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Dept: School of Education

You searched for subject:(Employee assistance programs Evaluation). Showing records 1 – 30 of 204 total matches.

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Northeastern University

1. Robinson, Kellie. The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 Of the many important issues facing policy makers, educators, concerned citizens and parents throughout this country, one stands apart: the alarming number of teenagers who… (more)

Subjects/Keywords: alternative programs; blended learning; dropout; learning facilitator; small learning communities; student engagement; Education; Educational Assessment, Evaluation, and Research; Dropouts; Prevention; High school students; Alternative education; Educational evaluation

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APA (6th Edition):

Robinson, K. (2014). The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005039

Chicago Manual of Style (16th Edition):

Robinson, Kellie. “The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20005039.

MLA Handbook (7th Edition):

Robinson, Kellie. “The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis.” 2014. Web. 19 Aug 2019.

Vancouver:

Robinson K. The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20005039.

Council of Science Editors:

Robinson K. The lived experiences of students at risk of dropping out:: an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005039


Northeastern University

2. McWilliams, Cheryl Ann. Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students.

Degree: EdD, School of Education, 2011, Northeastern University

 During the 2009-2010 school year, PBS Elementary School, located in the northeast, implemented an after-school program, funded by a 21stCentury Childrens Learning Center (21st CCLC)… (more)

Subjects/Keywords: after-school programs and student learning; at-risk students; increase time and increase learning; raising achievement for at-risk students; student achievement; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

McWilliams, C. A. (2011). Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002692

Chicago Manual of Style (16th Edition):

McWilliams, Cheryl Ann. “Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students.” 2011. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20002692.

MLA Handbook (7th Edition):

McWilliams, Cheryl Ann. “Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students.” 2011. Web. 19 Aug 2019.

Vancouver:

McWilliams CA. Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students. [Internet] [Doctoral dissertation]. Northeastern University; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20002692.

Council of Science Editors:

McWilliams CA. Increase time, increase learning: the impact of an after-school program on the reading achievement of at-risk students. [Doctoral Dissertation]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20002692


University of Cape Town

3. Mitchell, Gillian Valerie. An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs.

Degree: Thesis / Dissertation, School of Education, 1994, University of Cape Town

Subjects/Keywords: AIDS (Disease) in adolescence - South Africa - Prevention; Health education - South Africa - Case studies; Health education - South Africa - Evaluation; Evaluation research (Social action programs) -

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APA (6th Edition):

Mitchell, G. V. (1994). An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/23667

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

Chicago Manual of Style (16th Edition):

Mitchell, Gillian Valerie. “An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs.” 1994. Thesis, University of Cape Town. Accessed August 19, 2019. http://hdl.handle.net/11427/23667.

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

MLA Handbook (7th Edition):

Mitchell, Gillian Valerie. “An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs.” 1994. Web. 19 Aug 2019.

Vancouver:

Mitchell GV. An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs. [Internet] [Thesis]. University of Cape Town; 1994. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11427/23667.

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

Council of Science Editors:

Mitchell GV. An evaluation of the impact of a ten hour HIV/AIDS prevention programme on male adolescents' HIV/AIDS-related knowledge, attitudes and beliefs. [Thesis]. University of Cape Town; 1994. Available from: http://hdl.handle.net/11427/23667

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


Northeastern University

4. Dixon, Beth Anne. Improving the social, linguistic, and academic success of Chinese international students.

Degree: EdD, School of Education, 2014, Northeastern University

 Students from China experience greater levels of difficulty in the transition to American higher education compared to domestic students and other international students. They struggle… (more)

Subjects/Keywords: Chinese international students; higher education; international student orientation; program evaluation; transition theory; university bridge programs; Chinese students; Chinese; Education (Higher); College student orientation; Foreign study; Chinese students; Social aspects; English language; Study and teaching; Foreign speakers; Cross-cultural counseling

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APA (6th Edition):

Dixon, B. A. (2014). Improving the social, linguistic, and academic success of Chinese international students. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018684

Chicago Manual of Style (16th Edition):

Dixon, Beth Anne. “Improving the social, linguistic, and academic success of Chinese international students.” 2014. Masters Thesis, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20018684.

MLA Handbook (7th Edition):

Dixon, Beth Anne. “Improving the social, linguistic, and academic success of Chinese international students.” 2014. Web. 19 Aug 2019.

Vancouver:

Dixon BA. Improving the social, linguistic, and academic success of Chinese international students. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20018684.

Council of Science Editors:

Dixon BA. Improving the social, linguistic, and academic success of Chinese international students. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018684


Northeastern University

5. Williams-Munger, Natalie M. When those who can, teach: understanding the engagement of adjunct practitioners - a case study.

Degree: EdD, School of Education, 2018, Northeastern University

 Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite… (more)

Subjects/Keywords: adjunct faculty; employee engagement; faculty experience

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APA (6th Edition):

Williams-Munger, N. M. (2018). When those who can, teach: understanding the engagement of adjunct practitioners - a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281287

Chicago Manual of Style (16th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20281287.

MLA Handbook (7th Edition):

Williams-Munger, Natalie M. “When those who can, teach: understanding the engagement of adjunct practitioners - a case study.” 2018. Web. 19 Aug 2019.

Vancouver:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20281287.

Council of Science Editors:

Williams-Munger NM. When those who can, teach: understanding the engagement of adjunct practitioners - a case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281287


Northeastern University

6. KARANTONAKIS, LISA. Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis.

Degree: EdD, School of Education, 2018, Northeastern University

 The educator evaluation system has changed in the United States. Mandated by education reform, states are now required to look at their evaluation systems more… (more)

Subjects/Keywords: educator evaluation; evaluation; supervisory; Education; Teacher education

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APA (6th Edition):

KARANTONAKIS, L. (2018). Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316461

Chicago Manual of Style (16th Edition):

KARANTONAKIS, LISA. “Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20316461.

MLA Handbook (7th Edition):

KARANTONAKIS, LISA. “Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis.” 2018. Web. 19 Aug 2019.

Vancouver:

KARANTONAKIS L. Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20316461.

Council of Science Editors:

KARANTONAKIS L. Teachers' Learning Experiences Through The Massachusetts Educator Evaluation System: An Interpretative Phenomenological Analysis. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316461

7. Domholt, Kimberly. Internship Participation: Impacts on Career Outcomes and Starting Salaries.

Degree: MS, School of Education, 2018, North Dakota State University

 Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a… (more)

Subjects/Keywords: Experiential learning.; Career development.; Internship programs.

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APA (6th Edition):

Domholt, K. (2018). Internship Participation: Impacts on Career Outcomes and Starting Salaries. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/29006

Chicago Manual of Style (16th Edition):

Domholt, Kimberly. “Internship Participation: Impacts on Career Outcomes and Starting Salaries.” 2018. Masters Thesis, North Dakota State University. Accessed August 19, 2019. http://hdl.handle.net/10365/29006.

MLA Handbook (7th Edition):

Domholt, Kimberly. “Internship Participation: Impacts on Career Outcomes and Starting Salaries.” 2018. Web. 19 Aug 2019.

Vancouver:

Domholt K. Internship Participation: Impacts on Career Outcomes and Starting Salaries. [Internet] [Masters thesis]. North Dakota State University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10365/29006.

Council of Science Editors:

Domholt K. Internship Participation: Impacts on Career Outcomes and Starting Salaries. [Masters Thesis]. North Dakota State University; 2018. Available from: http://hdl.handle.net/10365/29006


Northeastern University

8. Edmond, Sharon Michelle. The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 In a Metlife, Inc. study conducted in 2012, 41 percent of school principals reported job dissatisfaction. Of those, one-third admitted to looking for another job.… (more)

Subjects/Keywords: intrinsic motivators; job retention; school principal; Educational Administration and Supervision; School principals; Employee retention; Job satisfaction; Employee motivation

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APA (6th Edition):

Edmond, S. M. (2014). The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018686

Chicago Manual of Style (16th Edition):

Edmond, Sharon Michelle. “The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20018686.

MLA Handbook (7th Edition):

Edmond, Sharon Michelle. “The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 19 Aug 2019.

Vancouver:

Edmond SM. The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20018686.

Council of Science Editors:

Edmond SM. The ; The experiences of school principals who report job satisfaction; experiences of school principals who report job satisfaction: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018686


Northeastern University

9. Shannon, Jacqueline M. Influence of employee engagement survey results on business leaders' decisions.

Degree: EdD, School of Education, 2017, Northeastern University

 Measuring employee engagement has steadily become more commonplace in the last two decades. This study investigated individual experiences of business leaders to better understand how… (more)

Subjects/Keywords: business decisions; decisions; employee engagement; leadership; organizational culture; survey results

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APA (6th Edition):

Shannon, J. M. (2017). Influence of employee engagement survey results on business leaders' decisions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251790

Chicago Manual of Style (16th Edition):

Shannon, Jacqueline M. “Influence of employee engagement survey results on business leaders' decisions.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20251790.

MLA Handbook (7th Edition):

Shannon, Jacqueline M. “Influence of employee engagement survey results on business leaders' decisions.” 2017. Web. 19 Aug 2019.

Vancouver:

Shannon JM. Influence of employee engagement survey results on business leaders' decisions. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20251790.

Council of Science Editors:

Shannon JM. Influence of employee engagement survey results on business leaders' decisions. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251790


Northeastern University

10. Corbett, Patricia. The role of feedback within the superintendent evaluation process.

Degree: EdD, School of Education, 2016, Northeastern University

 As the leader of an educational organization, the superintendent plays a critical role in the system's success. The task of evaluating the top leader in… (more)

Subjects/Keywords: instructional leadership; superintendent evaluation

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APA (6th Edition):

Corbett, P. (2016). The role of feedback within the superintendent evaluation process. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237069

Chicago Manual of Style (16th Edition):

Corbett, Patricia. “The role of feedback within the superintendent evaluation process.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20237069.

MLA Handbook (7th Edition):

Corbett, Patricia. “The role of feedback within the superintendent evaluation process.” 2016. Web. 19 Aug 2019.

Vancouver:

Corbett P. The role of feedback within the superintendent evaluation process. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20237069.

Council of Science Editors:

Corbett P. The role of feedback within the superintendent evaluation process. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237069


Northeastern University

11. Stephens, Andrew G. The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this qualitative study is to investigate how teachers who have been identified as high level integrators of technology (specifically laptop technology) perceive… (more)

Subjects/Keywords: 1:1 laptop; 1:1 laptop integration; 1:1 laptop programs; educational technology; educational technology integration; school laptop programs

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APA (6th Edition):

Stephens, A. G. (2017). The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259634

Chicago Manual of Style (16th Edition):

Stephens, Andrew G. “The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20259634.

MLA Handbook (7th Edition):

Stephens, Andrew G. “The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning.” 2017. Web. 19 Aug 2019.

Vancouver:

Stephens AG. The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20259634.

Council of Science Editors:

Stephens AG. The impact of 1:1 laptops on teaching and learning: how seven secondary educators perceive technology having enhanced their teaching and their students' learning. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259634


Northeastern University

12. Spigner, Katrina E. When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present.

Degree: EdD, School of Education, 2016, Northeastern University

 Is silence golden? Is talk cheap? Does silence speak louder than words? This qualitative study answered the research focused question, How do women who work… (more)

Subjects/Keywords: employee silence; employee voice; organizational silence; women's silence; women's voice; Communication in organizations; Silence; Social aspects; Organizational behavior; Religious institutions; Employees; Religious institutions; Administration; Women employees

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APA (6th Edition):

Spigner, K. E. (2016). When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20224050

Chicago Manual of Style (16th Edition):

Spigner, Katrina E. “When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20224050.

MLA Handbook (7th Edition):

Spigner, Katrina E. “When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present.” 2016. Web. 19 Aug 2019.

Vancouver:

Spigner KE. When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20224050.

Council of Science Editors:

Spigner KE. When silence speaks louder than words: examining the perceptions and experiences of women who work in faith-based organizations where organizational silence is present. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20224050


Northeastern University

13. Bourgeois, Darlene. The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting.

Degree: EdD, School of Education, 2019, Northeastern University

 Patient satisfaction has become a salient factor for healthcare institutions since it became part of the value-based purchasing metric that the Center for Medicare Services… (more)

Subjects/Keywords: employee engagement; mindfulness; patient satisfaction; simulation; TeamSTEPPS; team training; Health education; Surgery

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APA (6th Edition):

Bourgeois, D. (2019). The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316514

Chicago Manual of Style (16th Edition):

Bourgeois, Darlene. “The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20316514.

MLA Handbook (7th Edition):

Bourgeois, Darlene. “The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting.” 2019. Web. 19 Aug 2019.

Vancouver:

Bourgeois D. The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20316514.

Council of Science Editors:

Bourgeois D. The Effects Of Team Training Utilizing Simulation And Mindfulness On Colleague Engagement And Patient Satisfaction In The Healthcare Setting. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316514


Northeastern University

14. Clenchy, Kelly R. Teacher evaluation models: compliance or growth oriented?.

Degree: EdD, School of Education, 2017, Northeastern University

 This research study reviewed literature specific to the evolution of teacher evaluation models and explored the effectiveness of standards-based evaluation models' potential to facilitate professional… (more)

Subjects/Keywords: educator evaluation; formative evaluation; professional development; reflective practice

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APA (6th Edition):

Clenchy, K. R. (2017). Teacher evaluation models: compliance or growth oriented?. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258725

Chicago Manual of Style (16th Edition):

Clenchy, Kelly R. “Teacher evaluation models: compliance or growth oriented?.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20258725.

MLA Handbook (7th Edition):

Clenchy, Kelly R. “Teacher evaluation models: compliance or growth oriented?.” 2017. Web. 19 Aug 2019.

Vancouver:

Clenchy KR. Teacher evaluation models: compliance or growth oriented?. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20258725.

Council of Science Editors:

Clenchy KR. Teacher evaluation models: compliance or growth oriented?. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258725


Northeastern University

15. Lewis, Erin Marie. Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this research was to understand the organizational elements and external factors that were perceived to impact the success of the ESL programs(more)

Subjects/Keywords: English language learners; ESL; ESL programs; Title III districts

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APA (6th Edition):

Lewis, E. M. (2017). Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20266405

Chicago Manual of Style (16th Edition):

Lewis, Erin Marie. “Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20266405.

MLA Handbook (7th Edition):

Lewis, Erin Marie. “Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts.” 2017. Web. 19 Aug 2019.

Vancouver:

Lewis EM. Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20266405.

Council of Science Editors:

Lewis EM. Making the mark: characteristics of successful Title III ELL programs in suburban districts in Massachusetts. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20266405


Northeastern University

16. Reilly, Matthew. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative case study explored the social factors that influence business student persistence at a less-selective undergraduate institution. While research has shown that ability to… (more)

Subjects/Keywords: business programs; connected learning; motivation; persistence; retention; social conditions

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APA (6th Edition):

Reilly, M. (2017). Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247277

Chicago Manual of Style (16th Edition):

Reilly, Matthew. “Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20247277.

MLA Handbook (7th Edition):

Reilly, Matthew. “Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.” 2017. Web. 19 Aug 2019.

Vancouver:

Reilly M. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20247277.

Council of Science Editors:

Reilly M. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247277


Northeastern University

17. Nadjarian, Christine. Public elementary school teachers experiences with parental involvement: a narrative analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this narrative qualitative study was to gain a deeper understanding of the experiences of public elementary educators and parental involvement by interviewing… (more)

Subjects/Keywords: parental involvement; strategies experience; technology; motivation; education programs

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APA (6th Edition):

Nadjarian, C. (2017). Public elementary school teachers experiences with parental involvement: a narrative analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20271183

Chicago Manual of Style (16th Edition):

Nadjarian, Christine. “Public elementary school teachers experiences with parental involvement: a narrative analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20271183.

MLA Handbook (7th Edition):

Nadjarian, Christine. “Public elementary school teachers experiences with parental involvement: a narrative analysis.” 2017. Web. 19 Aug 2019.

Vancouver:

Nadjarian C. Public elementary school teachers experiences with parental involvement: a narrative analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20271183.

Council of Science Editors:

Nadjarian C. Public elementary school teachers experiences with parental involvement: a narrative analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20271183


Northeastern University

18. Thomson, David Lee. Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice.

Degree: EdD, School of Education, 2013, Northeastern University

 This mixed methods study explored whether teachers who have experienced the new Massachusetts evaluation system as a member of three pilot or early adopter districts… (more)

Subjects/Keywords: comprehensive teacher evaluation rubric; Danielson Evaluation model; Massachusetts model evaluation system; SMART goals; student achievement; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Thomson, D. L. (2013). Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004874

Chicago Manual of Style (16th Edition):

Thomson, David Lee. “Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice.” 2013. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20004874.

MLA Handbook (7th Edition):

Thomson, David Lee. “Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice.” 2013. Web. 19 Aug 2019.

Vancouver:

Thomson DL. Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20004874.

Council of Science Editors:

Thomson DL. Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20004874


Northeastern University

19. Durant, Brian M. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this study was to explore the relationship between student background characteristics and college performance indicators with learning community student persistence. The learning… (more)

Subjects/Keywords: community college; developmental education; learning communities; student persistence; Developmental studies programs; Community college student development programs; Community college students; Basic writing (Remedial education); Mathematics; Remedial teaching; Motivation in education

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APA (6th Edition):

Durant, B. M. (2015). Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196781

Chicago Manual of Style (16th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20196781.

MLA Handbook (7th Edition):

Durant, Brian M. “Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence.” 2015. Web. 19 Aug 2019.

Vancouver:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20196781.

Council of Science Editors:

Durant BM. Exploring the relationship between student background characteristics and college performance indicators with learning community student persistence. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196781


Northeastern University

20. Sullivan, Paul M. The effects of music in kindergarten lessons on student engagement and student learning.

Degree: EdD, School of Education, 2016, Northeastern University

 Over the past many years public schools in the United States have seen a reduction in art and music-based programming. This emphasis toward standards-based public… (more)

Subjects/Keywords: music; early learning; kindergarten; student engagement; School music; Instruction and study; Kindergarten; Activity programs; Early childhood education; Activity programs; Motivation in education; Engagement (Philosophy)

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APA (6th Edition):

Sullivan, P. M. (2016). The effects of music in kindergarten lessons on student engagement and student learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20225463

Chicago Manual of Style (16th Edition):

Sullivan, Paul M. “The effects of music in kindergarten lessons on student engagement and student learning.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20225463.

MLA Handbook (7th Edition):

Sullivan, Paul M. “The effects of music in kindergarten lessons on student engagement and student learning.” 2016. Web. 19 Aug 2019.

Vancouver:

Sullivan PM. The effects of music in kindergarten lessons on student engagement and student learning. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20225463.

Council of Science Editors:

Sullivan PM. The effects of music in kindergarten lessons on student engagement and student learning. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20225463


Northeastern University

21. Francisco, Lisann. Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective.

Degree: EdD, School of Education, 2019, Northeastern University

 Abstract Although it is considered a normative transition, the move from elementary to middle school can have a serious effect on a student's academic and… (more)

Subjects/Keywords: academic achievement; academic supports; boys; middle school; normative transitions; transition programs; Education; Middle school education

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APA (6th Edition):

Francisco, L. (2019). Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316485

Chicago Manual of Style (16th Edition):

Francisco, Lisann. “Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20316485.

MLA Handbook (7th Edition):

Francisco, Lisann. “Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective.” 2019. Web. 19 Aug 2019.

Vancouver:

Francisco L. Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20316485.

Council of Science Editors:

Francisco L. Academic Achievement Across The Middle School Transition: The Preadolescent Boy's Perspective. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316485


Northeastern University

22. Jost, Robert F. Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case.

Degree: EdD, School of Education, 2018, Northeastern University

 In 2015, the United States marked the 50th anniversary of the passage of the Higher Education Act. The goal of the legislation was twofold: to… (more)

Subjects/Keywords: educational opportunity program; first-generation college students; persistence; self-efficacy; student support services programs

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APA (6th Edition):

Jost, R. F. (2018). Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289715

Chicago Manual of Style (16th Edition):

Jost, Robert F. “Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20289715.

MLA Handbook (7th Edition):

Jost, Robert F. “Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case.” 2018. Web. 19 Aug 2019.

Vancouver:

Jost RF. Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20289715.

Council of Science Editors:

Jost RF. Examining the effectiveness of an alternate admissions program on self-efficacy and persistence of first-generation students: a case. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289715


Northeastern University

23. Salas, Kathryn J. Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients.

Degree: EdD, School of Education, 2013, Northeastern University

 Post secondary education is essential to success. To ensure that students who graduate from high school are prepared to make informed decisions about their life… (more)

Subjects/Keywords: Comprehensive school counseling programs; Implementation; School counseling; Education; Student Counseling and Personnel Services

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APA (6th Edition):

Salas, K. J. (2013). Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003358

Chicago Manual of Style (16th Edition):

Salas, Kathryn J. “Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients.” 2013. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/d20003358.

MLA Handbook (7th Edition):

Salas, Kathryn J. “Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients.” 2013. Web. 19 Aug 2019.

Vancouver:

Salas KJ. Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/d20003358.

Council of Science Editors:

Salas KJ. Implementing the Massachusetts model for comprehensive school counseling programs: a case study examining MARC Award recipients. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003358


Northeastern University

24. Brown, Christie Lee. A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need.

Degree: EdD, School of Education, 2017, Northeastern University

 High school students, like everyone, want to be understood. Current research suggests students with a positive, supportive relationship with at least one adult in school… (more)

Subjects/Keywords: advisory programs; respect; school community; social and emotional learning; teacher-student relationships

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APA (6th Edition):

Brown, C. L. (2017). A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20270306

Chicago Manual of Style (16th Edition):

Brown, Christie Lee. “A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20270306.

MLA Handbook (7th Edition):

Brown, Christie Lee. “A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need.” 2017. Web. 19 Aug 2019.

Vancouver:

Brown CL. A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20270306.

Council of Science Editors:

Brown CL. A phenomenological study of high school teachers' perceptions and experiences of the promise: students are known by name, strength, and need. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20270306


Northeastern University

25. Woods, Anita L. Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study.

Degree: EdD, School of Education, 2016, Northeastern University

 Educational responsibilities to students with disabilities (SWD) in the US have changed continually over the last half century, especially guided through EAHCA, IDEA and NCLB.… (more)

Subjects/Keywords: district-determined measures; educator evaluation; growth measures; Children with disabilities; Education; Evaluation; Students with disabilities; Evaluation; Special education; Special education teachers; Rating of; Educational tests and measurements; Education and state

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APA (6th Edition):

Woods, A. L. (2016). Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209712

Chicago Manual of Style (16th Edition):

Woods, Anita L. “Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20209712.

MLA Handbook (7th Edition):

Woods, Anita L. “Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study.” 2016. Web. 19 Aug 2019.

Vancouver:

Woods AL. Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20209712.

Council of Science Editors:

Woods AL. Making sense of the mandate for district-determined measures for students with disabilities: a descriptive single case study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209712


Northeastern University

26. Rohrbacher, Chad M. Humanities professors' conceptions of assessment in general education.

Degree: EdD, School of Education, 2015, Northeastern University

 Assessment of general education is a complex process involving faculty and administrators from across campus and often is met with indifference or resistance. The purpose… (more)

Subjects/Keywords: conception of assessment; general education; general education assessment; higher education assessment; humanities; General education; Evaluation; Education, Higher; Evaluation; Educational evaluation; State universities and colleges; Humanities; Study and teaching (Higher)

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APA (6th Edition):

Rohrbacher, C. M. (2015). Humanities professors' conceptions of assessment in general education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198254

Chicago Manual of Style (16th Edition):

Rohrbacher, Chad M. “Humanities professors' conceptions of assessment in general education.” 2015. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20198254.

MLA Handbook (7th Edition):

Rohrbacher, Chad M. “Humanities professors' conceptions of assessment in general education.” 2015. Web. 19 Aug 2019.

Vancouver:

Rohrbacher CM. Humanities professors' conceptions of assessment in general education. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20198254.

Council of Science Editors:

Rohrbacher CM. Humanities professors' conceptions of assessment in general education. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198254


Northeastern University

27. Clery, Kerry J. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2015, Northeastern University

 Self-assessments are used by educators to make realistic judgments about their own performance. While self-assessments can be implemented in a wide variety of ways, the… (more)

Subjects/Keywords: reflective practice; self-assessment; Educational evaluation; Elementary school teachers; Self-rating of; Elementary school teaching; Evaluation; Fourth grade (Education); Evaluation; Reflective learning

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APA (6th Edition):

Clery, K. J. (2015). Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196374

Chicago Manual of Style (16th Edition):

Clery, Kerry J. “Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.” 2015. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20196374.

MLA Handbook (7th Edition):

Clery, Kerry J. “Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.” 2015. Web. 19 Aug 2019.

Vancouver:

Clery KJ. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20196374.

Council of Science Editors:

Clery KJ. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196374


Northeastern University

28. O'Connell, Sean. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.

Degree: EdD, School of Education, 2018, Northeastern University

 While college enrollments in the United States increased significantly throughout most of the 20th century, graduation rates plateaued toward the end of the century and… (more)

Subjects/Keywords: Black male college students; college persistence; first-year college programs; low income college students; student-engagement theory; Education

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APA (6th Edition):

O'Connell, S. (2018). An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316429

Chicago Manual of Style (16th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20316429.

MLA Handbook (7th Edition):

O'Connell, Sean. “An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them.” 2018. Web. 19 Aug 2019.

Vancouver:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20316429.

Council of Science Editors:

O'Connell S. An Interpretative Phenomenological Analysis Of A Small Sample Of Young, Pell Grant-eligible Black Male Students' Perceptions Of Their Experiences In A First-year College Program And Their Beliefs About How It Has Impacted Them. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316429


Northeastern University

29. Accuosti, Donna M. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.

Degree: EdD, School of Education, 2018, Northeastern University

 This narrative research study includes first year elementary teachers who are teaching in a diverse student population educational setting. This study, framed in the theory… (more)

Subjects/Keywords: culturally responsive teaching; diverse classroom; diverse student populations; first year teacher preparedness; prospective teachers; teacher preparatory programs

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APA (6th Edition):

Accuosti, D. M. (2018). Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289558

Chicago Manual of Style (16th Edition):

Accuosti, Donna M. “Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20289558.

MLA Handbook (7th Edition):

Accuosti, Donna M. “Teacher preparatory programs: first year teachers' readiness for dealing with student diversity.” 2018. Web. 19 Aug 2019.

Vancouver:

Accuosti DM. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20289558.

Council of Science Editors:

Accuosti DM. Teacher preparatory programs: first year teachers' readiness for dealing with student diversity. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289558


Northeastern University

30. Rando, Stephen S. University administrators: experiences and beliefs about cooperative education programs in the United States.

Degree: EdD, School of Education, 2016, Northeastern University

 This comprehensive research study takes an in-depth look at university administrator experiences and beliefs about their cooperative education programs. It also explores the intersections of… (more)

Subjects/Keywords: acculturation; assimilation; cooperative education; experiential learning; international students; internships; Education, Cooperative; Experiential learning; Internship programs; College administrators; Attitudes; Interns; Students, Foreign

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APA (6th Edition):

Rando, S. S. (2016). University administrators: experiences and beliefs about cooperative education programs in the United States. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209230

Chicago Manual of Style (16th Edition):

Rando, Stephen S. “University administrators: experiences and beliefs about cooperative education programs in the United States.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20209230.

MLA Handbook (7th Edition):

Rando, Stephen S. “University administrators: experiences and beliefs about cooperative education programs in the United States.” 2016. Web. 19 Aug 2019.

Vancouver:

Rando SS. University administrators: experiences and beliefs about cooperative education programs in the United States. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20209230.

Council of Science Editors:

Rando SS. University administrators: experiences and beliefs about cooperative education programs in the United States. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209230

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