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Degree: Doctor of Education (EdD)

You searched for subject:(High school). Showing records 1 – 30 of 101 total matches.

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Eastern Michigan University

1. 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 June 24, 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. 24 Jun 2019.

Vancouver:

Kaminski JL. High school principals’ leadership styles and their impact on teacher efficacy. [Internet] [Thesis]. Eastern Michigan University; 2013. [cited 2019 Jun 24]. 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

2. 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 June 24, 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. 24 Jun 2019.

Vancouver:

Dahl GG. Secondary Athletic Administrators' Perceptions Of Title Ix Policy Changes. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2019 Jun 24]. 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

3. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

4. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

5. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

6. 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 June 24, 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. 24 Jun 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 Jun 24]. 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


San Jose State University

7. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

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

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 June 24, 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. 24 Jun 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 Jun 24]. 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


College of William and Mary

9. 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 June 24, 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. 24 Jun 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 Jun 24]. 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


Utah State University

10. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

11. 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 June 24, 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. 24 Jun 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 Jun 24]. 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


Portland State University

12. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

13. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

14. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

15. 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 June 24, 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. 24 Jun 2019.

Vancouver:

Stewart CA. Predictors of High School Graduation in Foster Youth. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Jun 24]. 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

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

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 June 24, 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. 24 Jun 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 Jun 24]. 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

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

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 June 24, 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. 24 Jun 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 Jun 24]. 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

18. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

19. 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 June 24, 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. 24 Jun 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 Jun 24]. 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

20. 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 (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 June 24, 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. 24 Jun 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 Jun 24]. 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


Montana Tech

21. Miller, Thomas A. Investigating early adolescent reluctance to see a school counselor.

Degree: Doctor of Education (EdD), 1995, Montana Tech

Subjects/Keywords: Junior high school students.; Student counselors.

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

APA (6th Edition):

Miller, T. A. (1995). Investigating early adolescent reluctance to see a school counselor. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10442

Chicago Manual of Style (16th Edition):

Miller, Thomas A. “Investigating early adolescent reluctance to see a school counselor.” 1995. Doctoral Dissertation, Montana Tech. Accessed June 24, 2019. https://scholarworks.umt.edu/etd/10442.

MLA Handbook (7th Edition):

Miller, Thomas A. “Investigating early adolescent reluctance to see a school counselor.” 1995. Web. 24 Jun 2019.

Vancouver:

Miller TA. Investigating early adolescent reluctance to see a school counselor. [Internet] [Doctoral dissertation]. Montana Tech; 1995. [cited 2019 Jun 24]. Available from: https://scholarworks.umt.edu/etd/10442.

Council of Science Editors:

Miller TA. Investigating early adolescent reluctance to see a school counselor. [Doctoral Dissertation]. Montana Tech; 1995. Available from: https://scholarworks.umt.edu/etd/10442

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

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 June 24, 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. 24 Jun 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 Jun 24]. 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


University of Nevada – Las Vegas

23. Cushinery, Charles W. Factors influencing music teacher retention: A mixed method study.

Degree: Doctor of Education (EdD), Curriculum & Instruction, 2011, University of Nevada – Las Vegas

  The purpose of this mixed-methods study was to determine what internal and external factors influence the retention attributions of secondary level music teachers who… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Music

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

APA (6th Edition):

Cushinery, C. W. (2011). Factors influencing music teacher retention: A mixed method study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/916

Chicago Manual of Style (16th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed June 24, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/916.

MLA Handbook (7th Edition):

Cushinery, Charles W. “Factors influencing music teacher retention: A mixed method study.” 2011. Web. 24 Jun 2019.

Vancouver:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Jun 24]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916.

Council of Science Editors:

Cushinery CW. Factors influencing music teacher retention: A mixed method study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/916


College of William and Mary

24. Kwiterovich, Peter O., III. Big-Fish-Little-Pond Effect: The impact on academic self-concept.

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

 The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school.… (more)

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

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APA (6th Edition):

Kwiterovich, Peter O., I. (2011). Big-Fish-Little-Pond Effect: The impact on academic self-concept. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618485

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):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Thesis, College of William and Mary. Accessed June 24, 2019. https://scholarworks.wm.edu/etd/1539618485.

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

MLA Handbook (7th Edition):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Web. 24 Jun 2019.

Vancouver:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.wm.edu/etd/1539618485.

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

Council of Science Editors:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618485

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

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

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 June 24, 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. 24 Jun 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 Jun 24]. 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


Montana Tech

26. Caffaro, George. A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA).

Degree: Doctor of Education (EdD), 1984, Montana Tech

Subjects/Keywords: High school students Alberta Edmonton.; High school seniors Alberta Edmonton.; High school attendance Alberta Edmonton.; Grading and marking (Students) Alberta Edmonton.

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

APA (6th Edition):

Caffaro, G. (1984). A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA). (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10175

Chicago Manual of Style (16th Edition):

Caffaro, George. “A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA).” 1984. Doctoral Dissertation, Montana Tech. Accessed June 24, 2019. https://scholarworks.umt.edu/etd/10175.

MLA Handbook (7th Edition):

Caffaro, George. “A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA).” 1984. Web. 24 Jun 2019.

Vancouver:

Caffaro G. A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA). [Internet] [Doctoral dissertation]. Montana Tech; 1984. [cited 2019 Jun 24]. Available from: https://scholarworks.umt.edu/etd/10175.

Council of Science Editors:

Caffaro G. A FOUR YEAR ANALYSIS OF GRADES AND ATTENDANCE WITH FRESHMEN AND SENIORS AT LOUIS ST. LAURENT HIGH SCHOOL (ALBERTA CANADA). [Doctoral Dissertation]. Montana Tech; 1984. Available from: https://scholarworks.umt.edu/etd/10175


Eastern Michigan University

27. McBrady, Shannon. Ninth-grade interventions and the impact on high school graduation rates.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2009, Eastern Michigan University

  There is a need to become economically sensible when deciding on new school initiatives and reforms. This is partly due to increasing accountability and… (more)

Subjects/Keywords: High school freshmen; School management and organization United States; Education; Secondary Social aspects United States; School improvement programs United States; Educational Psychology; Secondary Education and Teaching

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

APA (6th Edition):

McBrady, S. (2009). Ninth-grade interventions and the impact on high school graduation rates. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/219

Chicago Manual of Style (16th Edition):

McBrady, Shannon. “Ninth-grade interventions and the impact on high school graduation rates.” 2009. Doctoral Dissertation, Eastern Michigan University. Accessed June 24, 2019. http://commons.emich.edu/theses/219.

MLA Handbook (7th Edition):

McBrady, Shannon. “Ninth-grade interventions and the impact on high school graduation rates.” 2009. Web. 24 Jun 2019.

Vancouver:

McBrady S. Ninth-grade interventions and the impact on high school graduation rates. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2009. [cited 2019 Jun 24]. Available from: http://commons.emich.edu/theses/219.

Council of Science Editors:

McBrady S. Ninth-grade interventions and the impact on high school graduation rates. [Doctoral Dissertation]. Eastern Michigan University; 2009. Available from: http://commons.emich.edu/theses/219

28. Randrianaivo, Jean de Dieu. A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar.

Degree: Doctor of Education (EdD), Educational Leadership, 2007, University of San Francisco

unavailable

Subjects/Keywords: Jesuits; Education (Secondary); Madagascar; Catholic high schools; High school seniors Attitudes; Education

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APA (6th Edition):

Randrianaivo, J. d. D. (2007). A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/129

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):

Randrianaivo, Jean de Dieu. “A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar.” 2007. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/129.

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

MLA Handbook (7th Edition):

Randrianaivo, Jean de Dieu. “A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar.” 2007. Web. 24 Jun 2019.

Vancouver:

Randrianaivo JdD. A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/129.

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

Council of Science Editors:

Randrianaivo JdD. A survey of the perceptions of the senior students on the achievement of the Jesuit educational ideals in two Jesuit secondary schools in Madagascar. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/129

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

29. Jensen, Jennesis Kathleen. Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2015, University of San Francisco

  Not reading (Krashen, 2009) is a phenomenon widely noted in students assigned to read as a part of school curriculum. A solution to the… (more)

Subjects/Keywords: High School; Lexile; Not Reading; Program Evaluation; SSR; Education; Educational Assessment, Evaluation, and Research; Secondary Education and Teaching

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

APA (6th Edition):

Jensen, J. K. (2015). Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/117

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):

Jensen, Jennesis Kathleen. “Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation.” 2015. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/117.

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

MLA Handbook (7th Edition):

Jensen, Jennesis Kathleen. “Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation.” 2015. Web. 24 Jun 2019.

Vancouver:

Jensen JK. Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/117.

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

Council of Science Editors:

Jensen JK. Comprehensive Self-Selected Reading and Student Engagement With the Novel: A Program Evaluation. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/117

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

30. Gross, Trudy Ruth. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.

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

  By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of… (more)

Subjects/Keywords: autism; high school; individualized education program; intellectual disability; self-determination; transition planning; Special Education and Teaching

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

APA (6th Edition):

Gross, T. R. (2017). The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/344

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):

Gross, Trudy Ruth. “The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.” 2017. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/344.

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

MLA Handbook (7th Edition):

Gross, Trudy Ruth. “The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School.” 2017. Web. 24 Jun 2019.

Vancouver:

Gross TR. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/344.

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

Council of Science Editors:

Gross TR. The Role of Self-Determination and Co-Construction to Support Meaningful Student Participation in an Individualized Education Program Meeting in High School. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/344

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

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