decentralisation in education is guided by three aims: i) Take decision - making closer to the point of delivery where action is taking place. ii) Adopt an implementation design that allows active community participation in the delivery of educational services and in making decisions in the use and management of resources flowing into colleges. iii) Change extensively the existing power and authority structure.To achieve these broad aims, active community participation in teacher education was considered cardinal. Hence the establishment of education boards to provide a mechanism for this type of community involvement. The focus of the study was provided by the statement of the problem, and the objectives, hypotheses and questions generated from this statement of the problem. The statement of the problem highlights the need to undertake the study in light of past experience, which revealed that active community participation in educational governance has not been successful in Zambia. The study had six objectives: (i) Establish the extent to which objectives of education boards were being met in teachers' colleges, (ii) Establish the extent to which communities were using education boards to participate in teachers, education 7.There was no indication that the education board members participated in decision-making of a kind that would affect the colleges significantly. The major conclusions were: i) The education board at the two colleges did not enable the community to participate actively in the delivery of educational services and in making decisions in the use and management of resources flowing into the colleges. ii) Expected outcomes such as transparency, accountability and sense of ownership had not begun to show to any significant extent, iii) There was no consensus among stakeholders on how the education board could fulfil its responsibilities. The study makes a number of recommendations that include: (i) Further research, to include all primary teacher training colleges, should be done to assess the effectiveness of education boards as a mechanism for active community participation in teacher education i) To give the Education Board real power over staff, The Ministry of Education should provide for the appointment of The Principal by the Education Board. ii) Specific guidelines to allow community involvement in teacher education curriculum design should be drawn by the Ministry of Education iii) Funding to education boards should improve so that they can operate effectively.curriculum and policy making, (iii) Identify constraints board members faced in carrying out their responsibilities (iv) Determine how constraints education board members…

Subjects/Keywords: Educational Clause – Zambia; Educational Policy – Zambia; Decentralization – Educational policy

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APA (6^th Edition):

Makwaya, M. C. (2011). An assessment of the extent of community participation in teacher education through education boards. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/405

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):

Makwaya, Mpasa C. “An assessment of the extent of community participation in teacher education through education boards.” 2011. Thesis, University of Zimbabwe. Accessed January 22, 2020. http://dspace.unza.zm/handle/123456789/405.

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

MLA Handbook (7^th Edition):

Makwaya, Mpasa C. “An assessment of the extent of community participation in teacher education through education boards.” 2011. Web. 22 Jan 2020.

Vancouver:

Makwaya MC. An assessment of the extent of community participation in teacher education through education boards. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Jan 22]. Available from: http://dspace.unza.zm/handle/123456789/405.

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

Council of Science Editors:

Makwaya MC. An assessment of the extent of community participation in teacher education through education boards. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/405

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

3. Moses-Stanton, Shemarlo. An Analysis of the Veterans' Employment Initiative.

Degree: 2018, Trevecca Nazarene University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10745075

► This study explored the role of the Federal Government in helping Gulf War II Era veterans to secure employment after leaving active duty service.… (more)

Subjects/Keywords: Educational leadership; Education policy; Public policy

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APA (6^th Edition):

Moses-Stanton, S. (2018). An Analysis of the Veterans' Employment Initiative. (Thesis). Trevecca Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10745075

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):

Moses-Stanton, Shemarlo. “An Analysis of the Veterans' Employment Initiative.” 2018. Thesis, Trevecca Nazarene University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10745075.

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

MLA Handbook (7^th Edition):

Moses-Stanton, Shemarlo. “An Analysis of the Veterans' Employment Initiative.” 2018. Web. 22 Jan 2020.

Vancouver:

Moses-Stanton S. An Analysis of the Veterans' Employment Initiative. [Internet] [Thesis]. Trevecca Nazarene University; 2018. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10745075.

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

Council of Science Editors:

Moses-Stanton S. An Analysis of the Veterans' Employment Initiative. [Thesis]. Trevecca Nazarene University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10745075

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

4. Forte, Jill D. Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment.

Degree: 2016, Indiana Wesleyan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3742966

► Transformational leaders seek to make disciples of their followers. They strive to elevate followers to a position of empowerment in order to realize mutual… (more)

▼ Transformational leaders seek to make disciples of their followers. They strive to elevate followers to a position of empowerment in order to realize mutual goals. There is evidence that transformational leadership is effective during change initiatives. In the United States, the field of education is in constant flux as lawmakers address national educational concerns, particularly as students are compared with their peers internationally with disappointing results. Reform measures, standards-based education, and federal and state policies affect teachers, who are the leaders in their classrooms, and principals, the leaders of leaders. In education, as in other industries, organizational commitment is related to transformational leadership. In the state of Indiana, a 2011 law allowing state public funds to be utilized for school choice scholarships provided nearly 20,000 students in 2013-2014 the opportunity to choose which school to attend. The program continues to expand every year with 60% of Indiana students eligible for some level of scholarship. This choice opportunity for families and students has created an environment of uncertainty regarding enrollment numbers for principals and teacher-leaders in all schools. Furthermore, the culture of nonpublic schools may change as choice students go through the process of enculturation. Nonpublic school teacher-leaders may experience classroom management difficulties, parental concerns, and commitment loss during this process. The new environment of public schools may also create stress for principals and teacher-leaders as ambiguity—real or perceived—may affect the school as a whole. This study’s purpose is to examine the leadership style of principals and the relationship of that style to the organizational commitment of teacher-leaders in the environment of educational change. This dissertation also addresses the question of determining the leadership style of principals in Indiana in the midst of a change environment. Additionally, if organizational commitment is related to transformational leadership style in other contexts, is that true in the state of Indiana in an environment of school choice? If Indiana principals’ predominant leadership style is not transformational leadership, then what is it? And is there a difference in leadership style or organizational commitment in public schools versus nonpublic schools in this environment?

Subjects/Keywords: Education policy; Educational administration

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APA (6^th Edition):

Forte, J. D. (2016). Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment. (Thesis). Indiana Wesleyan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3742966

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):

Forte, Jill D. “Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment.” 2016. Thesis, Indiana Wesleyan University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3742966.

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

MLA Handbook (7^th Edition):

Forte, Jill D. “Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment.” 2016. Web. 22 Jan 2020.

Vancouver:

Forte JD. Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment. [Internet] [Thesis]. Indiana Wesleyan University; 2016. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742966.

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

Council of Science Editors:

Forte JD. Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment. [Thesis]. Indiana Wesleyan University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742966

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

The George Washington University

5. Santella Steen, Sheila. The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading.

Degree: 2017, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10254442

► Television has been perceived as a possible instructional tool. Research, however, has been unable to determine the television industry’s ability to meet children’s needs… (more)

▼ Television has been perceived as a possible instructional tool. Research, however, has been unable to determine the television industry’s ability to meet children’s needs despite federal government’s efforts to regulate programming through policy. Television’s ability to impact learning needs closer examination especially considering that younger audiences are becoming increasingly diverse. The National Center for Education Statistics (NCES) found that the percentage of students with disabilities was approximately 13% by the 2008-09 school year with students having a specific learning disability representing the largest group. Reading, in particular, was an identified area of deficiency in 80% of the millions of students with learning disabilities (Therrien & Hughes, 2008). This qualitative study’s objective was to examine current children’s television programming’s ability to foster reading skill development in students who have a specific learning disability in reading. Using Anderson and Lorch’s (1979) active viewing theory as a lens, I conducted a content analysis of three episodes for each of the following shows for program visual and audio elements that may foster an educational learning environment and for demonstrated use of proven classroom teaching strategies: a) SuperWHY!, b) Martha Speaks, c) WORDGIRL , d) The Electric Company, e) WordWorld , and f) Between the Lions. All shows’ episodes contained proven classroom teaching strategies. Common to all six shows was the strategy of teacher modeling. SuperWHY! demonstrated every research-based strategy in every episode with the most-used strategies being questioning, teacher modeling, and accessing prior knowledge. With regards to the shows’ ability to promote a multimedia learning environment, results per show varied. Across its three episodes, SuperWHY!, however, had evidence of the most regular use of effective audio and visual elements. This study provides an examination of television’s ability to serve as an instructional tool for students with a specific learning disability in reading. Its findings have implications for further investigation in television’s ability to reach this population as well as other learning disabled populations. This study’s results also provide implications for practice as well as policy in ensuring the creation and delivery of quality educational programming that meets the needs of a widely diverse audience.

Subjects/Keywords: Education policy; Educational administration

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APA (6^th Edition):

Santella Steen, S. (2017). The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10254442

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):

Santella Steen, Sheila. “The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading.” 2017. Thesis, The George Washington University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10254442.

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

MLA Handbook (7^th Edition):

Santella Steen, Sheila. “The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading.” 2017. Web. 22 Jan 2020.

Vancouver:

Santella Steen S. The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading. [Internet] [Thesis]. The George Washington University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254442.

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

Council of Science Editors:

Santella Steen S. The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10254442

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

6. Lowe, Jeremy R. Mandatory advanced placement participation and student achievement| An ex post facto study.

Degree: 2016, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10155718

► The purpose of this quantitative ex post facto study was to determine if mandatory Advanced Placement courses improve reading comprehension scores for students; especially… (more)

▼ The purpose of this quantitative ex post facto study was to determine if mandatory Advanced Placement courses improve reading comprehension scores for students; especially Hispanic students. Not only is a minority student achievement gap prevalent in American education, but also a minority opportunity gap is present for students in Advanced Placement courses. The literature review detailed educational reform in the United States to include the rise and expansion of the Advanced Placement Program via the College Board. The benefits and drawbacks of Advanced Placement were emphasized as well as obstacles minority students face in participating in advanced courses. The results from the archival student reading achievement on the Transitional Colorado Assessment Program between sophomore students in two rural, Colorado high schools exposed two certainties; the achievement gap remains and mandatory Advanced Placement participation does not positively affect reading achievement. In the 2013 and 2014 school years, uncommon p-values were identified rejecting the null hypothesis. The ANOVA test for interaction produced a p-value of .438 pointing to an uncommon result, and the t-test produced p-values of 1.00 and .996 which are higher than the alpha of .05, and thus the null was rejected. There is no significant effect between Advanced Placement participation and increased reading achievement scores. Furthermore, this study confirmed the school that did not mandate Advanced Placement courses outperformed the mandatory Advanced Placement school on the state reading examination. More research on this topic is necessary. Longitudinal studies of these student populations may determine if the results may be generalized to larger populations. Among the most significant findings from this study are the importance of teacher preparation and leadership in identifying, recruiting, and enrolling minority students in to Advanced Placement and honors programs with greater consistency.

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Lowe, J. R. (2016). Mandatory advanced placement participation and student achievement| An ex post facto study. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10155718

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):

Lowe, Jeremy R. “Mandatory advanced placement participation and student achievement| An ex post facto study.” 2016. Thesis, University of Phoenix. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10155718.

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

MLA Handbook (7^th Edition):

Lowe, Jeremy R. “Mandatory advanced placement participation and student achievement| An ex post facto study.” 2016. Web. 22 Jan 2020.

Vancouver:

Lowe JR. Mandatory advanced placement participation and student achievement| An ex post facto study. [Internet] [Thesis]. University of Phoenix; 2016. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10155718.

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

Council of Science Editors:

Lowe JR. Mandatory advanced placement participation and student achievement| An ex post facto study. [Thesis]. University of Phoenix; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10155718

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

7. Roland, Karen. Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention.

Degree: PhD, Education, 2009, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/426

► This case study was designed to investigate the under-representation of Aboriginal scholars in the Ontario professoriate, examining: 1) the current lack of Aboriginal scholars in… (more)

▼ This case study was designed to investigate the under-representation of Aboriginal scholars in the Ontario professoriate, examining: 1) the current lack of Aboriginal scholars in the Ontario professoriate, and 2) the retention of these scholars within the system. To advocate social justice for this community, these issues were examined through an Aboriginal epistemic lens to develop principles with which to inform recruitment and retention policy and practice in the academy. Specifically, this study focused on the following areas: 1) the context of the participants' educational experience as Aboriginal students; 2) participants' perspectives about why Aboriginal scholars stay, or conversely why they leave, the Ontario professoriate; and 3) social justice and equity - implications for recruitment and retention policies in the academy. A transformative policy process is proposed which resulted from the grounded theory flowing from the data collected, and the extant literature. As an organizational tool for transforming the process of policy development and implementation in the academy, the policy process proposed utilizes a circle archetype relevant to many Aboriginal worldviews. The policy circle process is comprised of four integrative stages: the 'Beginning' stage; the 'Consultation with Expert Knowledge' stage; the 'Taking Action' stage; and, the 'Reflection' stage. Based on the findings of the study, equity principles which inculcate the tenets of respect, honour, truth and wisdom are proposed as guidelines for Aboriginal recruitment and retention policies in the academy. The rationale for proposing this change as a means of promoting social justice and equity, as well as to address the under-representation of Aboriginal scholars in the academy, is based on the perceived necessity of universities to assume their leadership role as socially responsible 'agents of change.' Finally, the study suggests that there is a continued need to develop and implement strategic educational policy reform in Canada to: support the success of Aboriginal students, to promote and facilitate the participation of Aboriginal educators and Elders in developing curricula and pedagogy which respect and honour Aboriginal epistemologies, and to spur provincial and federal governments' provision of support in terms of investment of time and funding for the development of Aboriginal postsecondary programs. Advisors/Committee Members: Egbo, Benedicta (Faculty of Education).

Subjects/Keywords: Educational Leadership and Policy Studies.

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

APA (6^th Edition):

Roland, K. (2009). Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/426

Chicago Manual of Style (16^th Edition):

Roland, Karen. “Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention.” 2009. Doctoral Dissertation, National Library of Canada. Accessed January 22, 2020. http://scholar.uwindsor.ca/etd/426.

MLA Handbook (7^th Edition):

Roland, Karen. “Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention.” 2009. Web. 22 Jan 2020.

Vancouver:

Roland K. Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention. [Internet] [Doctoral dissertation]. National Library of Canada; 2009. [cited 2020 Jan 22]. Available from: http://scholar.uwindsor.ca/etd/426.

Council of Science Editors:

Roland K. Examining the Under-Representation of Aboriginal Scholars in the Ontario Professoriate: Policy Implications for Faculty Recruitment and Retention. [Doctoral Dissertation]. National Library of Canada; 2009. Available from: http://scholar.uwindsor.ca/etd/426

University of Georgia

8. Wynne, Stefanie C. Job-embedded learning: how teachers learn from one another during the workday.

Degree: PhD, Educational Administration and Policy, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd

► The purpose of this study was to examine the learning which occurs among teachers in a high performing middle school in the state of Georgia.… (more)

Subjects/Keywords: Educational administration and policy

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APA (6^th Edition):

Wynne, S. C. (2010). Job-embedded learning: how teachers learn from one another during the workday. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd

Chicago Manual of Style (16^th Edition):

Wynne, Stefanie C. “Job-embedded learning: how teachers learn from one another during the workday.” 2010. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd.

MLA Handbook (7^th Edition):

Wynne, Stefanie C. “Job-embedded learning: how teachers learn from one another during the workday.” 2010. Web. 22 Jan 2020.

Vancouver:

Wynne SC. Job-embedded learning: how teachers learn from one another during the workday. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd.

Council of Science Editors:

Wynne SC. Job-embedded learning: how teachers learn from one another during the workday. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_stefanie_c_201012_phd

9. Bowers, Melinda Edwards. Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention.

Degree: 2017, Wingate University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10618513

► This study examines the causes, effects, and prevention strategies that influence a student’s decision to drop out of high school. Three research questions are… (more)

▼ This study examines the causes, effects, and prevention strategies that influence a student’s decision to drop out of high school. Three research questions are explored: 1. What causes 21st century high school students to drop out of high school? 2. Why are current dropout prevention measures not meeting the needs of today’s students? 3. What patterns emerge in participant responses to the question, “Why did you leave high school prior to graduation?” The researcher collected data from 92 students attending orientation for the adult high school program at a small, rural community college who left school prior to graduation. Ten students were selected and agreed to a one on one interview with the researcher in order to provide a rich context to support their decision to drop out of high school. Data collected included academic background, school experiences, family characteristics, parental investment, disciplinary actions, and attendance patterns throughout the student’s school career. The study identified precipitating causes for students to withdraw from school including perceptions of education by the student and family, teen pregnancy, socio-economic characteristics of the family and community, disciplinary actions taken against the student, and the student’s need to find full time employment. A 5 x5 Chi Square analysis was done to find the degree of relationship between the basic characteristics of poverty to the causes for dropping out. The results of the analysis were not significant, indicating that living in poverty does not cause students to drop out of high school. The data from the surveys, interviews, and chi square analysis showed that dropping out of high school is not a spontaneous decision, but a result of years of academic struggle, personal and family issues, and the need to provide for basic needs. It is a long process, mired in struggle. The study also revealed a lack of school-related incentives and effective dropout prevention programs to address the issue.

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Bowers, M. E. (2017). Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention. (Thesis). Wingate University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10618513

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, Melinda Edwards. “Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention.” 2017. Thesis, Wingate University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10618513.

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, Melinda Edwards. “Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention.” 2017. Web. 22 Jan 2020.

Vancouver:

Bowers ME. Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention. [Internet] [Thesis]. Wingate University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10618513.

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

Council of Science Editors:

Bowers ME. Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention. [Thesis]. Wingate University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10618513

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

University of Minnesota

10. Adjei, Millicent. Internationalizing a private liberal arts college in Ghana: A stakeholder analysis.

Degree: MA, Educational policy and administration, 2012, University of Minnesota

URL: http://purl.umn.edu/130855

►

University of Minnesota M.A. thesis. May 2012. Major: Educational policy and administration. Advisor: Professor Frances Vavrus. 1 computer file (PDF); xii, 140 pages, appendices A-L.… (more)

▼

University of Minnesota M.A. thesis. May 2012. Major: Educational policy and administration. Advisor: Professor Frances Vavrus. 1 computer file (PDF); xii, 140 pages, appendices A-L.

Although, many stakeholders view internationalization as integrating an international intercultural and global dimension into the extant curriculum, the concept holds different meanings between and within institutions. This multiplicity of meanings invites the questions: How do various stakeholders at Ashesi University; a small liberal arts college in Ghana conceptualize internationalization and what factors influence their understanding of the subject? How does the academic institutional context influence internationalization? And, how do the different stakeholders’ perceptions of internationalization affect the internationalization focus of the institution? This qualitative case study draws on data collected between May and August 2011 from sixty purposefully selected participants comprising University leadership; administrative staff; faculty; students and alumni of Ashesi. Data collection methods included semi-structured interviews, focus group discussions, naturalistic observations of the campus ethos towards internationalization, and content analysis of documents. Analyses of the data suggest the following: 1) Stakeholders demonstrated an understanding of the importance of internationalization, and how it applied to them in their own unique context; 2) In addition to the internationalization components suggested by Harari’s “Components of an Internationalized Campus,” Ashesi University also had very unique internationalization components specific to their context as an African institution; 3) stakeholders believed that having a clear internationalization policy to guide the internationalization process developing at Ashesi in the form of a clearly written internationalization policy document, would be helpful towards guiding the institution’s internationalization process. In addition, stakeholders expressed a strong desire for Ashesi to institute programs to foster close interaction between domestic and international students and the introduction of a French Language course to enhance student employability, particularly across francophone Africa. These findings have the potential to guide discussions, as Ashesi aims to develop a more structured internationalization agenda. The findings also suggest methods and processes that may be beneficial and transferable to other institutions with similar characteristics as Ashesi, and with a similar desire to internationalize. This study also contributes to the limited body of literature concerning how institutions of higher education in Africa utilize processes appropriate to their unique contexts in their attempts to internationalize.

Advisors/Committee Members: Professor Frances Vavrus.

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Adjei, M. (2012). Internationalizing a private liberal arts college in Ghana: A stakeholder analysis. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/130855

Chicago Manual of Style (16^th Edition):

Adjei, Millicent. “Internationalizing a private liberal arts college in Ghana: A stakeholder analysis.” 2012. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/130855.

MLA Handbook (7^th Edition):

Adjei, Millicent. “Internationalizing a private liberal arts college in Ghana: A stakeholder analysis.” 2012. Web. 22 Jan 2020.

Vancouver:

Adjei M. Internationalizing a private liberal arts college in Ghana: A stakeholder analysis. [Internet] [Masters thesis]. University of Minnesota; 2012. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/130855.

Council of Science Editors:

Adjei M. Internationalizing a private liberal arts college in Ghana: A stakeholder analysis. [Masters Thesis]. University of Minnesota; 2012. Available from: http://purl.umn.edu/130855

University of Minnesota

11. McCorkell, Stephanie M. “Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra.

Degree: 2012, University of Minnesota

URL: http://purl.umn.edu/130936

►

UNiversity of Minnesota M.A. thesis. May 2012. Major: Educational policy and administration. Advisor: Dr. Peter Demerath. 1 computer file (PDF); vii, 80 pages, appendices 1-7.… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

McCorkell, S. M. (2012). “Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/130936

Chicago Manual of Style (16^th Edition):

McCorkell, Stephanie M. ““Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra.” 2012. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/130936.

MLA Handbook (7^th Edition):

McCorkell, Stephanie M. ““Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra.” 2012. Web. 22 Jan 2020.

Vancouver:

McCorkell SM. “Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra. [Internet] [Masters thesis]. University of Minnesota; 2012. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/130936.

Council of Science Editors:

McCorkell SM. “Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra. [Masters Thesis]. University of Minnesota; 2012. Available from: http://purl.umn.edu/130936

University of Minnesota

12. Keelon, Heather. Exploring cultures and expanding horizons: the international experience of the students crossing borders community.

Degree: 2012, University of Minnesota

URL: http://purl.umn.edu/132319

►

UNiversity of Minnesota M.A. thesis. June 2012. Major: Educational policy and administration. Advisor: Frances Vavrus. 1 computer file (PDF); vi, 125 pages, appendices 1-3.

This… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Keelon, H. (2012). Exploring cultures and expanding horizons: the international experience of the students crossing borders community. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/132319

Chicago Manual of Style (16^th Edition):

Keelon, Heather. “Exploring cultures and expanding horizons: the international experience of the students crossing borders community.” 2012. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/132319.

MLA Handbook (7^th Edition):

Keelon, Heather. “Exploring cultures and expanding horizons: the international experience of the students crossing borders community.” 2012. Web. 22 Jan 2020.

Vancouver:

Keelon H. Exploring cultures and expanding horizons: the international experience of the students crossing borders community. [Internet] [Masters thesis]. University of Minnesota; 2012. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/132319.

Council of Science Editors:

Keelon H. Exploring cultures and expanding horizons: the international experience of the students crossing borders community. [Masters Thesis]. University of Minnesota; 2012. Available from: http://purl.umn.edu/132319

University of Minnesota

13. Altman, Jason R. Special education teacher perceptions of changes in student outcomes due to current assessment practices.

Degree: MA, Educational policy and administration, 2011, University of Minnesota

URL: http://purl.umn.edu/113664

►

University of Minnesota M.A. thesis. June 2011. Major: Educational policy and administration. Advisor: Dr. Jean A. King. 1 computer file (PDF); vi, 73 pages, appendices… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Altman, J. R. (2011). Special education teacher perceptions of changes in student outcomes due to current assessment practices. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/113664

Chicago Manual of Style (16^th Edition):

Altman, Jason R. “Special education teacher perceptions of changes in student outcomes due to current assessment practices.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/113664.

MLA Handbook (7^th Edition):

Altman, Jason R. “Special education teacher perceptions of changes in student outcomes due to current assessment practices.” 2011. Web. 22 Jan 2020.

Vancouver:

Altman JR. Special education teacher perceptions of changes in student outcomes due to current assessment practices. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/113664.

Council of Science Editors:

Altman JR. Special education teacher perceptions of changes in student outcomes due to current assessment practices. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/113664

University of Minnesota

14. Cherney, Blythe T. Understanding the role of cost in study abroad program selection at a large public research university.

Degree: MA, Educational policy and administration, 2011, University of Minnesota

URL: http://purl.umn.edu/113795

►

University of Minnesota M.A. thesis. June 2011. Major: Educational policy and administration. Advisor: Gerald Fry. 1 computer file (PDF); v, 75 pages, appendix A.

Cost… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Cherney, B. T. (2011). Understanding the role of cost in study abroad program selection at a large public research university. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/113795

Chicago Manual of Style (16^th Edition):

Cherney, Blythe T. “Understanding the role of cost in study abroad program selection at a large public research university.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/113795.

MLA Handbook (7^th Edition):

Cherney, Blythe T. “Understanding the role of cost in study abroad program selection at a large public research university.” 2011. Web. 22 Jan 2020.

Vancouver:

Cherney BT. Understanding the role of cost in study abroad program selection at a large public research university. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/113795.

Council of Science Editors:

Cherney BT. Understanding the role of cost in study abroad program selection at a large public research university. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/113795

University of Minnesota

15. Volden, Emelee Patricia. Critical experiences abroad: the development of self-authorship in study abroad.

Degree: MA, Educational policy and administration, 2011, University of Minnesota

URL: http://purl.umn.edu/114309

►

University of Minnesota M.A. thesis. July 2011. Major: Educational policy and administration. Advisor: Professor Rebecca Ropers-Huilman. 1 computer file (PDF); vi, 89 pages, appendices A-B.… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Volden, E. P. (2011). Critical experiences abroad: the development of self-authorship in study abroad. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/114309

Chicago Manual of Style (16^th Edition):

Volden, Emelee Patricia. “Critical experiences abroad: the development of self-authorship in study abroad.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/114309.

MLA Handbook (7^th Edition):

Volden, Emelee Patricia. “Critical experiences abroad: the development of self-authorship in study abroad.” 2011. Web. 22 Jan 2020.

Vancouver:

Volden EP. Critical experiences abroad: the development of self-authorship in study abroad. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/114309.

Council of Science Editors:

Volden EP. Critical experiences abroad: the development of self-authorship in study abroad. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/114309

University of Minnesota

16. Walters, Matthew S. Citizenship education, memory, and the World War II internment of Japanese Americans.

Degree: MA, Educational policy and administration, 2011, University of Minnesota

URL: http://purl.umn.edu/114322

►

University of Minnesota M.A. thesis. July 2011. Major: Educational policy and administration. Advisor: Frances Vavrus. 1 computer file (PDF); iv, 104 pages.

Drawing on citizenship… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Walters, M. S. (2011). Citizenship education, memory, and the World War II internment of Japanese Americans. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/114322

Chicago Manual of Style (16^th Edition):

Walters, Matthew S. “Citizenship education, memory, and the World War II internment of Japanese Americans.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/114322.

MLA Handbook (7^th Edition):

Walters, Matthew S. “Citizenship education, memory, and the World War II internment of Japanese Americans.” 2011. Web. 22 Jan 2020.

Vancouver:

Walters MS. Citizenship education, memory, and the World War II internment of Japanese Americans. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/114322.

Council of Science Editors:

Walters MS. Citizenship education, memory, and the World War II internment of Japanese Americans. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/114322

University of Minnesota

17. Garoza, Ilze. Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S.

Degree: MA, Educational policy and administration, 2011, University of Minnesota

URL: http://purl.umn.edu/116895

►

University of Minnesota M.A. thesis. August 2011. Major: Educational policy and administration. Advisors: Professor Peter Demerath, Professor Gerald Fry. 1 computer file (PDF); ix, 256… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Garoza, I. (2011). Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/116895

Chicago Manual of Style (16^th Edition):

Garoza, Ilze. “Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/116895.

MLA Handbook (7^th Edition):

Garoza, Ilze. “Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S.” 2011. Web. 22 Jan 2020.

Vancouver:

Garoza I. Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/116895.

Council of Science Editors:

Garoza I. Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/116895

University of Minnesota

18. Maynard, Amelia E. Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally.

Degree: 2011, University of Minnesota

URL: http://purl.umn.edu/116972

►

University of Minnesota M.A. thesis. September 2011. Major: Educational policy and administration. Advisor: Dr. Jean A. King, 1 computer file (PDF); ii, 72 pages, appendices… (more)

Subjects/Keywords: Educational policy and administration

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APA (6^th Edition):

Maynard, A. E. (2011). Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/116972

Chicago Manual of Style (16^th Edition):

Maynard, Amelia E. “Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally.” 2011. Masters Thesis, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/116972.

MLA Handbook (7^th Edition):

Maynard, Amelia E. “Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally.” 2011. Web. 22 Jan 2020.

Vancouver:

Maynard AE. Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/116972.

Council of Science Editors:

Maynard AE. Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/116972

19. Steele, Joby B. Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10123633

► In this quantitative study, the perceptions of safety and preparedness of Missouri’s high school administrators after participating in active shooter training as mandated by… (more)

Subjects/Keywords: Law; Education policy; Educational administration

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APA (6^th Edition):

Steele, J. B. (2016). Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10123633

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):

Steele, Joby B. “Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75.” 2016. Thesis, Lindenwood University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10123633.

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

MLA Handbook (7^th Edition):

Steele, Joby B. “Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75.” 2016. Web. 22 Jan 2020.

Vancouver:

Steele JB. Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123633.

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

Council of Science Editors:

Steele JB. Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123633

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

Temple University

20. Schmidt, Elena S. Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?.

Degree: 2017, Temple University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10265327

► Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged… (more)

▼ Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.

Subjects/Keywords: Educational leadership; Education policy; Education

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APA (6^th Edition):

Schmidt, E. S. (2017). Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10265327

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):

Schmidt, Elena S. “Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?.” 2017. Thesis, Temple University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.

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

MLA Handbook (7^th Edition):

Schmidt, Elena S. “Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?.” 2017. Web. 22 Jan 2020.

Vancouver:

Schmidt ES. Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?. [Internet] [Thesis]. Temple University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.

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

Council of Science Editors:

Schmidt ES. Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?. [Thesis]. Temple University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10265327

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

University of Alberta

21. Macris, Vicki. The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education.

Degree: MEd, Department of Educational Policy Studies, 2009, University of Alberta

URL: https://era.library.ualberta.ca/files/h415pb94c

► Neoliberal ideology has transformed education into a market model as competition, deregulation, stratification and the spread of market discourse and market ideology seep into public… (more)

Subjects/Keywords: Educational Policy; Neoliberalism; Ideology

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APA (6^th Edition):

Macris, V. (2009). The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/h415pb94c

Chicago Manual of Style (16^th Edition):

Macris, Vicki. “The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education.” 2009. Masters Thesis, University of Alberta. Accessed January 22, 2020. https://era.library.ualberta.ca/files/h415pb94c.

MLA Handbook (7^th Edition):

Macris, Vicki. “The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education.” 2009. Web. 22 Jan 2020.

Vancouver:

Macris V. The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education. [Internet] [Masters thesis]. University of Alberta; 2009. [cited 2020 Jan 22]. Available from: https://era.library.ualberta.ca/files/h415pb94c.

Council of Science Editors:

Macris V. The dominance of neoliberal ideology in public schooling and possibilities for reconstructing the common good in education. [Masters Thesis]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/h415pb94c

The George Washington University

22. Bannister, Robert M. To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?.

Degree: 2017, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10604166

► Some believe sixth through twelfth grade configured schools offer programs and incentives that aid the success of students. The assumption is that these schools… (more)

Subjects/Keywords: Education policy; Educational administration; Education

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APA (6^th Edition):

Bannister, R. M. (2017). To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10604166

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):

Bannister, Robert M. “To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?.” 2017. Thesis, The George Washington University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10604166.

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

MLA Handbook (7^th Edition):

Bannister, Robert M. “To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?.” 2017. Web. 22 Jan 2020.

Vancouver:

Bannister RM. To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?. [Internet] [Thesis]. The George Washington University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604166.

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

Council of Science Editors:

Bannister RM. To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10604166

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

23. Abbinante, Vicki M. Policy Decisions and Options-Based Responses to Active Shooters in Public Schools.

Degree: 2017, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10602990

► Active shooter events in K-12 schools have increased since 1990, and developing response policies to such events is a responsibility of school personnel. A… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Abbinante, V. M. (2017). Policy Decisions and Options-Based Responses to Active Shooters in Public Schools. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10602990

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):

Abbinante, Vicki M. “Policy Decisions and Options-Based Responses to Active Shooters in Public Schools.” 2017. Thesis, Walden University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10602990.

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

MLA Handbook (7^th Edition):

Abbinante, Vicki M. “Policy Decisions and Options-Based Responses to Active Shooters in Public Schools.” 2017. Web. 22 Jan 2020.

Vancouver:

Abbinante VM. Policy Decisions and Options-Based Responses to Active Shooters in Public Schools. [Internet] [Thesis]. Walden University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10602990.

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

Council of Science Editors:

Abbinante VM. Policy Decisions and Options-Based Responses to Active Shooters in Public Schools. [Thesis]. Walden University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10602990

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

24. Younger, Vicki Hollis. The Free Speech Rights of Teachers and Social Media Policies for School Districts.

Degree: 2017, University of Louisiana at Lafayette

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10245347

► Social media has permeated nearly every facet of our modern society. The influence on our culture has been beneficial but challenging. The impact of… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Younger, V. H. (2017). The Free Speech Rights of Teachers and Social Media Policies for School Districts. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10245347

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):

Younger, Vicki Hollis. “The Free Speech Rights of Teachers and Social Media Policies for School Districts.” 2017. Thesis, University of Louisiana at Lafayette. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10245347.

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

MLA Handbook (7^th Edition):

Younger, Vicki Hollis. “The Free Speech Rights of Teachers and Social Media Policies for School Districts.” 2017. Web. 22 Jan 2020.

Vancouver:

Younger VH. The Free Speech Rights of Teachers and Social Media Policies for School Districts. [Internet] [Thesis]. University of Louisiana at Lafayette; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245347.

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

Council of Science Editors:

Younger VH. The Free Speech Rights of Teachers and Social Media Policies for School Districts. [Thesis]. University of Louisiana at Lafayette; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245347

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

The George Washington University

25. DeLima, Laura E. Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program.

Degree: 2017, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10621635

► This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes… (more)

▼ This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes accountability policy environment. Twenty-four teachers and four principals were interviewed across four schools, two of which were high poverty and two of which were low poverty. All schools were K-8 charter schools and located either within the urban core or in an inner-ring suburb. Educators across schools reported agreement with the tenets of Expeditionary Learning and a desire to implement the program fully. They preferred this learning model that focuses on student choice, inquiry, and experiential education over more traditional learning models. Respondents pointed to the pressure and time constraints caused by high-stakes standardized tests as barriers to their full implementation of Expeditionary Learning. They also saw the standardized tests as largely misaligned with the model. Educators in high-poverty schools reported more anxiety around the tests and their students’ performance. Respondents across schools agreed that Expeditionary Learning was a team effort that required significant time and effort to implement with fidelity. Educators at high-poverty schools reported teacher retention and hiring policies as major barriers to implementing Expeditionary Learning, largely because collaborative teams of teachers were unable to coalesce. Other factors affecting implementation of the program included curricular standards that focused on breadth and not depth, a lack of resources, and parent and community support. Overall, the study found that district and state policies served primarily as a constraint to implementation of Expeditionary Learning, and high-poverty schools were more negatively affected by external policies than were low-poverty schools. The ability to function as an Expeditionary Learning school was ultimately based on how well internal practices were able to work with or counteract external policies.

Subjects/Keywords: Educational evaluation; Education policy

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

APA (6^th Edition):

DeLima, L. E. (2017). Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10621635

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):

DeLima, Laura E. “Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program.” 2017. Thesis, The George Washington University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10621635.

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

MLA Handbook (7^th Edition):

DeLima, Laura E. “Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program.” 2017. Web. 22 Jan 2020.

Vancouver:

DeLima LE. Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program. [Internet] [Thesis]. The George Washington University; 2017. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10621635.

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

Council of Science Editors:

DeLima LE. Implementing an Innovative Educational Program in an Era of Accountability| An Interview Study of the Expeditionary Learning Program. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10621635

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

26. Noel-Cretian Richard, Trasima Lita Marie. A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation.

Degree: 2016, University of Louisiana at Lafayette

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10163298

► This study investigated the following overarching questions: Why do some Americans support religious expression and prayer in public schools while others oppose it? What… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Noel-Cretian Richard, T. L. M. (2016). A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163298

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):

Noel-Cretian Richard, Trasima Lita Marie. “A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation.” 2016. Thesis, University of Louisiana at Lafayette. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10163298.

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

MLA Handbook (7^th Edition):

Noel-Cretian Richard, Trasima Lita Marie. “A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation.” 2016. Web. 22 Jan 2020.

Vancouver:

Noel-Cretian Richard TLM. A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation. [Internet] [Thesis]. University of Louisiana at Lafayette; 2016. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163298.

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

Council of Science Editors:

Noel-Cretian Richard TLM. A National Study of Regional Differences in Americans' Commitment to Religious Expression and Prayer, and its Implications for the American Educational Policies| An Exploration of Feig's Explanatory Model of Attitude Formation. [Thesis]. University of Louisiana at Lafayette; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163298

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

27. Weiss, Erika. Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida.

Degree: 2018, Nova Southeastern University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10829665

► This applied dissertation responded to two public problems: digital divides and unequal access to educational opportunities via the growth of virtual schooling in kindergarten… (more)

Subjects/Keywords: Education policy; Education; Educational technology

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

APA (6^th Edition):

Weiss, E. (2018). Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10829665

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):

Weiss, Erika. “Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida.” 2018. Thesis, Nova Southeastern University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10829665.

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

MLA Handbook (7^th Edition):

Weiss, Erika. “Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida.” 2018. Web. 22 Jan 2020.

Vancouver:

Weiss E. Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida. [Internet] [Thesis]. Nova Southeastern University; 2018. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829665.

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

Council of Science Editors:

Weiss E. Virtual School Leaders' Experiences and Perspectives of the Benefits of and Barriers to Kindergarten through Grade 12 Virtual Schools in Florida. [Thesis]. Nova Southeastern University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829665

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

28. Cohen, Stacy E. National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting.

Degree: 2015, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3714470

► Public safety organizations in rural communities often face unique challenges during an emergency response that differ from their metropolitan counterparts. Despite implementation of the… (more)

Subjects/Keywords: Educational leadership; Public policy

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

APA (6^th Edition):

Cohen, S. E. (2015). National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3714470

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):

Cohen, Stacy E. “National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting.” 2015. Thesis, Capella University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3714470.

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

MLA Handbook (7^th Edition):

Cohen, Stacy E. “National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting.” 2015. Web. 22 Jan 2020.

Vancouver:

Cohen SE. National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting. [Internet] [Thesis]. Capella University; 2015. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714470.

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

Council of Science Editors:

Cohen SE. National Incident Management System| A case study of collaboration and the 2012 Chardon, Ohio, high school shooting. [Thesis]. Capella University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714470

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

29. Prososki, Christopher R. One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment.

Degree: 2015, Northwest Nazarene University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3718859

► The rapid surge of technology throughout both our society and our schools has changed many of the traditional functions of our daily lives. The… (more)

Subjects/Keywords: Education policy; Education; Educational technology

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Prososki, C. R. (2015). One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3718859

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):

Prososki, Christopher R. “One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment.” 2015. Thesis, Northwest Nazarene University. Accessed January 22, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3718859.

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

MLA Handbook (7^th Edition):

Prososki, Christopher R. “One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment.” 2015. Web. 22 Jan 2020.

Vancouver:

Prososki CR. One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment. [Internet] [Thesis]. Northwest Nazarene University; 2015. [cited 2020 Jan 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3718859.

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

Council of Science Editors:

Prososki CR. One-to-one computing| A mixed-methods study designed to uncover the perceived effects on the overall classroom environment. [Thesis]. Northwest Nazarene University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3718859

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

30. Hari Kumar, Ch. Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD.

Degree: 2015, Osmania University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/38801

newline

Advisors/Committee Members: Venkateshwar Rao, M.

Subjects/Keywords: Educational Policy

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APA (6^th Edition):

Hari Kumar, C. (2015). Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD. (Thesis). Osmania University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/38801

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):

Hari Kumar, Ch. “Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD.” 2015. Thesis, Osmania University. Accessed January 22, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/38801.

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

MLA Handbook (7^th Edition):

Hari Kumar, Ch. “Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD.” 2015. Web. 22 Jan 2020.

Vancouver:

Hari Kumar C. Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD. [Internet] [Thesis]. Osmania University; 2015. [cited 2020 Jan 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/38801.

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

Council of Science Editors:

Hari Kumar C. Upliftment of the scheduled castes educational policy in Andhra Pradesh; 1956 to 2000 AD. [Thesis]. Osmania University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/38801

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

Open Access Theses and Dissertations