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You searched for subject:(Inclusive Leadership). Showing records 1 – 30 of 52 total matches.

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1. Griffiths, John Darrin. Promoting Inclusion in Urban Contexts: Elementary Principal Leadership.

Degree: 2011, University of Toronto

The purpose of this study is to explore the strategies principals use to promote inclusion in their urban elementary schools. Data was collected from sixteen… (more)

Subjects/Keywords: Inclusive leadership

…discuss James Ryan’s framework for inclusive leadership. 8 PROMOTING INCLUSION IN URBAN… …and social justice leadership theories contribute to the framework of Ryan’s inclusive… …Inclusive leadership theory, as posited by James Ryan, is part of the social justice leadership… …paradigm. Inclusive leadership theory supports the purpose of education with its focus on: 1)… …daily dedication in order in order for lasting change to occur. Inclusive leadership… 

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APA (6th Edition):

Griffiths, J. D. (2011). Promoting Inclusion in Urban Contexts: Elementary Principal Leadership. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29735

Chicago Manual of Style (16th Edition):

Griffiths, John Darrin. “Promoting Inclusion in Urban Contexts: Elementary Principal Leadership.” 2011. Doctoral Dissertation, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/29735.

MLA Handbook (7th Edition):

Griffiths, John Darrin. “Promoting Inclusion in Urban Contexts: Elementary Principal Leadership.” 2011. Web. 24 Mar 2019.

Vancouver:

Griffiths JD. Promoting Inclusion in Urban Contexts: Elementary Principal Leadership. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/29735.

Council of Science Editors:

Griffiths JD. Promoting Inclusion in Urban Contexts: Elementary Principal Leadership. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29735


University of Aberdeen

2. Moriah, Mishel Patrina. School leadership and inclusive education practices in Caribbean secondary schools.

Degree: PhD, 2017, University of Aberdeen

 Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al.,… (more)

Subjects/Keywords: 371.2; Educational leadership; Inclusive education; Caribbean Area

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APA (6th Edition):

Moriah, M. P. (2017). School leadership and inclusive education practices in Caribbean secondary schools. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed March 24, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 24 Mar 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Mar 24]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592.

Council of Science Editors:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720592


Virginia Tech

3. Twohig, Barbara J. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

Inclusive Practices Used By Principals and Their Staffs to Facilitate the Integration of Students With Disabilities into General Education Classrooms by Barbara J. Twohig Committee… (more)

Subjects/Keywords: Inclusive Practices; Leadership

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APA (6th Edition):

Twohig, B. J. (2000). Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27226

Chicago Manual of Style (16th Edition):

Twohig, Barbara J. “Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.” 2000. Doctoral Dissertation, Virginia Tech. Accessed March 24, 2019. http://hdl.handle.net/10919/27226.

MLA Handbook (7th Edition):

Twohig, Barbara J. “Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms.” 2000. Web. 24 Mar 2019.

Vancouver:

Twohig BJ. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10919/27226.

Council of Science Editors:

Twohig BJ. Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27226


Syracuse University

4. Tracy-Bronson, Chelsea P. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.

Degree: PhD, Teaching and Leadership, 2018, Syracuse University

  Considering six million children ages six through 21 receive special education services in the United States (Department of Education, 2017), it is critical to… (more)

Subjects/Keywords: District-Level Inclusive Education; Educational Leadership; Inclusion; Inclusive Education; Special Education; Special Education Leadership; Education

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APA (6th Edition):

Tracy-Bronson, C. P. (2018). Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/880

Chicago Manual of Style (16th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Doctoral Dissertation, Syracuse University. Accessed March 24, 2019. https://surface.syr.edu/etd/880.

MLA Handbook (7th Edition):

Tracy-Bronson, Chelsea P. “Inclusive Education in Practice: District-Level Special Education Administrators' Leadership.” 2018. Web. 24 Mar 2019.

Vancouver:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Internet] [Doctoral dissertation]. Syracuse University; 2018. [cited 2019 Mar 24]. Available from: https://surface.syr.edu/etd/880.

Council of Science Editors:

Tracy-Bronson CP. Inclusive Education in Practice: District-Level Special Education Administrators' Leadership. [Doctoral Dissertation]. Syracuse University; 2018. Available from: https://surface.syr.edu/etd/880


University of Newcastle

5. Seo, Eunkyung. Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This thesis addresses the research question of how leadership influences team processes and outcomes, through the development and… (more)

Subjects/Keywords: inclusive leadership; authentic leadership; team processess; team innovation; team effectiveness

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APA (6th Edition):

Seo, E. (2017). Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1337643

Chicago Manual of Style (16th Edition):

Seo, Eunkyung. “Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour.” 2017. Doctoral Dissertation, University of Newcastle. Accessed March 24, 2019. http://hdl.handle.net/1959.13/1337643.

MLA Handbook (7th Edition):

Seo, Eunkyung. “Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour.” 2017. Web. 24 Mar 2019.

Vancouver:

Seo E. Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1959.13/1337643.

Council of Science Editors:

Seo E. Understanding team processes and outcomes: the influence of inclusive and authentic leadership on organisational citizenship behaviour and counterproductive work behaviour. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1337643


University of Toronto

6. Della Rovere Proia, Clelia. Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion.

Degree: 2016, University of Toronto

The purpose of this study is to explore specific strategies that inclusive-minded elementary principals use to create more inclusive school environments for LGBTQ populations, which… (more)

Subjects/Keywords: inclusive leadership; inclusive schools for LGBTQ; LGBTQ inclusive curriculum; LGBTQ professional learning; safe and caring schools for LGBTQ persons; 0449

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APA (6th Edition):

Della Rovere Proia, C. (2016). Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76404

Chicago Manual of Style (16th Edition):

Della Rovere Proia, Clelia. “Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/76404.

MLA Handbook (7th Edition):

Della Rovere Proia, Clelia. “Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion.” 2016. Web. 24 Mar 2019.

Vancouver:

Della Rovere Proia C. Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/76404.

Council of Science Editors:

Della Rovere Proia C. Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76404

7. Latino, Nicole Marie. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.

Degree: PhD, Higher Education, 2010, U of Denver

  This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized… (more)

Subjects/Keywords: Construction of whiteness; Critical Race Theory; Inclusive excellence; Inclusive leadership; White inclusive leaders; Education; Higher Education

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APA (6th Edition):

Latino, N. M. (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/354

Chicago Manual of Style (16th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Doctoral Dissertation, U of Denver. Accessed March 24, 2019. https://digitalcommons.du.edu/etd/354.

MLA Handbook (7th Edition):

Latino, Nicole Marie. “Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution.” 2010. Web. 24 Mar 2019.

Vancouver:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Mar 24]. Available from: https://digitalcommons.du.edu/etd/354.

Council of Science Editors:

Latino NM. Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/354


California State University – San Bernardino

8. Rodriguez, Jose Luis. INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE.

Degree: MSin Psychology, Psychology, 2018, California State University – San Bernardino

Leadership is a well-known complex phenomenon that focuses on important organizational, social and personal processes, where leadership is dependent on a process of social… (more)

Subjects/Keywords: Inclusive Leadership; Leadership; Inclusion; Diversity; Engagement; Work Climate; Business; Education; Social and Behavioral Sciences

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APA (6th Edition):

Rodriguez, J. L. (2018). INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/682

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):

Rodriguez, Jose Luis. “INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE.” 2018. Thesis, California State University – San Bernardino. Accessed March 24, 2019. http://scholarworks.lib.csusb.edu/etd/682.

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

MLA Handbook (7th Edition):

Rodriguez, Jose Luis. “INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE.” 2018. Web. 24 Mar 2019.

Vancouver:

Rodriguez JL. INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Mar 24]. Available from: http://scholarworks.lib.csusb.edu/etd/682.

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

Council of Science Editors:

Rodriguez JL. INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE. [Thesis]. California State University – San Bernardino; 2018. Available from: http://scholarworks.lib.csusb.edu/etd/682

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


University of Aberdeen

9. Moriah, Mishel Patrina. School leadership and inclusive education practices in Caribbean secondary schools.

Degree: Dept. of Education., 2017, University of Aberdeen

Subjects/Keywords: Educational leadership; Inclusive education

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APA (6th Edition):

Moriah, M. P. (2017). School leadership and inclusive education practices in Caribbean secondary schools. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer

Chicago Manual of Style (16th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Doctoral Dissertation, University of Aberdeen. Accessed March 24, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer.

MLA Handbook (7th Edition):

Moriah, Mishel Patrina. “School leadership and inclusive education practices in Caribbean secondary schools.” 2017. Web. 24 Mar 2019.

Vancouver:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Internet] [Doctoral dissertation]. University of Aberdeen; 2017. [cited 2019 Mar 24]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer.

Council of Science Editors:

Moriah MP. School leadership and inclusive education practices in Caribbean secondary schools. [Doctoral Dissertation]. University of Aberdeen; 2017. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=232401 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=232401&custom_att_2=simple_viewer


University of Western Ontario

10. Howell, Grace L. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.

Degree: 2016, University of Western Ontario

 One of the most critical factors in changing teachers’ attitudes toward inclusive education practices is the way in which the school leader, that is a… (more)

Subjects/Keywords: inclusive education; teachers' perceptions; school leaders' behaviors; Educational Leadership

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APA (6th Edition):

Howell, G. L. (2016). The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3822

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):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Thesis, University of Western Ontario. Accessed March 24, 2019. https://ir.lib.uwo.ca/etd/3822.

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

MLA Handbook (7th Edition):

Howell, Grace L. “The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education.” 2016. Web. 24 Mar 2019.

Vancouver:

Howell GL. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Mar 24]. Available from: https://ir.lib.uwo.ca/etd/3822.

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

Council of Science Editors:

Howell GL. The Relationship Between School Leaders' Behaviors and Teachers' Perceptions of their Value in Promoting A Culture of Inclusive Education. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3822

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


University of North Carolina – Greensboro

11. Jordan, Mary Credle. Inclusive leadership in early childhood education: practices and perspectives of program administrators.

Degree: 2015, University of North Carolina – Greensboro

 There is an overwhelming amount of evidence to support the inclusion of children with disabilities as best practice in early childhood education (ECE) programs (Council… (more)

Subjects/Keywords: Inclusive education; Early childhood education – Administration; School administrators; Educational leadership

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APA (6th Edition):

Jordan, M. C. (2015). Inclusive leadership in early childhood education: practices and perspectives of program administrators. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434

Chicago Manual of Style (16th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 24, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

MLA Handbook (7th Edition):

Jordan, Mary Credle. “Inclusive leadership in early childhood education: practices and perspectives of program administrators.” 2015. Web. 24 Mar 2019.

Vancouver:

Jordan MC. Inclusive leadership in early childhood education: practices and perspectives of program administrators. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2015. [cited 2019 Mar 24]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434.

Council of Science Editors:

Jordan MC. Inclusive leadership in early childhood education: practices and perspectives of program administrators. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2015. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=18434


Western Kentucky University

12. Sale, Shannon Marie. Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment.

Degree: EdD, Educational Leadership Doctoral Program, 2018, Western Kentucky University

  Women leaders have become a modern topic of discussion throughout the media and research, with the notion that women have a voice and desire… (more)

Subjects/Keywords: Transformational; Perserverence; Inclusive; Education; Educational Leadership; Women's Studies

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APA (6th Edition):

Sale, S. M. (2018). Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/153

Chicago Manual of Style (16th Edition):

Sale, Shannon Marie. “Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment.” 2018. Doctoral Dissertation, Western Kentucky University. Accessed March 24, 2019. https://digitalcommons.wku.edu/diss/153.

MLA Handbook (7th Edition):

Sale, Shannon Marie. “Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment.” 2018. Web. 24 Mar 2019.

Vancouver:

Sale SM. Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment. [Internet] [Doctoral dissertation]. Western Kentucky University; 2018. [cited 2019 Mar 24]. Available from: https://digitalcommons.wku.edu/diss/153.

Council of Science Editors:

Sale SM. Internal Traits and External Factors on Women Leaders’ Perceptions of Empowerment. [Doctoral Dissertation]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/diss/153


University of Toronto

13. Ssemanda, Marie Lourdes. Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students.

Degree: 2016, University of Toronto

The general question guiding this research is: How do equity-minded principals promote academic achievement for the marginalized students in their schools? The following subquestions are… (more)

Subjects/Keywords: academic achievement; administration; equity; inclusive; leadership; marginalization; 0449

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APA (6th Edition):

Ssemanda, M. L. (2016). Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73203

Chicago Manual of Style (16th Edition):

Ssemanda, Marie Lourdes. “Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/73203.

MLA Handbook (7th Edition):

Ssemanda, Marie Lourdes. “Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students.” 2016. Web. 24 Mar 2019.

Vancouver:

Ssemanda ML. Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/73203.

Council of Science Editors:

Ssemanda ML. Equity-minded Principals: Leadership That Promotes Academic Achievement for Marginalized Students. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73203


Florida International University

14. Lewis, Jennifer S. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.

Degree: Biology, 2010, Florida International University

  Consistent leadership of group travel by specific individuals has been documented in many animals. Most species exhibiting this type of leadership have relatively stable… (more)

Subjects/Keywords: leadership; dolphin; inclusive fitness; group movement; fission-fusion; Tursiops truncatus

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APA (6th Edition):

Lewis, J. S. (2010). Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203

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):

Lewis, Jennifer S. “Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.” 2010. Thesis, Florida International University. Accessed March 24, 2019. http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203.

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

MLA Handbook (7th Edition):

Lewis, Jennifer S. “Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.” 2010. Web. 24 Mar 2019.

Vancouver:

Lewis JS. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Mar 24]. Available from: http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203.

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

Council of Science Editors:

Lewis JS. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203

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


University of Edinburgh

15. Wanjiru, Jenestar. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.

Degree: PhD, 2016, University of Edinburgh

 Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in… (more)

Subjects/Keywords: 371.9; Kenya; post-conflict education; inclusive education; leadership

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APA (6th Edition):

Wanjiru, J. (2016). Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22804

Chicago Manual of Style (16th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed March 24, 2019. http://hdl.handle.net/1842/22804.

MLA Handbook (7th Edition):

Wanjiru, Jenestar. “Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices.” 2016. Web. 24 Mar 2019.

Vancouver:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1842/22804.

Council of Science Editors:

Wanjiru J. Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22804


Antioch University

16. Lyons, Lindsay Beth. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.

Degree: PhD, Leadership and Change, 2018, Antioch University

 This study developed a set of scales to measure building student leadership capacity in high schools. Student leadership is defined here as students working collaboratively… (more)

Subjects/Keywords: Educational Leadership; Pedagogy; Secondary Education; Student voice; Youth leadership; Scale development; High school; Shared leadership; Mixed methods; Shared leadership; Capacity building; Social justice leadership; Inclusive leadership; Positive leadership

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APA (6th Edition):

Lyons, L. B. (2018). Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

Chicago Manual of Style (16th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Doctoral Dissertation, Antioch University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

MLA Handbook (7th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Web. 24 Mar 2019.

Vancouver:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Internet] [Doctoral dissertation]. Antioch University; 2018. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

Council of Science Editors:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Doctoral Dissertation]. Antioch University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

17. Chiote, Ana Filipa Páscoa. Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas.

Degree: 2017, Instituto Politécnico do Porto

Muitas pessoas acreditam que a inclusão escolar é apenas para as crianças com deficiência, mas uma escola inclusiva é para todos os alunos incluindo aqueles… (more)

Subjects/Keywords: Escola inclusiva; Práticas inclusivas; Liderança; Inclusive school; Inclusive practices; Leadership; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Chiote, A. F. P. (2017). Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas. (Thesis). Instituto Politécnico do Porto. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/11649

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):

Chiote, Ana Filipa Páscoa. “Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas.” 2017. Thesis, Instituto Politécnico do Porto. Accessed March 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/11649.

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

MLA Handbook (7th Edition):

Chiote, Ana Filipa Páscoa. “Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas.” 2017. Web. 24 Mar 2019.

Vancouver:

Chiote AFP. Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas. [Internet] [Thesis]. Instituto Politécnico do Porto; 2017. [cited 2019 Mar 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/11649.

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

Council of Science Editors:

Chiote AFP. Práticas Inclusivas num contexto de liderança: perceções de Diretores, Coordenadores e Professores de Agrupamentos de Escolas. [Thesis]. Instituto Politécnico do Porto; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/11649

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

18. Orzel, Courtney. Exploring the relationships between dialogue and inclusive school communities.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students,… (more)

Subjects/Keywords: Dialogue; Social Justice; Inclusive Leadership; Inclusive Schools; Equity; Access; Leadership

…with inclusive leadership. Exclusionary Practices in Schools and Leadership Challenges Mrs… …has been focused toward inclusive leadership practices which address the unintended… …review, there are theories and studies related to inclusive leadership (Ryan, 2006)… …leadership, and the creation of inclusive school communities. As a practicing principal and as an… …Definition of Terms Inclusive Leadership For many people, inclusion refers to a term about students… 

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

APA (6th Edition):

Orzel, C. (2012). Exploring the relationships between dialogue and inclusive school communities. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31103

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):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed March 24, 2019. http://hdl.handle.net/2142/31103.

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

MLA Handbook (7th Edition):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Web. 24 Mar 2019.

Vancouver:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2142/31103.

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

Council of Science Editors:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31103

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


University of Toronto

19. Butt, Jamila Akhtar. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.

Degree: 2015, University of Toronto

This study explores how Muslim parents in the Greater Toronto Area are engaged in their children's education and the challenges they face in trying to… (more)

Subjects/Keywords: Equity and Inclusion; Inclusive School Communities; Muslim Parents; Parent Engagement; Religious Accommodations; Sustainable Leadership; 0449

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APA (6th Edition):

Butt, J. A. (2015). Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69738

Chicago Manual of Style (16th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Masters Thesis, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/69738.

MLA Handbook (7th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Web. 24 Mar 2019.

Vancouver:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/69738.

Council of Science Editors:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69738


University of Saskatchewan

20. Cui, Bing. Exploratory study of the administrative work life experiences of selected visible minority female school principals.

Degree: 2010, University of Saskatchewan

 Although Canada is internationally known for its multicultural practices, the work life experiences of visible minority female school principals are unheard and absent from educational… (more)

Subjects/Keywords: multiculturalism; inclusive schools; visible minority females; female leadership; Visible minority female principals

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APA (6th Edition):

Cui, B. (2010). Exploratory study of the administrative work life experiences of selected visible minority female school principals. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-02152010-104050

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):

Cui, Bing. “Exploratory study of the administrative work life experiences of selected visible minority female school principals.” 2010. Thesis, University of Saskatchewan. Accessed March 24, 2019. http://hdl.handle.net/10388/etd-02152010-104050.

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

MLA Handbook (7th Edition):

Cui, Bing. “Exploratory study of the administrative work life experiences of selected visible minority female school principals.” 2010. Web. 24 Mar 2019.

Vancouver:

Cui B. Exploratory study of the administrative work life experiences of selected visible minority female school principals. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10388/etd-02152010-104050.

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

Council of Science Editors:

Cui B. Exploratory study of the administrative work life experiences of selected visible minority female school principals. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-02152010-104050

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


Queensland University of Technology

21. Duke, Jennifer Kay. Powering a curriculum for all : a critical ethnographic study of inclusive education.

Degree: 2014, Queensland University of Technology

 This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary… (more)

Subjects/Keywords: Inclusive education; leadership; disability; critical ethnography; cultural circuits model; pragmatic horizon analysis; curriculum

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APA (6th Edition):

Duke, J. K. (2014). Powering a curriculum for all : a critical ethnographic study of inclusive education. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/75651/

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):

Duke, Jennifer Kay. “Powering a curriculum for all : a critical ethnographic study of inclusive education.” 2014. Thesis, Queensland University of Technology. Accessed March 24, 2019. https://eprints.qut.edu.au/75651/.

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

MLA Handbook (7th Edition):

Duke, Jennifer Kay. “Powering a curriculum for all : a critical ethnographic study of inclusive education.” 2014. Web. 24 Mar 2019.

Vancouver:

Duke JK. Powering a curriculum for all : a critical ethnographic study of inclusive education. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Mar 24]. Available from: https://eprints.qut.edu.au/75651/.

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

Council of Science Editors:

Duke JK. Powering a curriculum for all : a critical ethnographic study of inclusive education. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/75651/

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


University of Toronto

22. Kumabe, Tara. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.

Degree: PhD, 2018, University of Toronto

 This qualitative study explored the in-school team (IST) structure found within Ontario public elementary schools. The IST is a problem-solving approach implemented to support students,… (more)

Subjects/Keywords: figured worlds; holistic education; inclusive education; in-school teams; leadership; students experiencing difficulties; 0524

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APA (6th Edition):

Kumabe, T. (2018). LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89746

Chicago Manual of Style (16th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 24, 2019. http://hdl.handle.net/1807/89746.

MLA Handbook (7th Edition):

Kumabe, Tara. “LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS.” 2018. Web. 24 Mar 2019.

Vancouver:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1807/89746.

Council of Science Editors:

Kumabe T. LEADERS OF STUDENT GROWTH: A LOOK AT THE IN-SCHOOL TEAM STRUCTURE IN ONTARIO ELEMENTARY SCHOOLS. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89746


George Mason University

23. Takacs, Shanna E. A Critical Look at Co-teaching Practices at the Secondary Level .

Degree: 2015, George Mason University

 The purpose of special education is to ensure that students with disabilities are provided a free appropriate public education, while accessing the general education curriculum… (more)

Subjects/Keywords: Special education; Educational leadership; collaboration; co-teaching; inclusion; inclusive practices; special education; team teaching

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APA (6th Edition):

Takacs, S. E. (2015). A Critical Look at Co-teaching Practices at the Secondary Level . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9673

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):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Thesis, George Mason University. Accessed March 24, 2019. http://hdl.handle.net/1920/9673.

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

MLA Handbook (7th Edition):

Takacs, Shanna E. “A Critical Look at Co-teaching Practices at the Secondary Level .” 2015. Web. 24 Mar 2019.

Vancouver:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/1920/9673.

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

Council of Science Editors:

Takacs SE. A Critical Look at Co-teaching Practices at the Secondary Level . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9673

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

24. Limón, Diana M. Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership.

Degree: Doctorate in Education, Education, 2007, Loyola Marymount University

  Children with specific learning disabilities (SLDs) are often placed in a separate and unequal learning environment in public schools. Although federal legislation governing children… (more)

Subjects/Keywords: Educational leadership; Education; Inclusive education; Education

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APA (6th Edition):

Limón, D. M. (2007). Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/556

Chicago Manual of Style (16th Edition):

Limón, Diana M. “Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership.” 2007. Doctoral Dissertation, Loyola Marymount University. Accessed March 24, 2019. https://digitalcommons.lmu.edu/etd/556.

MLA Handbook (7th Edition):

Limón, Diana M. “Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership.” 2007. Web. 24 Mar 2019.

Vancouver:

Limón DM. Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2007. [cited 2019 Mar 24]. Available from: https://digitalcommons.lmu.edu/etd/556.

Council of Science Editors:

Limón DM. Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership. [Doctoral Dissertation]. Loyola Marymount University; 2007. Available from: https://digitalcommons.lmu.edu/etd/556


University of KwaZulu-Natal

25. Thabede, Khombisile Jeanette. School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district.

Degree: 2017, University of KwaZulu-Natal

 The study explored School Management Teams and teachers‟ perspectives about the role they played in implementing Inclusive Education policy in three primary schools in Umkhanyakude… (more)

Subjects/Keywords: Theses - Education, Development, Leadership and Management.; Inclusive education policy - Implementation.; Leadership in teaching.; School management teams and teachers.; Teachers training.

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APA (6th Edition):

Thabede, K. J. (2017). School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15564

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):

Thabede, Khombisile Jeanette. “School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 24, 2019. http://hdl.handle.net/10413/15564.

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

MLA Handbook (7th Edition):

Thabede, Khombisile Jeanette. “School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district.” 2017. Web. 24 Mar 2019.

Vancouver:

Thabede KJ. School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/10413/15564.

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

Council of Science Editors:

Thabede KJ. School management teams and teachers’ perspectives on their role in the implementation of inclusive education policy: a case study of three primary schools in Umkhanyakude district. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15564

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


University of Alberta

26. Hall, Shaun F. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 The purpose of this study was to improve our understanding of what influences principals’ intentions toward including children with autism spectrum disorders (ASD) in general… (more)

Subjects/Keywords: TpB; intentions; special education; inclusion; educational psychology; principals'; theory of planned behaviour; autism; beliefs; leadership; ASD; inclusive education; Autism Spectrum Disorder

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APA (6th Edition):

Hall, S. F. (2012). Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rq12x

Chicago Manual of Style (16th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Masters Thesis, University of Alberta. Accessed March 24, 2019. https://era.library.ualberta.ca/files/5q47rq12x.

MLA Handbook (7th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Web. 24 Mar 2019.

Vancouver:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Mar 24]. Available from: https://era.library.ualberta.ca/files/5q47rq12x.

Council of Science Editors:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/5q47rq12x


University of Pretoria

27. Yi, Hyunok. Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach.

Degree: Practical Theology, 2013, University of Pretoria

 This dissertation begins with the problem that local church leaders, Sunday school teachers and adult youth leaders do not have a holistic understanding of what… (more)

Subjects/Keywords: Adolescence; Discipline; Ego; Identity; Inclusive; Leadership; Mentor; Puberty; Sacrament; Subculture; Substance; WEMI (World Evangelical Mission International); Youth; Youth ministry; UCTD

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APA (6th Edition):

Yi, H. (2013). Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/36816

Chicago Manual of Style (16th Edition):

Yi, Hyunok. “Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach.” 2013. Masters Thesis, University of Pretoria. Accessed March 24, 2019. http://hdl.handle.net/2263/36816.

MLA Handbook (7th Edition):

Yi, Hyunok. “Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach.” 2013. Web. 24 Mar 2019.

Vancouver:

Yi H. Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Mar 24]. Available from: http://hdl.handle.net/2263/36816.

Council of Science Editors:

Yi H. Youth ministry and leadership in the world evangelical mission international (South Africa) : an inclusive ministry approach. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/36816


The Ohio State University

28. Todd, Dwayne. The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging.

Degree: PhD, EDU Policy and Leadership, 2016, The Ohio State University

 This study examined the relationship between gender-inclusive campus residence hall environments and college students’ sense of belonging. The College Student Belongingness Scale (CSBS) was used… (more)

Subjects/Keywords: Higher Education Administration; Higher Education; Educational Leadership; gender-inclusive housing; gender-neutral housing; student affairs; campus housing; residence life; transgender students

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APA (6th Edition):

Todd, D. (2016). The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145

Chicago Manual of Style (16th Edition):

Todd, Dwayne. “The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging.” 2016. Doctoral Dissertation, The Ohio State University. Accessed March 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.

MLA Handbook (7th Edition):

Todd, Dwayne. “The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging.” 2016. Web. 24 Mar 2019.

Vancouver:

Todd D. The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Mar 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.

Council of Science Editors:

Todd D. The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145


University of California – San Diego

29. Wood, Jacqueline Michelle. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

 Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in… (more)

Subjects/Keywords: Special education; Educational leadership; Teacher education; inclusion; inclusive education; special education; special educator; teacher attitude; teacher self-efficacy

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

APA (6th Edition):

Wood, J. M. (2017). Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/24t55110

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):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Thesis, University of California – San Diego. Accessed March 24, 2019. http://www.escholarship.org/uc/item/24t55110.

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

MLA Handbook (7th Edition):

Wood, Jacqueline Michelle. “Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education.” 2017. Web. 24 Mar 2019.

Vancouver:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Mar 24]. Available from: http://www.escholarship.org/uc/item/24t55110.

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

Council of Science Editors:

Wood JM. Secondary Special Educators’ Attitudes and Sense of Self-Efficacy Toward Inclusive Education. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/24t55110

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

30. Lyrberg, Åsa. Fem rektorers uppfattningar om inkludering i "en skola för alla".

Degree: Ämnesavdelningen för pedagogik, 2008, University of Gävle

Bakgrund Inkludering och begreppet "en skola för alla" har länge varit uttryck för en officiell policy i svensk skola, men uppfattningarna om vad som… (more)

Subjects/Keywords: educational leadership; head teachers; inclusive education; school democracy; skolledning; rektorer; inkludering; specialpedagogik; skoldemokrati; Education; Pedagogik; Pedgogical work; Pedagogiskt arbete

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lyrberg, . (2008). Fem rektorers uppfattningar om inkludering i "en skola för alla". (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3875

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):

Lyrberg, Åsa. “Fem rektorers uppfattningar om inkludering i "en skola för alla".” 2008. Thesis, University of Gävle. Accessed March 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3875.

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

MLA Handbook (7th Edition):

Lyrberg, Åsa. “Fem rektorers uppfattningar om inkludering i "en skola för alla".” 2008. Web. 24 Mar 2019.

Vancouver:

Lyrberg . Fem rektorers uppfattningar om inkludering i "en skola för alla". [Internet] [Thesis]. University of Gävle; 2008. [cited 2019 Mar 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3875.

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

Council of Science Editors:

Lyrberg . Fem rektorers uppfattningar om inkludering i "en skola för alla". [Thesis]. University of Gävle; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3875

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

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