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Degree: Doctor of Education (EdD)

You searched for subject:(High School Graduation Rates). Showing records 1 – 30 of 418 total matches.

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1. Stewart, Clifford A. Predictors of High School Graduation in Foster Youth.

Degree: Doctor of Education (EdD), Learning and Instruction, 2011, University of San Francisco

  Academic achievement in foster youth can be influenced by factors related to the foster care experience. The purpose of this study was to determine… (more)

Subjects/Keywords: foster youth; high school graduation; resiliency theory; Education; Special Education and Teaching

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APA (6th Edition):

Stewart, C. A. (2011). Predictors of High School Graduation in Foster Youth. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/17

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):

Stewart, Clifford A. “Predictors of High School Graduation in Foster Youth.” 2011. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/17.

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

MLA Handbook (7th Edition):

Stewart, Clifford A. “Predictors of High School Graduation in Foster Youth.” 2011. Web. 16 Jul 2019.

Vancouver:

Stewart CA. Predictors of High School Graduation in Foster Youth. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/17.

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

Council of Science Editors:

Stewart CA. Predictors of High School Graduation in Foster Youth. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/17

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

2. Hope Harness, Latonya. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, Clark University Atlanta

  The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program… (more)

Subjects/Keywords: African American girls; Mississippi; High School; Graduation; Drop-out; Retention; Educational Leadership

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APA (6th Edition):

Hope Harness, L. (2019). A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/194

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):

Hope Harness, Latonya. “A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.” 2019. Thesis, Clark University Atlanta. Accessed July 16, 2019. http://digitalcommons.auctr.edu/cauetds/194.

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

MLA Handbook (7th Edition):

Hope Harness, Latonya. “A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement.” 2019. Web. 16 Jul 2019.

Vancouver:

Hope Harness L. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. [Internet] [Thesis]. Clark University Atlanta; 2019. [cited 2019 Jul 16]. Available from: http://digitalcommons.auctr.edu/cauetds/194.

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

Council of Science Editors:

Hope Harness L. A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement. [Thesis]. Clark University Atlanta; 2019. Available from: http://digitalcommons.auctr.edu/cauetds/194

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

3. Johnson-Reese, Shelia M. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  This study examined the relationship between credit recovery outcomes and select causal factors. In this study, credit recovery was defined as the extent to… (more)

Subjects/Keywords: Credit Recovery; High School Graduation; Online Learning; Curriculum and Instruction; Online and Distance Education

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APA (6th Edition):

Johnson-Reese, S. M. (2016). On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/44

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

Chicago Manual of Style (16th Edition):

Johnson-Reese, Shelia M. “On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.” 2016. Thesis, Clark University Atlanta. Accessed July 16, 2019. http://digitalcommons.auctr.edu/cauetds/44.

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

MLA Handbook (7th Edition):

Johnson-Reese, Shelia M. “On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District.” 2016. Web. 16 Jul 2019.

Vancouver:

Johnson-Reese SM. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.auctr.edu/cauetds/44.

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

Council of Science Editors:

Johnson-Reese SM. On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/44

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


Montana Tech

4. Ripley, Anneliese A. Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System.

Degree: Doctor of Education (EdD), 2015, Montana Tech

 This is a mixed-methods, non-experimental, cross-case study designed to examine the environmental conditions that influence institutional effectiveness within one state-governed university system. The purpose of… (more)

Subjects/Keywords: Effectiveness; Graduation rates; Performance; Postsecondary Education; Productivity; Student Unit Records

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APA (6th Edition):

Ripley, A. A. (2015). Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4403

Chicago Manual of Style (16th Edition):

Ripley, Anneliese A. “Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System.” 2015. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/4403.

MLA Handbook (7th Edition):

Ripley, Anneliese A. “Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System.” 2015. Web. 16 Jul 2019.

Vancouver:

Ripley AA. Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System. [Internet] [Doctoral dissertation]. Montana Tech; 2015. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/4403.

Council of Science Editors:

Ripley AA. Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System. [Doctoral Dissertation]. Montana Tech; 2015. Available from: https://scholarworks.umt.edu/etd/4403

5. Lowery, Maggie Harrison. Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of North Dakota

  The purpose of this study was to review school policy documents and seek secondary principals’ perspectives regarding Black, Asian, and Latino males grades 9-12… (more)

Subjects/Keywords: Academic achievements; Graduation rates; Minority males; White principals

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APA (6th Edition):

Lowery, M. H. (2019). Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2470

Chicago Manual of Style (16th Edition):

Lowery, Maggie Harrison. “Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools.” 2019. Doctoral Dissertation, University of North Dakota. Accessed July 16, 2019. https://commons.und.edu/theses/2470.

MLA Handbook (7th Edition):

Lowery, Maggie Harrison. “Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools.” 2019. Web. 16 Jul 2019.

Vancouver:

Lowery MH. Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools. [Internet] [Doctoral dissertation]. University of North Dakota; 2019. [cited 2019 Jul 16]. Available from: https://commons.und.edu/theses/2470.

Council of Science Editors:

Lowery MH. Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools. [Doctoral Dissertation]. University of North Dakota; 2019. Available from: https://commons.und.edu/theses/2470

6. Hodge, Deborah D. The Effectiveness of the Student Support Service Program on Retention at a Rural Community College.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Encompass Digital Archive, Eastern Kentucky University

  This study examined the role of TRiO Student Support Services (SSS) programs for students who persist in college. The intent of this study was… (more)

Subjects/Keywords: Cumulative Grade Point Average; First-Generation; Graduation Rates; Low-Income; Program Services; Underrepresented Students; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Hodge, D. D. (2017). The Effectiveness of the Student Support Service Program on Retention at a Rural Community College. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/452

Chicago Manual of Style (16th Edition):

Hodge, Deborah D. “The Effectiveness of the Student Support Service Program on Retention at a Rural Community College.” 2017. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/452.

MLA Handbook (7th Edition):

Hodge, Deborah D. “The Effectiveness of the Student Support Service Program on Retention at a Rural Community College.” 2017. Web. 16 Jul 2019.

Vancouver:

Hodge DD. The Effectiveness of the Student Support Service Program on Retention at a Rural Community College. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/452.

Council of Science Editors:

Hodge DD. The Effectiveness of the Student Support Service Program on Retention at a Rural Community College. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. Available from: https://encompass.eku.edu/etd/452

7. Wajler, Nancy S. COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION.

Degree: Doctor of Education (EdD), Community College Leadership, 2012, National-Louis University

  Although there has been a surge in the number of adults entering accelerated academic programs at community colleges over the last decade, there has… (more)

Subjects/Keywords: student retention; faculty philosophy; qualitative inquiry; graduation rates

…educators influence the persistence and graduation rates of adult students in community college… …as jobs requiring only a high school education” (p.21). President Obama has made… …or thirty years, since graduating from high school, and experience trepidation about their… …graduation rates. Purpose of the Study The purpose of this study is to explore how and in what ways… …corresponding interest in how to increase their graduation rates is also rising. The intent of this… 

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APA (6th Edition):

Wajler, N. S. (2012). COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/65

Chicago Manual of Style (16th Edition):

Wajler, Nancy S. “COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION.” 2012. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. http://digitalcommons.nl.edu/diss/65.

MLA Handbook (7th Edition):

Wajler, Nancy S. “COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION.” 2012. Web. 16 Jul 2019.

Vancouver:

Wajler NS. COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION. [Internet] [Doctoral dissertation]. National-Louis University; 2012. [cited 2019 Jul 16]. Available from: http://digitalcommons.nl.edu/diss/65.

Council of Science Editors:

Wajler NS. COMMUNITY COLLEGE ADULT ACCELERATED PROGRAM: FACULTY EDUCATIONAL PHILOSOPHY INFLUENCE ON STUDENT RETENTION. [Doctoral Dissertation]. National-Louis University; 2012. Available from: http://digitalcommons.nl.edu/diss/65


Bowling Green State University

8. Hill, Petrina D. An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts.

Degree: Doctor of Education (EdD), Leadership Studies, 2010, Bowling Green State University

  The primary purpose of this correlational study was to examine the impact of IEP team composition (team member attendance) and transition planning (types of… (more)

Subjects/Keywords: Education; School Administration; Secondary Education; Special Education; special education; transition planning; IEP; IDEA; urban education; graduation; disability

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APA (6th Edition):

Hill, P. D. (2010). An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273781000

Chicago Manual of Style (16th Edition):

Hill, Petrina D. “An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273781000.

MLA Handbook (7th Edition):

Hill, Petrina D. “An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts.” 2010. Web. 16 Jul 2019.

Vancouver:

Hill PD. An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273781000.

Council of Science Editors:

Hill PD. An Examination of the Impact of the IEP Team Composition and Transition Planning Upon the Success of Students with Disabilities in Urban Districts. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273781000


Eastern Michigan University

9. Kaminski, Julie L. High school principals’ leadership styles and their impact on teacher efficacy.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2013, Eastern Michigan University

  This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey… (more)

Subjects/Keywords: High school; leadership; teachers; self-efficacy; Education

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APA (6th Edition):

Kaminski, J. L. (2013). High school principals’ leadership styles and their impact on teacher efficacy. (Thesis). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/603

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):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Thesis, Eastern Michigan University. Accessed July 16, 2019. http://commons.emich.edu/theses/603.

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

MLA Handbook (7th Edition):

Kaminski, Julie L. “High school principals’ leadership styles and their impact on teacher efficacy.” 2013. Web. 16 Jul 2019.

Vancouver:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Internet] [Thesis]. Eastern Michigan University; 2013. [cited 2019 Jul 16]. Available from: http://commons.emich.edu/theses/603.

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

Council of Science Editors:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Thesis]. Eastern Michigan University; 2013. Available from: http://commons.emich.edu/theses/603

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

10. Dahl, Gabriel Grawe. Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes.

Degree: Doctor of Education (EdD), Educational Leadership, 2012, University of North Dakota

  The purpose of this study was to investigate North Dakota's Normal Competitive Region (NDNCR) high school athletic administrators' perceptions of 2010 Title IX policy… (more)

Subjects/Keywords: Athletics; High School; Participation; Title IX

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APA (6th Edition):

Dahl, G. G. (2012). Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1344

Chicago Manual of Style (16th Edition):

Dahl, Gabriel Grawe. “Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes.” 2012. Doctoral Dissertation, University of North Dakota. Accessed July 16, 2019. https://commons.und.edu/theses/1344.

MLA Handbook (7th Edition):

Dahl, Gabriel Grawe. “Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes.” 2012. Web. 16 Jul 2019.

Vancouver:

Dahl GG. Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2019 Jul 16]. Available from: https://commons.und.edu/theses/1344.

Council of Science Editors:

Dahl GG. Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1344

11. Ramey, Laura Witter. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, University of San Francisco

  Research literature has demonstrated that Catholic high school religion teachers face a number of possible challenges or tensions as they go about the preparation… (more)

Subjects/Keywords: Catholic; Catholic education; high school; religious studies; secondary school; Education; Religion

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APA (6th Edition):

Ramey, L. W. (2014). An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/99

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):

Ramey, Laura Witter. “An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.” 2014. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/99.

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

MLA Handbook (7th Edition):

Ramey, Laura Witter. “An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice.” 2014. Web. 16 Jul 2019.

Vancouver:

Ramey LW. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/99.

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

Council of Science Editors:

Ramey LW. An Exploration of Catholic High School Religious Studies Teachers' Perceptions and Experiences of Their Role and Practice. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/99

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


Montana Tech

12. Gottwig, Bruce Ryan. The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum.

Degree: Doctor of Education (EdD), 2013, Montana Tech

 The proliferation of information communication technology (ICT) has placed educational institutions in the forefront in educating and training students as skilled consumers, engineers, and technicians… (more)

Subjects/Keywords: Cisco Networking Academy; corporate-sponsored ICT Curriculum; high school principals; high school program sustainability; information communication technology

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APA (6th Edition):

Gottwig, B. R. (2013). The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1390

Chicago Manual of Style (16th Edition):

Gottwig, Bruce Ryan. “The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum.” 2013. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/1390.

MLA Handbook (7th Edition):

Gottwig, Bruce Ryan. “The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum.” 2013. Web. 16 Jul 2019.

Vancouver:

Gottwig BR. The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum. [Internet] [Doctoral dissertation]. Montana Tech; 2013. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/1390.

Council of Science Editors:

Gottwig BR. The Impact of High School Principal's Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum. [Doctoral Dissertation]. Montana Tech; 2013. Available from: https://scholarworks.umt.edu/etd/1390


Montana Tech

13. Freshour, Donald Joseph. Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states.

Degree: Doctor of Education (EdD), 1990, Montana Tech

Subjects/Keywords: High school principals Idaho.; High school principals Montana.; High school principals Wyoming.; School superintendents Idaho.; School superintendents Montana.; School superintendents Wyoming.; High school principals Training of.

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APA (6th Edition):

Freshour, D. J. (1990). Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10324

Chicago Manual of Style (16th Edition):

Freshour, Donald Joseph. “Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states.” 1990. Doctoral Dissertation, Montana Tech. Accessed July 16, 2019. https://scholarworks.umt.edu/etd/10324.

MLA Handbook (7th Edition):

Freshour, Donald Joseph. “Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states.” 1990. Web. 16 Jul 2019.

Vancouver:

Freshour DJ. Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states. [Internet] [Doctoral dissertation]. Montana Tech; 1990. [cited 2019 Jul 16]. Available from: https://scholarworks.umt.edu/etd/10324.

Council of Science Editors:

Freshour DJ. Emphasis on and training for instructional leadership among secondary administrators in Northern Rocky Mountain states. [Doctoral Dissertation]. Montana Tech; 1990. Available from: https://scholarworks.umt.edu/etd/10324


Eastern Michigan University

14. Williams-LaNier, Cynthia A. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2014, Eastern Michigan University

  The purpose of this study was to examine parent, student, administrator, and staff satisfaction with supplemental education services (SES) provided at a small, nonprofit,… (more)

Subjects/Keywords: High School; Mathematics; Parent Satisfaction; Reading; Supplemental Education Services; Tutoring; Education

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APA (6th Edition):

Williams-LaNier, C. A. (2014). An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/881

Chicago Manual of Style (16th Edition):

Williams-LaNier, Cynthia A. “An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.” 2014. Doctoral Dissertation, Eastern Michigan University. Accessed July 16, 2019. http://commons.emich.edu/theses/881.

MLA Handbook (7th Edition):

Williams-LaNier, Cynthia A. “An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.” 2014. Web. 16 Jul 2019.

Vancouver:

Williams-LaNier CA. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2014. [cited 2019 Jul 16]. Available from: http://commons.emich.edu/theses/881.

Council of Science Editors:

Williams-LaNier CA. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. [Doctoral Dissertation]. Eastern Michigan University; 2014. Available from: http://commons.emich.edu/theses/881


College of William and Mary

15. Byrd, Stenette, III. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose… (more)

Subjects/Keywords: Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Byrd, Stenette, I. (2011). Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618632

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):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Thesis, College of William and Mary. Accessed July 16, 2019. https://scholarworks.wm.edu/etd/1539618632.

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

MLA Handbook (7th Edition):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Web. 16 Jul 2019.

Vancouver:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Jul 16]. Available from: https://scholarworks.wm.edu/etd/1539618632.

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

Council of Science Editors:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618632

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


San Jose State University

16. Cobb, Paulette C. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education;… (more)

Subjects/Keywords: Best Practices; High School; Inclusion; Instructional Design; Secondary Education; Special Education

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APA (6th Edition):

Cobb, P. C. (2018). Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/14

Chicago Manual of Style (16th Edition):

Cobb, Paulette C. “Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.” 2018. Doctoral Dissertation, San Jose State University. Accessed July 16, 2019. https://scholarworks.sjsu.edu/etd_dissertations/14.

MLA Handbook (7th Edition):

Cobb, Paulette C. “Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.” 2018. Web. 16 Jul 2019.

Vancouver:

Cobb PC. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2019 Jul 16]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/14.

Council of Science Editors:

Cobb PC. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://scholarworks.sjsu.edu/etd_dissertations/14


San Jose State University

17. Tennenbaum, Shawn. Relational Trust within an Urban Public Comprehensive High School District in Northern California.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  The 2013 adoption of the Local Control Funding Formula and Local Control Accountability Plan provides local communities and districts with educational decision-making and provides… (more)

Subjects/Keywords: Educational Leadership; High School; Principal; Relational Trust; Secondary Education; Trust

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APA (6th Edition):

Tennenbaum, S. (2018). Relational Trust within an Urban Public Comprehensive High School District in Northern California. (Doctoral Dissertation). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/21

Chicago Manual of Style (16th Edition):

Tennenbaum, Shawn. “Relational Trust within an Urban Public Comprehensive High School District in Northern California.” 2018. Doctoral Dissertation, San Jose State University. Accessed July 16, 2019. https://scholarworks.sjsu.edu/etd_dissertations/21.

MLA Handbook (7th Edition):

Tennenbaum, Shawn. “Relational Trust within an Urban Public Comprehensive High School District in Northern California.” 2018. Web. 16 Jul 2019.

Vancouver:

Tennenbaum S. Relational Trust within an Urban Public Comprehensive High School District in Northern California. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2019 Jul 16]. Available from: https://scholarworks.sjsu.edu/etd_dissertations/21.

Council of Science Editors:

Tennenbaum S. Relational Trust within an Urban Public Comprehensive High School District in Northern California. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://scholarworks.sjsu.edu/etd_dissertations/21


Utah State University

18. Wilkey, Gregory G. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.

Degree: Doctor of Education (EdD), Education, 2013, Utah State University

  The lack of successful leadership in many public high schools across the United States has resulted in a leadership crisis, the lack of ability… (more)

Subjects/Keywords: high school; principals; leadership; Education; Teacher Education and Professional Development

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APA (6th Edition):

Wilkey, G. G. (2013). Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1478

Chicago Manual of Style (16th Edition):

Wilkey, Gregory G. “Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.” 2013. Doctoral Dissertation, Utah State University. Accessed July 16, 2019. https://digitalcommons.usu.edu/etd/1478.

MLA Handbook (7th Edition):

Wilkey, Gregory G. “Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting.” 2013. Web. 16 Jul 2019.

Vancouver:

Wilkey GG. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2019 Jul 16]. Available from: https://digitalcommons.usu.edu/etd/1478.

Council of Science Editors:

Wilkey GG. Research into the Characteristics of Effective High School Principals: A Case Study of Leadership Practices Used in the High School Setting. [Doctoral Dissertation]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1478

19. Bocian, James Brian. Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12.

Degree: Doctor of Education (EdD), Education, 2016, University of Findlay

 Parental involvement in schools has been accepted as essential in effective education. In the present study, the researcher determined if parental access to student web… (more)

Subjects/Keywords: Educational Leadership; Educational Technology; parental involvement in schools, student web portals, PowerSchool, strategies for parental involvement, adolescent education, middle school, junior high school, high school

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APA (6th Edition):

Bocian, J. B. (2016). Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1472765461

Chicago Manual of Style (16th Edition):

Bocian, James Brian. “Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12.” 2016. Doctoral Dissertation, University of Findlay. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1472765461.

MLA Handbook (7th Edition):

Bocian, James Brian. “Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12.” 2016. Web. 16 Jul 2019.

Vancouver:

Bocian JB. Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12. [Internet] [Doctoral dissertation]. University of Findlay; 2016. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1472765461.

Council of Science Editors:

Bocian JB. Parental Involvement in the Digital Age: Examining Parental Access to Student Web Portals in Grades 7-12. [Doctoral Dissertation]. University of Findlay; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1472765461

20. Anderson, Mary E. Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  This mixed methods research study used a QUAN-QUAL Model to examine the impact that various factors have on student persistence to graduation in postsecondary… (more)

Subjects/Keywords: Mixed Methods Research; Graduation Rates; HBCU; Persistence in Higher Education; Academic Performance and Persistence; Financial Aid and Persistence; Educational Leadership; Higher Education

…academic performance in high school and scores on college entrance examinations are indicators of… …the low graduation rates among Maryland’s HBCUs in an article in the Baltimore Sun, David… …Seidman, 2012). Dismal graduation rates affect institutional selectivity, impact an… …years and high school grade point average (GPA)? RQ3: Is there a significant… …total occurrences of financial aid awarded, high school GPA, ACT Composite score, SAT Combined… 

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APA (6th Edition):

Anderson, M. E. (2016). Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/43

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):

Anderson, Mary E. “Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University.” 2016. Thesis, Clark University Atlanta. Accessed July 16, 2019. http://digitalcommons.auctr.edu/cauetds/43.

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

MLA Handbook (7th Edition):

Anderson, Mary E. “Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University.” 2016. Web. 16 Jul 2019.

Vancouver:

Anderson ME. Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.auctr.edu/cauetds/43.

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

Council of Science Editors:

Anderson ME. Financial Aid and Other Selected Variables Related to the Retention of First-Time Full-Time College Freshmen and their Persistence to Graduation Within Six Years at a Private Historically Black College or University. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/43

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

21. Bennett, Seve L. Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  This research was driven by the desire to determine if graduation rates of high school students in Kentucky are significantly affected when they decide… (more)

Subjects/Keywords: Career; Education; Graduation; Technical; Vocational Education

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APA (6th Edition):

Bennett, S. L. (2016). Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/338

Chicago Manual of Style (16th Edition):

Bennett, Seve L. “Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/338.

MLA Handbook (7th Edition):

Bennett, Seve L. “Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study.” 2016. Web. 16 Jul 2019.

Vancouver:

Bennett SL. Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/338.

Council of Science Editors:

Bennett SL. Graduation Rates of Career and Technical Education (CTE) Concentrators in Kentucky: A Comparative Study. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/338


Florida International University

22. Hendricks, Lynn N. The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2016, Florida International University

  Retaining and graduating Hispanic students are paramount to the overall success of colleges and universities. Given the excessive amounts of money spent to recruit… (more)

Subjects/Keywords: Hispanic; Retention; Graduation; Education; Higher Education

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APA (6th Edition):

Hendricks, L. N. (2016). The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2531 ; 10.25148/etd.FIDC000790 ; FIDC000790

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):

Hendricks, Lynn N. “The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution.” 2016. Thesis, Florida International University. Accessed July 16, 2019. http://digitalcommons.fiu.edu/etd/2531 ; 10.25148/etd.FIDC000790 ; FIDC000790.

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

MLA Handbook (7th Edition):

Hendricks, Lynn N. “The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution.” 2016. Web. 16 Jul 2019.

Vancouver:

Hendricks LN. The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.fiu.edu/etd/2531 ; 10.25148/etd.FIDC000790 ; FIDC000790.

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

Council of Science Editors:

Hendricks LN. The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2531 ; 10.25148/etd.FIDC000790 ; FIDC000790

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


Portland State University

23. McDonald, Penny S. An observational study of the workday of the urban high school assistant principal.

Degree: Doctor of Education (EdD), Education, 1981, Portland State University

  The central problem of the study was to determine the nature of the workday of the urban high school assistant principal. Specific questions guiding… (more)

Subjects/Keywords: School administration; High school principals; High school principals  – Attitudes; School management and organization; Assistant school principals

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APA (6th Edition):

McDonald, P. S. (1981). An observational study of the workday of the urban high school assistant principal. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/593

Chicago Manual of Style (16th Edition):

McDonald, Penny S. “An observational study of the workday of the urban high school assistant principal.” 1981. Doctoral Dissertation, Portland State University. Accessed July 16, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/593.

MLA Handbook (7th Edition):

McDonald, Penny S. “An observational study of the workday of the urban high school assistant principal.” 1981. Web. 16 Jul 2019.

Vancouver:

McDonald PS. An observational study of the workday of the urban high school assistant principal. [Internet] [Doctoral dissertation]. Portland State University; 1981. [cited 2019 Jul 16]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/593.

Council of Science Editors:

McDonald PS. An observational study of the workday of the urban high school assistant principal. [Doctoral Dissertation]. Portland State University; 1981. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/593


Utah State University

24. Sadler, John A. Home/School/Community Factors Which Compete With Time High School Students Spend on Homework.

Degree: Doctor of Education (EdD), Education, 1992, Utah State University

  Home/school/community factors of student jobs, extracurricular activities, church activities, community activities, family activities, and television watching were examined to determine the relationship between these… (more)

Subjects/Keywords: Home; School; Community; High School Students; Homework; Education

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APA (6th Edition):

Sadler, J. A. (1992). Home/School/Community Factors Which Compete With Time High School Students Spend on Homework. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3928

Chicago Manual of Style (16th Edition):

Sadler, John A. “Home/School/Community Factors Which Compete With Time High School Students Spend on Homework.” 1992. Doctoral Dissertation, Utah State University. Accessed July 16, 2019. https://digitalcommons.usu.edu/etd/3928.

MLA Handbook (7th Edition):

Sadler, John A. “Home/School/Community Factors Which Compete With Time High School Students Spend on Homework.” 1992. Web. 16 Jul 2019.

Vancouver:

Sadler JA. Home/School/Community Factors Which Compete With Time High School Students Spend on Homework. [Internet] [Doctoral dissertation]. Utah State University; 1992. [cited 2019 Jul 16]. Available from: https://digitalcommons.usu.edu/etd/3928.

Council of Science Editors:

Sadler JA. Home/School/Community Factors Which Compete With Time High School Students Spend on Homework. [Doctoral Dissertation]. Utah State University; 1992. Available from: https://digitalcommons.usu.edu/etd/3928

25. White, Kristopher. The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States.

Degree: Doctor of Education (EdD), Leadership Studies, 2011, University of San Francisco

  Since the Second Vatican Council (1962-1965), the De La Salle Christian Brothers have re-examined the charism of their founder, St. John Baptist De La… (more)

Subjects/Keywords: Catholic; Curriculum; High School; Instruction; Lasallian; Pedagogy; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

White, K. (2011). The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/12

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):

White, Kristopher. “The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States.” 2011. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/12.

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

MLA Handbook (7th Edition):

White, Kristopher. “The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States.” 2011. Web. 16 Jul 2019.

Vancouver:

White K. The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/12.

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

Council of Science Editors:

White K. The Frequency of Implementation of Lasallian Pedagogy in Traditional College-Preparatory High Schools Sponsored by the De La Salle Christian Brothers in the United States. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/12

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

26. Leeburn, Vicne. Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

  Research Topic This study uses the narratives of conversation participants to gain a new understanding of the issues faced by Mexican born students at… (more)

Subjects/Keywords: Communicative Action; Hermeneutics; High School; Imagination; Mexican Students; Narrative Identity; Education; Educational Leadership

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APA (6th Edition):

Leeburn, V. (2013). Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/54

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):

Leeburn, Vicne. “Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School.” 2013. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/54.

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

MLA Handbook (7th Edition):

Leeburn, Vicne. “Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School.” 2013. Web. 16 Jul 2019.

Vancouver:

Leeburn V. Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/54.

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

Council of Science Editors:

Leeburn V. Starting a Dialogue with Mexican Born Students: Appropriating a New Understanding in a Public High School. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/54

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

27. Waziri, Edress. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  The benefits of a college degree are clear. Those with a college education are more likely to participate effectively in the governance of the… (more)

Subjects/Keywords: Aspirations; First-Generation College; High School Counselor; Perceived Barriers; Self-efficacy; Educational Psychology

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APA (6th Edition):

Waziri, E. (2017). Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/338

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):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Thesis, University of San Francisco. Accessed July 16, 2019. https://repository.usfca.edu/diss/338.

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

MLA Handbook (7th Edition):

Waziri, Edress. “Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection.” 2017. Web. 16 Jul 2019.

Vancouver:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 16]. Available from: https://repository.usfca.edu/diss/338.

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

Council of Science Editors:

Waziri E. Effects of a Counseling Program on First-Generation High-School Student Aspirations, Self-Efficacy, Perceived Barriers, Knowledge of the College-Application Process, and Course Selection. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/338

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

28. Santa, Francisco. Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, National-Louis University

  The Glenbrook Evening High School is a program for high school students who for various reasons are not succeeding in a regular school setting.… (more)

Subjects/Keywords: at-risk students; alternative high school; organizational change; Education; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Santa, F. (2014). Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/81

Chicago Manual of Style (16th Edition):

Santa, Francisco. “Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students.” 2014. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. http://digitalcommons.nl.edu/diss/81.

MLA Handbook (7th Edition):

Santa, Francisco. “Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students.” 2014. Web. 16 Jul 2019.

Vancouver:

Santa F. Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students. [Internet] [Doctoral dissertation]. National-Louis University; 2014. [cited 2019 Jul 16]. Available from: http://digitalcommons.nl.edu/diss/81.

Council of Science Editors:

Santa F. Evaluating The Effectiveness of an Alternative High School Program Serving At Risk Students. [Doctoral Dissertation]. National-Louis University; 2014. Available from: http://digitalcommons.nl.edu/diss/81


Georgia State University

29. Sims, Dan. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2015, Georgia State University

  The dilemma of African-American male achievement continues to challenge schools systems in America. In light of this challenge, African-American males pose the greatest risk… (more)

Subjects/Keywords: African-american males; Teacher perceptions; Transition; High school; Effective practices; Achievement gap; Disparities

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

APA (6th Edition):

Sims, D. (2015). The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/124

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):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Thesis, Georgia State University. Accessed July 16, 2019. https://scholarworks.gsu.edu/eps_diss/124.

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

MLA Handbook (7th Edition):

Sims, Dan. “The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School.” 2015. Web. 16 Jul 2019.

Vancouver:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Internet] [Thesis]. Georgia State University; 2015. [cited 2019 Jul 16]. Available from: https://scholarworks.gsu.edu/eps_diss/124.

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

Council of Science Editors:

Sims D. The Impact of Teacher Perceptions and Practices on the Quality of Transitional Experiences for African-american Males Entering High School. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/eps_diss/124

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

30. Dantic, James I. Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2013, Encompass Digital Archive, Eastern Kentucky University

High Schools located in Kentucky's rural Appalachian region have historically performed below average on national and state assessment instruments. These schools are located in… (more)

Subjects/Keywords: ACT; Appalachian; High School Principal; Kentucky; Student Achievement; TELL Survey; Educational Administration and Supervision

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

APA (6th Edition):

Dantic, J. I. (2013). Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/159

Chicago Manual of Style (16th Edition):

Dantic, James I. “Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools.” 2013. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed July 16, 2019. https://encompass.eku.edu/etd/159.

MLA Handbook (7th Edition):

Dantic, James I. “Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools.” 2013. Web. 16 Jul 2019.

Vancouver:

Dantic JI. Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2013. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/159.

Council of Science Editors:

Dantic JI. Relationships Between Teacher Perceptions Of Principal Leadership And Student Achievement In Kentucky Appalachian High Schools. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2013. Available from: https://encompass.eku.edu/etd/159

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