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Degree: Doctor of Education in Educational Leadership (EdD)

You searched for subject:(LEADERSHIP). Showing records 1 – 30 of 79 total matches.

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University of Arkansas

1. Dawson, Michael John. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  The purpose of this qualitative study was to examine the leadership experiences and perspectives of five National Distinguished Elementary Principals (NDPs) from the Class… (more)

Subjects/Keywords: Education; Effective leadership; School leadership; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Dawson, M. J. (2015). A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1042

Chicago Manual of Style (16th Edition):

Dawson, Michael John. “A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1042.

MLA Handbook (7th Edition):

Dawson, Michael John. “A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010.” 2015. Web. 22 Aug 2019.

Vancouver:

Dawson MJ. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1042.

Council of Science Editors:

Dawson MJ. A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1042


University of Arkansas

2. Farver, Anita Renee. Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2014, University of Arkansas

  The purpose of this qualitative case study was to understand how coaching support structures enabled and sustained leadership practices of urban principals. The study… (more)

Subjects/Keywords: Coaching; Leadership; Principals; Urban; Educational Leadership; Urban Education

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APA (6th Edition):

Farver, A. R. (2014). Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2326

Chicago Manual of Style (16th Edition):

Farver, Anita Renee. “Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study.” 2014. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2326.

MLA Handbook (7th Edition):

Farver, Anita Renee. “Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study.” 2014. Web. 22 Aug 2019.

Vancouver:

Farver AR. Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2326.

Council of Science Editors:

Farver AR. Value of Coaching in Building Leadership Capacity of Principals in Urban Schools: A Case Study. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2326


Georgia Southern University

3. Hodges, April S. The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  Today’s school principals are required to lead in a new environment marked by unprecedented responsibilities, challenges, and managerial opportunities requiring them to be trained… (more)

Subjects/Keywords: Principals; Assistant Principals; Principal Preparation; Educational Leadership

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APA (6th Edition):

Hodges, A. S. (2018). The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1714

Chicago Manual of Style (16th Edition):

Hodges, April S. “The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1714.

MLA Handbook (7th Edition):

Hodges, April S. “The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader.” 2018. Web. 22 Aug 2019.

Vancouver:

Hodges AS. The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1714.

Council of Science Editors:

Hodges AS. The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1714


University of Arkansas

4. Clemensen, Jason Michael. The Perceived Effectiveness of One-to-One Technology in Smallwood High School.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  Administrator, teacher, and student perceptions of one-to-one technology were studied in a single case study approach at one rural Midwest high school. Interviews were… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Clemensen, J. M. (2018). The Perceived Effectiveness of One-to-One Technology in Smallwood High School. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2639

Chicago Manual of Style (16th Edition):

Clemensen, Jason Michael. “The Perceived Effectiveness of One-to-One Technology in Smallwood High School.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2639.

MLA Handbook (7th Edition):

Clemensen, Jason Michael. “The Perceived Effectiveness of One-to-One Technology in Smallwood High School.” 2018. Web. 22 Aug 2019.

Vancouver:

Clemensen JM. The Perceived Effectiveness of One-to-One Technology in Smallwood High School. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2639.

Council of Science Editors:

Clemensen JM. The Perceived Effectiveness of One-to-One Technology in Smallwood High School. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2639


University of Arkansas

5. Betton, Sherri. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  Research has shown that early adolescents continue to need literacy development in middle school. Furthermore, states that adopted the current comprehensive school reform policy… (more)

Subjects/Keywords: Early Adolescents; Implementation; Leadership; Literacy; Mandated Change; Standards; Educational Leadership; Language and Literacy Education

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APA (6th Edition):

Betton, S. (2018). From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2910

Chicago Manual of Style (16th Edition):

Betton, Sherri. “From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2910.

MLA Handbook (7th Edition):

Betton, Sherri. “From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents.” 2018. Web. 22 Aug 2019.

Vancouver:

Betton S. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2910.

Council of Science Editors:

Betton S. From Policy to Practice: Exploring Principals’ Experiences in Facilitating the Implementation of Cross Curricular Literacy Standards to Early Adolescents. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2910


University of Arkansas

6. Baker Garrett, Kimberly Lynn. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  The purpose of this multi-case study was to examine if there may be a perceived relationship between the size of the school and the… (more)

Subjects/Keywords: Education; Leadership behaviors; Principals; School size; Educational Leadership; Secondary Education and Teaching

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APA (6th Edition):

Baker Garrett, K. L. (2015). Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1099

Chicago Manual of Style (16th Edition):

Baker Garrett, Kimberly Lynn. “Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1099.

MLA Handbook (7th Edition):

Baker Garrett, Kimberly Lynn. “Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study.” 2015. Web. 22 Aug 2019.

Vancouver:

Baker Garrett KL. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1099.

Council of Science Editors:

Baker Garrett KL. Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools: A Comparative Multiple-Case Study. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1099


University of Arkansas

7. Trinkle, Sheila Marie. The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2011, University of Arkansas

  The purpose of this study is to examine the differences in achievement on the end of course assessment in Geometry and the Grade 11… (more)

Subjects/Keywords: Academic growth; Accontability; Instructional leadership; Leadership teams; Principals; School improvement; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching

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APA (6th Edition):

Trinkle, S. M. (2011). The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/168

Chicago Manual of Style (16th Edition):

Trinkle, Sheila Marie. “The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools.” 2011. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/168.

MLA Handbook (7th Edition):

Trinkle, Sheila Marie. “The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools.” 2011. Web. 22 Aug 2019.

Vancouver:

Trinkle SM. The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/168.

Council of Science Editors:

Trinkle SM. The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/168


University of Arkansas

8. McCoy, Janice V. A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2011, University of Arkansas

  After 28 years of federal and state policy development, regional and local initiatives and various budgetary appropriations, the status of American schools continues to… (more)

Subjects/Keywords: Academic growth; Accontability; Instructional leadership; Leadership teams; Principals; School improvement; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching

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APA (6th Edition):

McCoy, J. V. (2011). A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/170

Chicago Manual of Style (16th Edition):

McCoy, Janice V. “A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement.” 2011. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/170.

MLA Handbook (7th Edition):

McCoy, Janice V. “A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement.” 2011. Web. 22 Aug 2019.

Vancouver:

McCoy JV. A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/170.

Council of Science Editors:

McCoy JV. A Multiple Case Study of Principals' Instructional Leadership in "Level 5" Schools of Excellence for Improvement. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/170


University of Arkansas

9. Peer, Diana. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2012, University of Arkansas

  A qualitative dissertation study was conducted to examine the impact of the Arkansas Leadership Academy's Master Principal Program through the perspective of those who… (more)

Subjects/Keywords: Education; Achievement; Arkansas Leadership Academy; Master Principal Program; Principal; Professional development; School culture; School leadership; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Peer, D. (2012). Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/617

Chicago Manual of Style (16th Edition):

Peer, Diana. “Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.” 2012. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/617.

MLA Handbook (7th Edition):

Peer, Diana. “Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement.” 2012. Web. 22 Aug 2019.

Vancouver:

Peer D. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/617.

Council of Science Editors:

Peer D. Master Principals' Perceptions of the Impact of the Arkansas Leadership Academy's Master Principal Program on Leadership Practices, School Cultures and Student Achievement. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/617


Georgia Southern University

10. Joiner, Lori A. The Relationship Between Middle School Lexile Growth and School Nutrition.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  ABSTRACT Children in poverty tend to have malnutrition and iron deficiency, and often receive their only meals for the day from a school nutrition… (more)

Subjects/Keywords: Leadership; Nutrition; Middle School; Lexile Growth; Iron Deficiency; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education

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APA (6th Edition):

Joiner, L. A. (2018). The Relationship Between Middle School Lexile Growth and School Nutrition. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1707

Chicago Manual of Style (16th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1707.

MLA Handbook (7th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Web. 22 Aug 2019.

Vancouver:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707.

Council of Science Editors:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707


Georgia Southern University

11. Price, Jarvis J. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  The purpose of this study was to ascertain the relationship between teachers’ perception of data-driven instructional leadership and their sense of self-efficacy and anxiety… (more)

Subjects/Keywords: Principal Instructional Leadership; Data-Driven Decision-Making; Self-Efficacy; Anxiety; Georgia; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Price, J. J. (2018). The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1827

Chicago Manual of Style (16th Edition):

Price, Jarvis J. “The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1827.

MLA Handbook (7th Edition):

Price, Jarvis J. “The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making.” 2018. Web. 22 Aug 2019.

Vancouver:

Price JJ. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1827.

Council of Science Editors:

Price JJ. The Relationship Between Teachers' Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1827


University of Arkansas

12. Hunt, Jeffrey. Teacher Agency and the Implementation of Restorative Justice.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this mixed methods study was to examine the implementation of Restorative Justice in an urban central California high school through the… (more)

Subjects/Keywords: Campus Climate; Implementation; Instructional Leadership; Restorative Justice; Restorative Practices; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Hunt, J. (2018). Teacher Agency and the Implementation of Restorative Justice. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2965

Chicago Manual of Style (16th Edition):

Hunt, Jeffrey. “Teacher Agency and the Implementation of Restorative Justice.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2965.

MLA Handbook (7th Edition):

Hunt, Jeffrey. “Teacher Agency and the Implementation of Restorative Justice.” 2018. Web. 22 Aug 2019.

Vancouver:

Hunt J. Teacher Agency and the Implementation of Restorative Justice. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2965.

Council of Science Editors:

Hunt J. Teacher Agency and the Implementation of Restorative Justice. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2965


University of Arkansas

13. Perkins-Jacobs, Mary Valerie. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  School administrators who are able to implement technology in their schools must see themselves as technology leaders; they are enthusiastic when it comes to… (more)

Subjects/Keywords: Education; Perceptions of technology; Principal technology leadership; Technology; Technology implementation; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Education

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APA (6th Edition):

Perkins-Jacobs, M. V. (2015). Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1305

Chicago Manual of Style (16th Edition):

Perkins-Jacobs, Mary Valerie. “Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1305.

MLA Handbook (7th Edition):

Perkins-Jacobs, Mary Valerie. “Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership.” 2015. Web. 22 Aug 2019.

Vancouver:

Perkins-Jacobs MV. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1305.

Council of Science Editors:

Perkins-Jacobs MV. Principals' Perceptions of Technology Implementation in High Schools and Their Effects on Leadership. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1305


University of Arkansas

14. Pretz, Ben. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study is to develop an empowered collegial school culture to systemically improve the function of the academic institution through the… (more)

Subjects/Keywords: Collegial; Culture; Positive Environment; Shared Leadership; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education Administration

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APA (6th Edition):

Pretz, B. (2017). The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2546

Chicago Manual of Style (16th Edition):

Pretz, Ben. “The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.” 2017. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2546.

MLA Handbook (7th Edition):

Pretz, Ben. “The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture.” 2017. Web. 22 Aug 2019.

Vancouver:

Pretz B. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2546.

Council of Science Editors:

Pretz B. The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2546


University of Arkansas

15. McDonald, Ginni Elizabeth. The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2013, University of Arkansas

  This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities.… (more)

Subjects/Keywords: Education; Administrators; Coteaching; Inclusion; Instructional leadership; Mainstreaming; Principals; Urban education; Educational Leadership; Secondary Education and Teaching; Special Education and Teaching

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APA (6th Edition):

McDonald, G. E. (2013). The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/693

Chicago Manual of Style (16th Edition):

McDonald, Ginni Elizabeth. “The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study.” 2013. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/693.

MLA Handbook (7th Edition):

McDonald, Ginni Elizabeth. “The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study.” 2013. Web. 22 Aug 2019.

Vancouver:

McDonald GE. The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/693.

Council of Science Editors:

McDonald GE. The Leadership Role in Transitioning an Urban Secondary School from a Traditional Service Delivery Model to a Co-Teaching Service Delivery Model for Students with Disabilities: A Phenomenological Case Study. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/693


University of Arkansas

16. Campbell, Mary Nandra Kay. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2019, University of Arkansas

  The International Baccalaureate (IB) Primary Years Programme (PYP) model of education is unique and comprehensive, and so is the PYP principal. This qualitative study… (more)

Subjects/Keywords: Leadership Succession; Onboarding; Primary Years Program; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Campbell, M. N. K. (2019). Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3148

Chicago Manual of Style (16th Edition):

Campbell, Mary Nandra Kay. “Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.” 2019. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/3148.

MLA Handbook (7th Edition):

Campbell, Mary Nandra Kay. “Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.” 2019. Web. 22 Aug 2019.

Vancouver:

Campbell MNK. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/3148.

Council of Science Editors:

Campbell MNK. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3148


University of Arkansas

17. Adams, Jason. Writing for Keeps-Instruction and Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The study was conducted in a small rural Texas district. Students within the district were struggling with successful writing initiatives. Achievement and accountability within… (more)

Subjects/Keywords: Education; Writing; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Adams, J. (2017). Writing for Keeps-Instruction and Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2530

Chicago Manual of Style (16th Edition):

Adams, Jason. “Writing for Keeps-Instruction and Achievement.” 2017. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2530.

MLA Handbook (7th Edition):

Adams, Jason. “Writing for Keeps-Instruction and Achievement.” 2017. Web. 22 Aug 2019.

Vancouver:

Adams J. Writing for Keeps-Instruction and Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2530.

Council of Science Editors:

Adams J. Writing for Keeps-Instruction and Achievement. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2530


Georgia Southern University

18. Rutledge, Holly E. A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2017, Georgia Southern University

  The role of school boards in American public education has been intensely debated for well over a century (Johnson, 2013). A broad variety of… (more)

Subjects/Keywords: School boards; Student achievement; Board recognition; Board governance; Board leadership; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Rutledge, H. E. (2017). A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1667

Chicago Manual of Style (16th Edition):

Rutledge, Holly E. “A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1667.

MLA Handbook (7th Edition):

Rutledge, Holly E. “A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement.” 2017. Web. 22 Aug 2019.

Vancouver:

Rutledge HE. A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1667.

Council of Science Editors:

Rutledge HE. A Correlational Study of the Georgia School Board Association's Board Recognition Program and Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1667


Georgia Southern University

19. Mascolo, Laurie B. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  The field of leadership has yielded boundless research studies across disciplines, with a plethora in the business and political realms. The medical field and… (more)

Subjects/Keywords: ETD; princicpal effectiveness; transformational leadership; humor styles; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Mascolo, L. B. (2014). Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1173

Chicago Manual of Style (16th Edition):

Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1173.

MLA Handbook (7th Edition):

Mascolo, Laurie B. “Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals.” 2014. Web. 22 Aug 2019.

Vancouver:

Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1173.

Council of Science Editors:

Mascolo LB. Leading Through Laughter: Humor and Perceived Effectiveness of P-12 Principals. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1173


Georgia Southern University

20. Dear, Renanda Wood. Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  Women encounter significant barriers as it relates to their gender and leadership traits. The strong patriarchal system has made it more difficult for women… (more)

Subjects/Keywords: Gender; Executive Leadership; Intersectionality; Case Design; Organizational Culture; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Dear, R. W. (2016). Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1488

Chicago Manual of Style (16th Edition):

Dear, Renanda Wood. “Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1488.

MLA Handbook (7th Edition):

Dear, Renanda Wood. “Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education.” 2016. Web. 22 Aug 2019.

Vancouver:

Dear RW. Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1488.

Council of Science Editors:

Dear RW. Surviving at the Top: A Critical Case Study of Female Administrators in Higher Education. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: https://digitalcommons.georgiasouthern.edu/etd/1488


Georgia Southern University

21. Spires, Ginger W. Principal Instructional Leadership in Ga High Poverty Elementary Schools.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2015, Georgia Southern University

  The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward… (more)

Subjects/Keywords: Poverty; Principal Instructional Leadership; Education; Teacher Perceptions; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Spires, G. W. (2015). Principal Instructional Leadership in Ga High Poverty Elementary Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1231

Chicago Manual of Style (16th Edition):

Spires, Ginger W. “Principal Instructional Leadership in Ga High Poverty Elementary Schools.” 2015. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1231.

MLA Handbook (7th Edition):

Spires, Ginger W. “Principal Instructional Leadership in Ga High Poverty Elementary Schools.” 2015. Web. 22 Aug 2019.

Vancouver:

Spires GW. Principal Instructional Leadership in Ga High Poverty Elementary Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2015. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1231.

Council of Science Editors:

Spires GW. Principal Instructional Leadership in Ga High Poverty Elementary Schools. [Doctoral Dissertation]. Georgia Southern University; 2015. Available from: https://digitalcommons.georgiasouthern.edu/etd/1231


University of Arkansas

22. Vest, Tanya J. A Case Study to Determine Characteristics for a Successful, Diverse School District.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  In a rapidly changing society, education must make adjustments and keep learning focused on the needs of students by providing increased opportunities for success.… (more)

Subjects/Keywords: Education; Cultural proficiency; Diversity; English language learners; Leadership; Parent and community involvement; School district; Successful schools; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Other Teacher Education and Professional Development

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APA (6th Edition):

Vest, T. J. (2015). A Case Study to Determine Characteristics for a Successful, Diverse School District. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1092

Chicago Manual of Style (16th Edition):

Vest, Tanya J. “A Case Study to Determine Characteristics for a Successful, Diverse School District.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1092.

MLA Handbook (7th Edition):

Vest, Tanya J. “A Case Study to Determine Characteristics for a Successful, Diverse School District.” 2015. Web. 22 Aug 2019.

Vancouver:

Vest TJ. A Case Study to Determine Characteristics for a Successful, Diverse School District. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1092.

Council of Science Editors:

Vest TJ. A Case Study to Determine Characteristics for a Successful, Diverse School District. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1092


University of Arkansas

23. Layton, Deana Lyn. Perceptions of Millennial Teachers' Commitment to Teaching as a Career.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  Just like the childhood game of Hide and Seek, “Ready or not, here they come,” numbering 92 million strong, the Millennial Generation is the… (more)

Subjects/Keywords: Education; Gen y; Leadership; Millennial teacher expectations; Millennial teacher motivators; Millennials; Teacher retention; Educational Leadership; Other Educational Administration and Supervision; Other Teacher Education and Professional Development

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APA (6th Edition):

Layton, D. L. (2015). Perceptions of Millennial Teachers' Commitment to Teaching as a Career. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1202

Chicago Manual of Style (16th Edition):

Layton, Deana Lyn. “Perceptions of Millennial Teachers' Commitment to Teaching as a Career.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1202.

MLA Handbook (7th Edition):

Layton, Deana Lyn. “Perceptions of Millennial Teachers' Commitment to Teaching as a Career.” 2015. Web. 22 Aug 2019.

Vancouver:

Layton DL. Perceptions of Millennial Teachers' Commitment to Teaching as a Career. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1202.

Council of Science Editors:

Layton DL. Perceptions of Millennial Teachers' Commitment to Teaching as a Career. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1202


University of Arkansas

24. Turner, Carol Jeanette. Impact of Professional Learning Community Design on Teacher Instruction.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2015, University of Arkansas

  This descriptive case study closely examined a professional learning community in an Arkansas middle school. The site was selected because the school was removed… (more)

Subjects/Keywords: Professional learning communities; Teacher leadership; Teacher professional development; Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Turner, C. J. (2015). Impact of Professional Learning Community Design on Teacher Instruction. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/10

Chicago Manual of Style (16th Edition):

Turner, Carol Jeanette. “Impact of Professional Learning Community Design on Teacher Instruction.” 2015. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/10.

MLA Handbook (7th Edition):

Turner, Carol Jeanette. “Impact of Professional Learning Community Design on Teacher Instruction.” 2015. Web. 22 Aug 2019.

Vancouver:

Turner CJ. Impact of Professional Learning Community Design on Teacher Instruction. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/10.

Council of Science Editors:

Turner CJ. Impact of Professional Learning Community Design on Teacher Instruction. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/10


University of Arkansas

25. Fisher, Joseph D. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  This qualitative research study addressed the problem of motivating teachers to take on leadership roles in “low-performing” schools. Coupled with the high demands of… (more)

Subjects/Keywords: Low-performing Schools; Principal Leadership; Teacher Motivation; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Fisher, J. D. (2017). Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2537

Chicago Manual of Style (16th Edition):

Fisher, Joseph D. “Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.” 2017. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2537.

MLA Handbook (7th Edition):

Fisher, Joseph D. “Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools.” 2017. Web. 22 Aug 2019.

Vancouver:

Fisher JD. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2537.

Council of Science Editors:

Fisher JD. Motivating Teachers to Lead in Low-performing Schools: A Qualitative Study of School Leaders in Three Arkansas High Schools. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2537


University of Arkansas

26. Lasker, Karen Billingsley. Perceptions of a Middle School Reconfiguration: A Descriptive Case Study.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2012, University of Arkansas

  The purpose of this qualitative research study was to follow 1 principal's journey to assist the district in its reconfiguration goals, and help the… (more)

Subjects/Keywords: Education; Case study; Communication; Leadership; Middle school; Perceptions; Reconfiguration; Educational Leadership; Elementary and Middle and Secondary Education Administration; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Lasker, K. B. (2012). Perceptions of a Middle School Reconfiguration: A Descriptive Case Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/571

Chicago Manual of Style (16th Edition):

Lasker, Karen Billingsley. “Perceptions of a Middle School Reconfiguration: A Descriptive Case Study.” 2012. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/571.

MLA Handbook (7th Edition):

Lasker, Karen Billingsley. “Perceptions of a Middle School Reconfiguration: A Descriptive Case Study.” 2012. Web. 22 Aug 2019.

Vancouver:

Lasker KB. Perceptions of a Middle School Reconfiguration: A Descriptive Case Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/571.

Council of Science Editors:

Lasker KB. Perceptions of a Middle School Reconfiguration: A Descriptive Case Study. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/571


Georgia Southern University

27. Ziglar, Charles F. The Formation and Promulgation of Institutional Ethos by New University Presidents.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  New university presidents face many challenges when leading an institution, and it seems a daunting professional effort to prepare for the contextual problems they… (more)

Subjects/Keywords: University President; New University President; Institutional Ethos; Presidential Leadership; Organizational Culture; Higher Education

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APA (6th Edition):

Ziglar, C. F. (2018). The Formation and Promulgation of Institutional Ethos by New University Presidents. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1760

Chicago Manual of Style (16th Edition):

Ziglar, Charles F. “The Formation and Promulgation of Institutional Ethos by New University Presidents.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed August 22, 2019. https://digitalcommons.georgiasouthern.edu/etd/1760.

MLA Handbook (7th Edition):

Ziglar, Charles F. “The Formation and Promulgation of Institutional Ethos by New University Presidents.” 2018. Web. 22 Aug 2019.

Vancouver:

Ziglar CF. The Formation and Promulgation of Institutional Ethos by New University Presidents. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Aug 22]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1760.

Council of Science Editors:

Ziglar CF. The Formation and Promulgation of Institutional Ethos by New University Presidents. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1760


University of Arkansas

28. Mascher, Elizabeth Ann. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2016, University of Arkansas

  The purpose of this study was to examine factors influencing participation in professional development designed to safeguard online course excellence and the impact on… (more)

Subjects/Keywords: Education; Confidence; Faculty; Online; Training; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Mascher, E. A. (2016). Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1626

Chicago Manual of Style (16th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/1626.

MLA Handbook (7th Edition):

Mascher, Elizabeth Ann. “Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching.” 2016. Web. 22 Aug 2019.

Vancouver:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Internet] [Doctoral dissertation]. University of Arkansas; 2016. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/1626.

Council of Science Editors:

Mascher EA. Factors Influencing Participation in Professional Development to Promote Online Course Excellence and the Impact on Faculty Confidence and Teaching. [Doctoral Dissertation]. University of Arkansas; 2016. Available from: https://scholarworks.uark.edu/etd/1626


University of Arkansas

29. Koonce, Michael John. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2017, University of Arkansas

  The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process and identify what… (more)

Subjects/Keywords: Capacity Building; Principal Engagement; Professional Development; Professional Learning; Educational Leadership; Teacher Education and Professional Development

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APA (6th Edition):

Koonce, M. J. (2017). Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2625

Chicago Manual of Style (16th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/2625.

MLA Handbook (7th Edition):

Koonce, Michael John. “Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports.” 2017. Web. 22 Aug 2019.

Vancouver:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/2625.

Council of Science Editors:

Koonce MJ. Principal Engagement in the Professional Development Process: The Identification of Barriers, Resources, and Supports. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2625


University of Arkansas

30. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

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

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 22, 2019. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 22 Aug 2019.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 22]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057

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