Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Degree: Doctor of Education (EdD)

You searched for subject:(K no sud jimas). Showing records 1 – 17 of 17 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Hlasko, Robert A. Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission.

Degree: Doctor of Education (EdD), Education, 2017, University of Findlay

K-12 education faced significant change throughout the past several decades. Numerous federal and state governmental forays into education reform initiated by A Nation at Risk… (more)

Subjects/Keywords: Education; Education Policy; Legislative policy, parent perception, K-12 education, mission, reform, No Child Left Behind, A Nation at Risk, Elementary and Secondary Education Act, accountability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hlasko, R. A. (2017). Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164

Chicago Manual of Style (16th Edition):

Hlasko, Robert A. “Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission.” 2017. Doctoral Dissertation, University of Findlay. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164.

MLA Handbook (7th Edition):

Hlasko, Robert A. “Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission.” 2017. Web. 23 Aug 2019.

Vancouver:

Hlasko RA. Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission. [Internet] [Doctoral dissertation]. University of Findlay; 2017. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164.

Council of Science Editors:

Hlasko RA. Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission. [Doctoral Dissertation]. University of Findlay; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164


Georgia State University

2. Gayle, Nicola A. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.

Degree: Doctor of Education (EdD), Early Childhood Education, 2018, Georgia State University

  ABSTRACT This explanatory sequential mixed-methods study focused on pre-K co-teachers’ perceptions of co-teaching, the similarities and differences between special and general education co-teachers’ perceptions… (more)

Subjects/Keywords: Pre-K; Co-teaching; Co-teachers; Perceptions; Self-Efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gayle, N. A. (2018). An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/38

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):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Thesis, Georgia State University. Accessed August 23, 2019. https://scholarworks.gsu.edu/ece_diss/38.

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

MLA Handbook (7th Edition):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Web. 23 Aug 2019.

Vancouver:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Aug 23]. Available from: https://scholarworks.gsu.edu/ece_diss/38.

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

Council of Science Editors:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/38

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

3. Moton, Monique Renee. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.

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

  This research examined the lack of culturally relevant teaching practices in the classroom for African American elementary students (K-6) in California. Voluntary qualitative interviews… (more)

Subjects/Keywords: achievement gap; African American Students; Critical Race Theory; culturally relevant teaching; elementary school; K-12; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moton, M. R. (2011). Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/15

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):

Moton, Monique Renee. “Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.” 2011. Thesis, University of San Francisco. Accessed August 23, 2019. https://repository.usfca.edu/diss/15.

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

MLA Handbook (7th Edition):

Moton, Monique Renee. “Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California.” 2011. Web. 23 Aug 2019.

Vancouver:

Moton MR. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Aug 23]. Available from: https://repository.usfca.edu/diss/15.

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

Council of Science Editors:

Moton MR. Teachers' Critical Perceptions on Improving Elementary African American Student Achievement Through Culturally Relevant Teaching in California. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/15

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

4. Beasley, Maisha. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  Currently, both scholarly literature and educational practice are lacking depth and scope about the lived experience of African American (AA) female students, and, as… (more)

Subjects/Keywords: African American; Black Feminist Thought; Education; K-12; PWIs; Women; African American Studies; Educational Administration and Supervision; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beasley, M. (2016). The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/307

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):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Thesis, University of San Francisco. Accessed August 23, 2019. https://repository.usfca.edu/diss/307.

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

MLA Handbook (7th Edition):

Beasley, Maisha. “The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices.” 2016. Web. 23 Aug 2019.

Vancouver:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Aug 23]. Available from: https://repository.usfca.edu/diss/307.

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

Council of Science Editors:

Beasley M. The Adjustment of First Year African American Women to Predominately White Institutions: Implications for Best Practices. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/307

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


Florida International University

5. Klein, Jayne A. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, Florida International University

  Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in… (more)

Subjects/Keywords: Inner-city Black youth; youth enrichment programs; after-school programs; critical race theory; K-12 education; higher educaton; educational policy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Klein, J. A. (2011). Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505

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):

Klein, Jayne A. “Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.” 2011. Thesis, Florida International University. Accessed August 23, 2019. http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505.

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

MLA Handbook (7th Edition):

Klein, Jayne A. “Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth.” 2011. Web. 23 Aug 2019.

Vancouver:

Klein JA. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. [Internet] [Thesis]. Florida International University; 2011. [cited 2019 Aug 23]. Available from: http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505.

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

Council of Science Editors:

Klein JA. Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth. [Thesis]. Florida International University; 2011. Available from: http://digitalcommons.fiu.edu/etd/488 ; 10.25148/etd.FI11120505 ; FI11120505

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

6. Rossi de Campos, Loraine. Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century.

Degree: Doctor of Education (EdD), Leadership Studies, 2015, University of San Francisco

  The latest reform movement in education, known as 21st-Century Learning, is in response to the transition from a primarily industrial-based economy to a knowledge-… (more)

Subjects/Keywords: 21st Century Learning; Artifact analysis; Case study; Design thinking; Education Leadership K-12; Innovation in education; Educational Administration and Supervision; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rossi de Campos, L. (2015). Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/116

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):

Rossi de Campos, Loraine. “Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century.” 2015. Thesis, University of San Francisco. Accessed August 23, 2019. https://repository.usfca.edu/diss/116.

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

MLA Handbook (7th Edition):

Rossi de Campos, Loraine. “Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century.” 2015. Web. 23 Aug 2019.

Vancouver:

Rossi de Campos L. Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Aug 23]. Available from: https://repository.usfca.edu/diss/116.

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

Council of Science Editors:

Rossi de Campos L. Design Thinking in Education: A Case Study Following One School District's Approach to Innovation for the 21st Century. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/116

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

7. Rapaido, Cynthia Manalo. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2011, University of San Francisco

  The assumption that all Asians are model minorities is incorrect. The largest group of Asian American people is comprised of Filipino people followed closely… (more)

Subjects/Keywords: administration; challenges and opportunities; educational leaders; Filipino; Filipino American; K-12 public schools; Asian American Studies; Bilingual, Multilingual, and Multicultural Education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rapaido, C. M. (2011). Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/18

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):

Rapaido, Cynthia Manalo. “Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.” 2011. Thesis, University of San Francisco. Accessed August 23, 2019. https://repository.usfca.edu/diss/18.

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

MLA Handbook (7th Edition):

Rapaido, Cynthia Manalo. “Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities.” 2011. Web. 23 Aug 2019.

Vancouver:

Rapaido CM. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Aug 23]. Available from: https://repository.usfca.edu/diss/18.

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

Council of Science Editors:

Rapaido CM. Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/18

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


Montana Tech

8. Watson, Robert Jeffrey. A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations.

Degree: Doctor of Education (EdD), 2009, Montana Tech

  Within the last ten years, middle schools have been criticized for focusing too much on social development while ignoring academics. Several large school districts… (more)

Subjects/Keywords: at-risk behavior; criterion referenced; grade configuration; intermediate school; K-8; middle school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Watson, R. J. (2009). A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1274

Chicago Manual of Style (16th Edition):

Watson, Robert Jeffrey. “A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations.” 2009. Doctoral Dissertation, Montana Tech. Accessed August 23, 2019. https://scholarworks.umt.edu/etd/1274.

MLA Handbook (7th Edition):

Watson, Robert Jeffrey. “A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations.” 2009. Web. 23 Aug 2019.

Vancouver:

Watson RJ. A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations. [Internet] [Doctoral dissertation]. Montana Tech; 2009. [cited 2019 Aug 23]. Available from: https://scholarworks.umt.edu/etd/1274.

Council of Science Editors:

Watson RJ. A comparison study of Montana's intermediate and K-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations. [Doctoral Dissertation]. Montana Tech; 2009. Available from: https://scholarworks.umt.edu/etd/1274


Utah State University

9. Whitaker, R. Russel. Junior High School Curriculum Development for the Utah Model for Career Guidance K-12.

Degree: Doctor of Education (EdD), Psychology, 1975, Utah State University

  The study was conducted to develop a process by which teachers and counselors could initiate implement and evaluate career guidance activities in regular junior… (more)

Subjects/Keywords: junior high; curriculum; school; development; career guidance; K-12; Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Whitaker, R. R. (1975). Junior High School Curriculum Development for the Utah Model for Career Guidance K-12. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5771

Chicago Manual of Style (16th Edition):

Whitaker, R Russel. “Junior High School Curriculum Development for the Utah Model for Career Guidance K-12.” 1975. Doctoral Dissertation, Utah State University. Accessed August 23, 2019. https://digitalcommons.usu.edu/etd/5771.

MLA Handbook (7th Edition):

Whitaker, R Russel. “Junior High School Curriculum Development for the Utah Model for Career Guidance K-12.” 1975. Web. 23 Aug 2019.

Vancouver:

Whitaker RR. Junior High School Curriculum Development for the Utah Model for Career Guidance K-12. [Internet] [Doctoral dissertation]. Utah State University; 1975. [cited 2019 Aug 23]. Available from: https://digitalcommons.usu.edu/etd/5771.

Council of Science Editors:

Whitaker RR. Junior High School Curriculum Development for the Utah Model for Career Guidance K-12. [Doctoral Dissertation]. Utah State University; 1975. Available from: https://digitalcommons.usu.edu/etd/5771

10. Clark, Brian Gregory. Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community.

Degree: Doctor of Education (EdD), Recreation and Park Administration, 2017, Encompass Digital Archive, Eastern Kentucky University

  Rock climbing is becoming a very popular and mainstream outdoor activity. With the growth in rock climbing comes an increase in the number of… (more)

Subjects/Keywords: rock climbing; Leave No Trace; Red River Gorge; rock climbing community; Leisure Studies; Recreation Business

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, B. G. (2017). Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/487

Chicago Manual of Style (16th Edition):

Clark, Brian Gregory. “Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community.” 2017. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed August 23, 2019. https://encompass.eku.edu/etd/487.

MLA Handbook (7th Edition):

Clark, Brian Gregory. “Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community.” 2017. Web. 23 Aug 2019.

Vancouver:

Clark BG. Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. [cited 2019 Aug 23]. Available from: https://encompass.eku.edu/etd/487.

Council of Science Editors:

Clark BG. Behaviors, Knowledge, and Education of Leave No Trace Principles in the Red River Gorge Rock Climbing Community. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2017. Available from: https://encompass.eku.edu/etd/487


Ohio University

11. Lopienski, Sarah A. How Do Educational Leaders Understand Career Readiness: A Q-methodological Study.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 The journey to understanding career readiness has never been more difficult for today's Kindergarten through grade 12 (K-12) educational leaders. In this study, data was… (more)

Subjects/Keywords: Education; Counseling Education; Counseling Psychology; Vocational Education; career readiness; college and career readiness; k-12 education; career development; social cognitive career theory; theory of career construction; q-methodology; educational leaders; educational administration; school counselor

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lopienski, S. A. (2016). How Do Educational Leaders Understand Career Readiness: A Q-methodological Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121

Chicago Manual of Style (16th Edition):

Lopienski, Sarah A. “How Do Educational Leaders Understand Career Readiness: A Q-methodological Study.” 2016. Doctoral Dissertation, Ohio University. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121.

MLA Handbook (7th Edition):

Lopienski, Sarah A. “How Do Educational Leaders Understand Career Readiness: A Q-methodological Study.” 2016. Web. 23 Aug 2019.

Vancouver:

Lopienski SA. How Do Educational Leaders Understand Career Readiness: A Q-methodological Study. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121.

Council of Science Editors:

Lopienski SA. How Do Educational Leaders Understand Career Readiness: A Q-methodological Study. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121

12. Clark, Brian Gregory. Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Eastern Kentucky U

  Rock Climbing is becoming a very popular and mainstream outdoor activity. With the growth in rock climbing comes an increase in the numbers of… (more)

Subjects/Keywords: climbing; enviromental impact; leave no trace; LNT; outdoor; rock climbing; Environmental Education; Recreation, Parks and Tourism Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, B. G. (2017). Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/516

Chicago Manual of Style (16th Edition):

Clark, Brian Gregory. “Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community.” 2017. Doctoral Dissertation, Eastern Kentucky U. Accessed August 23, 2019. https://encompass.eku.edu/etd/516.

MLA Handbook (7th Edition):

Clark, Brian Gregory. “Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community.” 2017. Web. 23 Aug 2019.

Vancouver:

Clark BG. Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2017. [cited 2019 Aug 23]. Available from: https://encompass.eku.edu/etd/516.

Council of Science Editors:

Clark BG. Behaviors, Knowledge, And Education Of Leave No Trace Principles In The Red River Gorge Rock Climbing Community. [Doctoral Dissertation]. Eastern Kentucky U; 2017. Available from: https://encompass.eku.edu/etd/516


Bowling Green State University

13. Krebs, Marjori Maddox. Service-Learning: Motivations for K-12 Teachers.

Degree: Doctor of Education (EdD), Leadership Studies, 2006, Bowling Green State University

 The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher… (more)

Subjects/Keywords: Service-learning; Community service; K-12 teachers; Teacher motivation; Classroom practices; Interview; Curriculum; Student benefit; Teacher benefit; Student academic benefit; Student personal benefit; Administrative leadership; Experiential learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Krebs, M. M. (2006). Service-Learning: Motivations for K-12 Teachers. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1162837806

Chicago Manual of Style (16th Edition):

Krebs, Marjori Maddox. “Service-Learning: Motivations for K-12 Teachers.” 2006. Doctoral Dissertation, Bowling Green State University. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1162837806.

MLA Handbook (7th Edition):

Krebs, Marjori Maddox. “Service-Learning: Motivations for K-12 Teachers.” 2006. Web. 23 Aug 2019.

Vancouver:

Krebs MM. Service-Learning: Motivations for K-12 Teachers. [Internet] [Doctoral dissertation]. Bowling Green State University; 2006. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1162837806.

Council of Science Editors:

Krebs MM. Service-Learning: Motivations for K-12 Teachers. [Doctoral Dissertation]. Bowling Green State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1162837806

14. Werry, Tasha K. Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

 This study examines the experiences of the teachers and community business representatives that have partnered in a community engagement initiative to address career exploration for… (more)

Subjects/Keywords: Education; Educational Leadership; community engagement; K-12 education; education and business partnerships; social networks; student engagement; educational leadership; sociocultural learning

…100 K-12 schooling and the career pathway… …103 K-12 schooling and the career pathway… …105 K-12 schooling and the career pathway… …107 K-12 schooling and the career pathway… …110 K-12 schooling and the career pathway… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Werry, T. K. (2016). Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458895823

Chicago Manual of Style (16th Edition):

Werry, Tasha K. “Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions.” 2016. Doctoral Dissertation, Ohio University. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458895823.

MLA Handbook (7th Edition):

Werry, Tasha K. “Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions.” 2016. Web. 23 Aug 2019.

Vancouver:

Werry TK. Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458895823.

Council of Science Editors:

Werry TK. Increasing Shared Understandings between Educators and Community Members through Intentional Collaborative Interactions. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458895823


Montana Tech

15. Guthals, Jennifer. The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress.

Degree: Doctor of Education (EdD), 2009, Montana Tech

 Guthals, Jennifer, Ed. D., May 2009 Educational Leadership The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress Chair: Dr. John… (more)

Subjects/Keywords: No Child Left Behind; Positive Behavior Supports; Principals; Safe Schools; Stress; Student Achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guthals, J. (2009). The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1287

Chicago Manual of Style (16th Edition):

Guthals, Jennifer. “The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress.” 2009. Doctoral Dissertation, Montana Tech. Accessed August 23, 2019. https://scholarworks.umt.edu/etd/1287.

MLA Handbook (7th Edition):

Guthals, Jennifer. “The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress.” 2009. Web. 23 Aug 2019.

Vancouver:

Guthals J. The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress. [Internet] [Doctoral dissertation]. Montana Tech; 2009. [cited 2019 Aug 23]. Available from: https://scholarworks.umt.edu/etd/1287.

Council of Science Editors:

Guthals J. The Relationship between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, and Administrative Stress. [Doctoral Dissertation]. Montana Tech; 2009. Available from: https://scholarworks.umt.edu/etd/1287

16. Goodwin-Glick, Kelly L. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, Bowling Green State University

 Childhood trauma is prevalent and has a profound impact on student learning, behaviors,social-emotional well-being (Perfect et al., 2016), physical health, relationships (Tishelman etal., 2010), and… (more)

Subjects/Keywords: Adult Education; Education; Education Policy; Educational Leadership; School Administration; Teacher Education; trauma-informed care; trauma-informed; K-12 schools; dispositions; retrospective survey design; leadership; professional development; childhood trauma; transformational learning; certified; classified; employees; staff

…192 26 TIC-DS Items with No Significant Gains… …Succeeds Act (ESSA), a reauthorization of the 2002 ESEA No Child Left Behind Act… …all classified and certified employees within a K-12 public school setting. However, a few… …conducted by Jones (2013) reported no prior studies regarding teacher understanding and… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goodwin-Glick, K. L. (2017). Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513

Chicago Manual of Style (16th Edition):

Goodwin-Glick, Kelly L. “Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

MLA Handbook (7th Edition):

Goodwin-Glick, Kelly L. “Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students.” 2017. Web. 23 Aug 2019.

Vancouver:

Goodwin-Glick KL. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513.

Council of Science Editors:

Goodwin-Glick KL. Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1487245316067513


Florida International University

17. Galindo, Marilys. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No(more)

Subjects/Keywords: Florida Comprehensive Assessment Test; FCAT; racial concentration; ethnic concentration; socio-economic status; SES; Title I; ESOL; English for Speakers of Other Languages; School Climate; No Child Left Behind; state standardized test; M-DCPS; Miami-Dade County Public Schools; Florida; school choice; vouchers; magnet program; charter school; academic achievement; school segregation; dominant culture; educational attainment; tracking; social segregation; residential segregation; neighborhood; poverty; homeownership; parental influence; parent involvement; parents' education; family structure; perceptions of education; School Climate Survey; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Galindo, M. (2013). A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

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):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Thesis, Florida International University. Accessed August 23, 2019. http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

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

MLA Handbook (7th Edition):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Web. 23 Aug 2019.

Vancouver:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Aug 23]. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

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

Council of Science Editors:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

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

.