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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

DeMartino LA. Transformative Leadership in Practice: Leading with the Modern School Community . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Mar 07]. 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

Florida Atlantic University

2. Judd, Leslie. WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.

Degree: 2020, Florida Atlantic University

URL: http://fau.digital.flvc.org/islandora/object/fau:64695

►

In today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to… (more)

Subjects/Keywords: Educational administration; Educational leadership; Educational policy

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APA (6^th Edition):

Judd, L. (2020). WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:64695

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):

Judd, Leslie. “WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.” 2020. Thesis, Florida Atlantic University. Accessed March 07, 2021. http://fau.digital.flvc.org/islandora/object/fau:64695.

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

MLA Handbook (7^th Edition):

Judd, Leslie. “WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.” 2020. Web. 07 Mar 2021.

Vancouver:

Judd L. WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION. [Internet] [Thesis]. Florida Atlantic University; 2020. [cited 2021 Mar 07]. Available from: http://fau.digital.flvc.org/islandora/object/fau:64695.

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

Council of Science Editors:

Judd L. WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION. [Thesis]. Florida Atlantic University; 2020. Available from: http://fau.digital.flvc.org/islandora/object/fau:64695

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

3. 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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Makwaya MC. An assessment of the extent of community participation in teacher education through education boards. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 07]. 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

4. 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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Moses-Stanton S. An Analysis of the Veterans' Employment Initiative. [Internet] [Thesis]. Trevecca Nazarene University; 2018. [cited 2021 Mar 07]. 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

5. Sanders, Heidi F. Phenomenological study of Mexican parents conceptualization of education related to student success.

Degree: 2015, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3736715

► The purpose of this study is to explore the educational perceptions of Mexican parents living in the United States and how their experiences gestate… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Sanders, H. F. (2015). Phenomenological study of Mexican parents conceptualization of education related to student success. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3736715

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):

Sanders, Heidi F. “Phenomenological study of Mexican parents conceptualization of education related to student success.” 2015. Thesis, University of Phoenix. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3736715.

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

MLA Handbook (7^th Edition):

Sanders, Heidi F. “Phenomenological study of Mexican parents conceptualization of education related to student success.” 2015. Web. 07 Mar 2021.

Vancouver:

Sanders HF. Phenomenological study of Mexican parents conceptualization of education related to student success. [Internet] [Thesis]. University of Phoenix; 2015. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736715.

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

Council of Science Editors:

Sanders HF. Phenomenological study of Mexican parents conceptualization of education related to student success. [Thesis]. University of Phoenix; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736715

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

The University of Alabama

6. Gaillard, Nancy Baugh. Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015.

Degree: 2016, The University of Alabama

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10127908

► This study examines how the state and federal courts have made decisions regarding public school students’ Fourth and Fifth Amendment rights in 105 cases… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Gaillard, N. B. (2016). Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10127908

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):

Gaillard, Nancy Baugh. “Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015.” 2016. Thesis, The University of Alabama. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10127908.

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

MLA Handbook (7^th Edition):

Gaillard, Nancy Baugh. “Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015.” 2016. Web. 07 Mar 2021.

Vancouver:

Gaillard NB. Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015. [Internet] [Thesis]. The University of Alabama; 2016. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127908.

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

Council of Science Editors:

Gaillard NB. Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015. [Thesis]. The University of Alabama; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10127908

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

7. White, Nicole. Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children.

Degree: 2017, Marquette University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10267183

► According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin’s teachers are women, while only 26 percent of Wisconsin’s superintendents are… (more)

▼ According to the Wisconsin Department of Public Instruction (2014), 74 percent of Wisconsin’s teachers are women, while only 26 percent of Wisconsin’s superintendents are women indicating a significant disparity among the educational ranks. Studies have claimed that women are obtaining their superintendent credentials at the same rate as men, yet in the state of Wisconsin, women account for a mere 22 percent of licensed candidates. Much of the previous literature identifies this problem and rationalizes it with the gender biases that have plagued women for centuries. This study went beyond that and focused on women in the 26 percent who have overcome barriers and obstacles to their advancement and how they have managed to balance their work and family. This study was a narrative analysis of the personal and professional histories of female superintendents with children. Using qualitative methods through personal interviews of four women, this study addresses the need for role models for work-family balance for mothers who wish to pursue the superintendency. Probing questions were asked to identify what balance means for these women, how they balance their work and family, and what commonalities these women share in their personal and professional lives that relate to their career trajectories. Catherine Hakim’s Preference Theory was used to identify how these women characterize themselves as home-centered, adaptive, or work-centered. This theory was then applied to these women using the data obtained through their interviews in order to identify commonalities and themes among them as they relate to work-family balance. This study did not dismiss the biases and perceptions of women leaders, but instead focused on how these women navigated these perceptions, and to inherently see the light at the end of the tunnel. This study confirmed that women have a choice in their career decisions, that balance is different for each woman and that stages of career and family play an impactful role in what balance looks like. Finally, this study identifies traits found to be common among the participants that have helped them to find their balance and describe what balance looks like for women superintendents.

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

White, N. (2017). Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children. (Thesis). Marquette University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10267183

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):

White, Nicole. “Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children.” 2017. Thesis, Marquette University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10267183.

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

MLA Handbook (7^th Edition):

White, Nicole. “Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children.” 2017. Web. 07 Mar 2021.

Vancouver:

White N. Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children. [Internet] [Thesis]. Marquette University; 2017. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10267183.

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

Council of Science Editors:

White N. Work-Family Balance| A Narrative Analysis of the Personal and Professional Histories of Female Superintendents with Children. [Thesis]. Marquette University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10267183

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

8. Allen, Melissa. A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10130181

► With an increased focus on global competition, many educators and policymakers relied on international assessments such as the Programme for International Student Assessment (PISA)… (more)

▼ With an increased focus on global competition, many educators and policymakers relied on international assessments such as the Programme for International Student Assessment (PISA) to evaluate the ability of their education system to prepare students for the global economy. Students in the United States continued to demonstrate disappointing results on the PISA, which led to an outcry by American educators and policymakers and a call for reform. To lessen the achievement gap between the United States and other countries, experts suggested the importance of identifying the characteristics of high performing countries and adapting effective policies to fit the needs of the United States. The current study sought to provide a research-based foundation for school reform in the United States by initially seeking relationships between research-based factors of school working conditions and learning environments (initial teacher education and professional development; teacher appraisal and feedback; school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices) from the Teaching and Learning International Survey (TALIS) and student achievement. Then, where relationships occurred, the researcher ascertained the extent of differences within those factors between the United States and the top five, middle five, and lowest five performing countries that participated in both the 2012 PISA and 2013 TALIS. The analysis of the data revealed several relationships among factors of school working conditions and learning environments and student achievement. The results also indicated several differences within these factors between the United States and the selected countries. Based on these results the researcher offered several recommendations to educators and policymakers in the United States, such as providing teachers with the time and skill to offer each other meaningful feedback, completing further research on the efficacy of utilizing student performance data in evaluation frameworks, allowing teachers more meaningful opportunities to reflect and collaborate in order to foster common beliefs about teaching and learning, and providing additional training to teachers in the United States on the appropriate and effective use of assessment strategies.

Subjects/Keywords: Educational evaluation; Education policy

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APA (6^th Edition):

Allen, M. (2016). A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10130181

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):

Allen, Melissa. “A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement.” 2016. Thesis, Lindenwood University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10130181.

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

MLA Handbook (7^th Edition):

Allen, Melissa. “A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement.” 2016. Web. 07 Mar 2021.

Vancouver:

Allen M. A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10130181.

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

Council of Science Editors:

Allen M. A Quantitative Study of International School Working Conditions and Learning Environments in Relation to Student Achievement. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10130181

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

9. Madison, Gabrielle Frassinelli. Effects of response to instruction and intervention after the first year of implementation.

Degree: 2016, Trevecca Nazarene University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10140118

► The effects of Tennessee’s Response to Instruction and Intervention (RTI²) framework were evaluated to determine the impact on one middle Tennessee public school district.… (more)

Subjects/Keywords: Educational evaluation; Education policy; Education

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

APA (6^th Edition):

Madison, G. F. (2016). Effects of response to instruction and intervention after the first year of implementation. (Thesis). Trevecca Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140118

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):

Madison, Gabrielle Frassinelli. “Effects of response to instruction and intervention after the first year of implementation.” 2016. Thesis, Trevecca Nazarene University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10140118.

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

MLA Handbook (7^th Edition):

Madison, Gabrielle Frassinelli. “Effects of response to instruction and intervention after the first year of implementation.” 2016. Web. 07 Mar 2021.

Vancouver:

Madison GF. Effects of response to instruction and intervention after the first year of implementation. [Internet] [Thesis]. Trevecca Nazarene University; 2016. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140118.

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

Council of Science Editors:

Madison GF. Effects of response to instruction and intervention after the first year of implementation. [Thesis]. Trevecca Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140118

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

10. 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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Forte JD. Principal leadership style and teacher commitment in the Indiana school choice scholarship program environment. [Internet] [Thesis]. Indiana Wesleyan University; 2016. [cited 2021 Mar 07]. 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

11. 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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

12. 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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Lowe JR. Mandatory advanced placement participation and student achievement| An ex post facto study. [Internet] [Thesis]. University of Phoenix; 2016. [cited 2021 Mar 07]. 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

13. 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 (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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

14. 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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

15. Woods, Roger Allen, Jr. Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education.

Degree: 2017, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10634291

► There are very few studies on the views of school administrators and state legislators regarding federal government mandates for schools. Bolman and Deal (2015)… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Woods, Roger Allen, J. (2017). Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10634291

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):

Woods, Roger Allen, Jr. “Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education.” 2017. Thesis, Lindenwood University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10634291.

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

MLA Handbook (7^th Edition):

Woods, Roger Allen, Jr. “Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education.” 2017. Web. 07 Mar 2021.

Vancouver:

Woods, Roger Allen J. Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10634291.

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

Council of Science Editors:

Woods, Roger Allen J. Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10634291

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

16. Steward, Maia Christine. Collective Critical Conversations| Addressing Equity in Teacher Induction Programs.

Degree: 2018, San Francisco State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10743554

► This case study explored the viability of using a Critical Friends Group (CFG) dialogue protocol within a novice teacher induction program to facilitate dialogue… (more)

Subjects/Keywords: Educational leadership; Education policy

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APA (6^th Edition):

Steward, M. C. (2018). Collective Critical Conversations| Addressing Equity in Teacher Induction Programs. (Thesis). San Francisco State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10743554

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):

Steward, Maia Christine. “Collective Critical Conversations| Addressing Equity in Teacher Induction Programs.” 2018. Thesis, San Francisco State University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10743554.

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

MLA Handbook (7^th Edition):

Steward, Maia Christine. “Collective Critical Conversations| Addressing Equity in Teacher Induction Programs.” 2018. Web. 07 Mar 2021.

Vancouver:

Steward MC. Collective Critical Conversations| Addressing Equity in Teacher Induction Programs. [Internet] [Thesis]. San Francisco State University; 2018. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10743554.

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

Council of Science Editors:

Steward MC. Collective Critical Conversations| Addressing Equity in Teacher Induction Programs. [Thesis]. San Francisco State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10743554

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

George Mason University

17. Mursaloglu, Jennifer L. Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School.

Degree: 2018, George Mason University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10837052

► Although districts and schools have implemented several types of parental engagement programs, numerous programs fail to meet the needs of African American parents, especially… (more)

Subjects/Keywords: Education policy; Education; Educational psychology

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APA (6^th Edition):

Mursaloglu, J. L. (2018). Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10837052

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):

Mursaloglu, Jennifer L. “Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School.” 2018. Thesis, George Mason University. Accessed March 07, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10837052.

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

MLA Handbook (7^th Edition):

Mursaloglu, Jennifer L. “Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School.” 2018. Web. 07 Mar 2021.

Vancouver:

Mursaloglu JL. Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School. [Internet] [Thesis]. George Mason University; 2018. [cited 2021 Mar 07]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837052.

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

Council of Science Editors:

Mursaloglu JL. Parental Engagement beyond School Walls| A Qualitative Case Study of African American Parental Engagement during High School. [Thesis]. George Mason University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837052

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

University of Minnesota

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

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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Adjei M. Internationalizing a private liberal arts college in Ghana: A stakeholder analysis. [Internet] [Masters thesis]. University of Minnesota; 2012. [cited 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

20. 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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Volden EP. Critical experiences abroad: the development of self-authorship in study abroad. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2021 Mar 07]. 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

24. 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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Walters MS. Citizenship education, memory, and the World War II internment of Japanese Americans. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2021 Mar 07]. 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

25. 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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

26. 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

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):

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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Maynard AE. Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Steele JB. Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Mar 07]. 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

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

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 March 07, 2021. 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. 07 Mar 2021.

Vancouver:

Schmidt ES. Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?. [Internet] [Thesis]. Temple University; 2017. [cited 2021 Mar 07]. 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

29. 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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

30. 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

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):

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 March 07, 2021. 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. 07 Mar 2021.

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 2021 Mar 07]. 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

Open Access Theses and Dissertations