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

Dept: Educational Leadership

You searched for subject:(Learning Evaluation). Showing records 1 – 30 of 40 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Carlson, Scott. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper details an evaluation of a school district's professional learning program for the purpose of understanding major patterns and important nuances that give… (more)

Subjects/Keywords: professional learning; staff development; program evaluation; standards assessment inventory; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carlson, S. (2018). A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/338

Chicago Manual of Style (16th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. https://digitalcommons.nl.edu/diss/338.

MLA Handbook (7th Edition):

Carlson, Scott. “A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory.” 2018. Web. 13 Nov 2019.

Vancouver:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Nov 13]. Available from: https://digitalcommons.nl.edu/diss/338.

Council of Science Editors:

Carlson S. A Program Evaluation Of District Professional Learning Practices Using The Standards Assessment Inventory. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/338


Clemson University

2. Shafer, Starrin. Professional Development to Promote Employee Engagement: A Multi-Case Study.

Degree: PhD, Educational Leadership, 2010, Clemson University

 ABSTRACT Organizations with high employee engagement have positive outcomes in their organizational results. These organizations attained greater satisfaction from their customers, employees were more productive,… (more)

Subjects/Keywords: Employee Engagement; Evaluation; Leadership; Transfer of Learning; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shafer, S. (2010). Professional Development to Promote Employee Engagement: A Multi-Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/533

Chicago Manual of Style (16th Edition):

Shafer, Starrin. “Professional Development to Promote Employee Engagement: A Multi-Case Study.” 2010. Doctoral Dissertation, Clemson University. Accessed November 13, 2019. https://tigerprints.clemson.edu/all_dissertations/533.

MLA Handbook (7th Edition):

Shafer, Starrin. “Professional Development to Promote Employee Engagement: A Multi-Case Study.” 2010. Web. 13 Nov 2019.

Vancouver:

Shafer S. Professional Development to Promote Employee Engagement: A Multi-Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Nov 13]. Available from: https://tigerprints.clemson.edu/all_dissertations/533.

Council of Science Editors:

Shafer S. Professional Development to Promote Employee Engagement: A Multi-Case Study. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/533

3. Minnis, Tia A. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished… (more)

Subjects/Keywords: Institutional Effectiveness; Student Learning Assessment; Accreditation; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Minnis, T. A. (2014). Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/6

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):

Minnis, Tia A. “Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.” 2014. Thesis, Clark University Atlanta. Accessed November 13, 2019. http://digitalcommons.auctr.edu/cauetds/6.

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

MLA Handbook (7th Edition):

Minnis, Tia A. “Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions.” 2014. Web. 13 Nov 2019.

Vancouver:

Minnis TA. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Nov 13]. Available from: http://digitalcommons.auctr.edu/cauetds/6.

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

Council of Science Editors:

Minnis TA. Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/6

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


East Tennessee State University

4. McCord, Samuel. A School of Choice: A Case Study of an Instructional Learning Model in a Public School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2018, East Tennessee State University

  This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the… (more)

Subjects/Keywords: Blended Learning; Personalized Learning; Alternative Learning Environment; Project-Based Learning; Educational Technology; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCord, S. (2018). A School of Choice: A Case Study of an Instructional Learning Model in a Public School System. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3372

Chicago Manual of Style (16th Edition):

McCord, Samuel. “A School of Choice: A Case Study of an Instructional Learning Model in a Public School System.” 2018. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/3372.

MLA Handbook (7th Edition):

McCord, Samuel. “A School of Choice: A Case Study of an Instructional Learning Model in a Public School System.” 2018. Web. 13 Nov 2019.

Vancouver:

McCord S. A School of Choice: A Case Study of an Instructional Learning Model in a Public School System. [Internet] [Doctoral dissertation]. East Tennessee State University; 2018. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/3372.

Council of Science Editors:

McCord S. A School of Choice: A Case Study of an Instructional Learning Model in a Public School System. [Doctoral Dissertation]. East Tennessee State University; 2018. Available from: https://dc.etsu.edu/etd/3372

5. Robinson, Nicole M. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  The purpose of this project was to determine the effectiveness of the Demonstration Classroom professional development opportunity in meeting its stated goals: To increase… (more)

Subjects/Keywords: professional development for teachers; program evaluation; peer observation; personalized professional learning; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, N. M. (2016). An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/204

Chicago Manual of Style (16th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. http://digitalcommons.nl.edu/diss/204.

MLA Handbook (7th Edition):

Robinson, Nicole M. “An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience.” 2016. Web. 13 Nov 2019.

Vancouver:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Nov 13]. Available from: http://digitalcommons.nl.edu/diss/204.

Council of Science Editors:

Robinson NM. An Evaluation of the Effectiveness of the Demonstration Classroom Professional Learning Experience. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/204


East Tennessee State University

6. Thornton, Kortney Michelle. A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2009, East Tennessee State University

  The purpose of this study was to compare 9th grade student achievement in Tennessee schools the year before and after the schools implemented a… (more)

Subjects/Keywords: Freshman Academies; Small Learning Communities; High School Reform model; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thornton, K. M. (2009). A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1838

Chicago Manual of Style (16th Edition):

Thornton, Kortney Michelle. “A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee.” 2009. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1838.

MLA Handbook (7th Edition):

Thornton, Kortney Michelle. “A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee.” 2009. Web. 13 Nov 2019.

Vancouver:

Thornton KM. A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2009. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1838.

Council of Science Editors:

Thornton KM. A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2009. Available from: https://dc.etsu.edu/etd/1838

7. Pratt, Carrie J. Blended Learning In Elementary Schools: An Interdependent Enterprise.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

  This qualitative case study, bounded by a scope of leadership, was one way to analyze how leaders encouraged teachers to leverage blended learning in… (more)

Subjects/Keywords: blended learning; innovation; transformational leadership; praxis; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pratt, C. J. (2019). Blended Learning In Elementary Schools: An Interdependent Enterprise. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/201

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):

Pratt, Carrie J. “Blended Learning In Elementary Schools: An Interdependent Enterprise.” 2019. Thesis, University of New England. Accessed November 13, 2019. https://dune.une.edu/theses/201.

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

MLA Handbook (7th Edition):

Pratt, Carrie J. “Blended Learning In Elementary Schools: An Interdependent Enterprise.” 2019. Web. 13 Nov 2019.

Vancouver:

Pratt CJ. Blended Learning In Elementary Schools: An Interdependent Enterprise. [Internet] [Thesis]. University of New England; 2019. [cited 2019 Nov 13]. Available from: https://dune.une.edu/theses/201.

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

Council of Science Editors:

Pratt CJ. Blended Learning In Elementary Schools: An Interdependent Enterprise. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/201

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

8. Keogh, Susan W. Examination Of An Independent School’s Site-Based Summer Program.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  This study examined the summer program offered by a pre-kindergarten through grade twelve independent school. Three levels of theory, individual, group, and organizational, were… (more)

Subjects/Keywords: authentic learning; immersion; critical thinking; problem solving; collaboration; inquiry; reflection; summer learning; continuity; service learning; situated learning; classical change theory; social learning; appreciative inquiry; mission-driven; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keogh, S. W. (2016). Examination Of An Independent School’s Site-Based Summer Program. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/58

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):

Keogh, Susan W. “Examination Of An Independent School’s Site-Based Summer Program.” 2016. Thesis, University of New England. Accessed November 13, 2019. https://dune.une.edu/theses/58.

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

MLA Handbook (7th Edition):

Keogh, Susan W. “Examination Of An Independent School’s Site-Based Summer Program.” 2016. Web. 13 Nov 2019.

Vancouver:

Keogh SW. Examination Of An Independent School’s Site-Based Summer Program. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Nov 13]. Available from: https://dune.une.edu/theses/58.

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

Council of Science Editors:

Keogh SW. Examination Of An Independent School’s Site-Based Summer Program. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/58

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


University of Dayton

9. Wyandt, Beth A. Teachers' Dispositions toward the Ohio Teacher Evaluation System.

Degree: PhD, Educational Leadership, 2016, University of Dayton

  The Ohio Teacher Evaluation System (OTES) was created in response to the 2009 House Bill 1 mandate requiring the development of a state teacher… (more)

Subjects/Keywords: Education Policy; Educational Evaluation; Educational Leadership; teacher performance evaluation; teacher dispositions; annual growth or improvement plan; student growth measures, value-added data; student learning objectives

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wyandt, B. A. (2016). Teachers' Dispositions toward the Ohio Teacher Evaluation System. (Doctoral Dissertation). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952

Chicago Manual of Style (16th Edition):

Wyandt, Beth A. “Teachers' Dispositions toward the Ohio Teacher Evaluation System.” 2016. Doctoral Dissertation, University of Dayton. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.

MLA Handbook (7th Edition):

Wyandt, Beth A. “Teachers' Dispositions toward the Ohio Teacher Evaluation System.” 2016. Web. 13 Nov 2019.

Vancouver:

Wyandt BA. Teachers' Dispositions toward the Ohio Teacher Evaluation System. [Internet] [Doctoral dissertation]. University of Dayton; 2016. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.

Council of Science Editors:

Wyandt BA. Teachers' Dispositions toward the Ohio Teacher Evaluation System. [Doctoral Dissertation]. University of Dayton; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952

10. Finch, Perry A. A School District's Change To Standards-Based Grading: A Conduit To Student Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  Nothing can be more important in a student’s learning process than feedback. This study looks at what is needed to effectively guide an elementary… (more)

Subjects/Keywords: standards-based grading; motivation; feedback; learning; change; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Finch, P. A. (2016). A School District's Change To Standards-Based Grading: A Conduit To Student Learning. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/222

Chicago Manual of Style (16th Edition):

Finch, Perry A. “A School District's Change To Standards-Based Grading: A Conduit To Student Learning.” 2016. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. http://digitalcommons.nl.edu/diss/222.

MLA Handbook (7th Edition):

Finch, Perry A. “A School District's Change To Standards-Based Grading: A Conduit To Student Learning.” 2016. Web. 13 Nov 2019.

Vancouver:

Finch PA. A School District's Change To Standards-Based Grading: A Conduit To Student Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Nov 13]. Available from: http://digitalcommons.nl.edu/diss/222.

Council of Science Editors:

Finch PA. A School District's Change To Standards-Based Grading: A Conduit To Student Learning. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/222


East Tennessee State University

11. Bradley, Erika H. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  The purpose of this quantitative study was to investigate whether an administrators’ professional teaching background and years of administrative experience influence their perceptions of… (more)

Subjects/Keywords: Professional Development; Stress; Assessment and Evaluation; Student Achievement; Respect; Student Learning; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bradley, E. H. (2013). Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2307

Chicago Manual of Style (16th Edition):

Bradley, Erika H. “Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/2307.

MLA Handbook (7th Edition):

Bradley, Erika H. “Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development.” 2013. Web. 13 Nov 2019.

Vancouver:

Bradley EH. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/2307.

Council of Science Editors:

Bradley EH. Teaching Experience and Perceived Challenges For School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2307

12. Dillard, Chimille E. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as… (more)

Subjects/Keywords: social and emotional learning; diversity; gender diversity; racial diversity; program evaluation; Curriculum and Instruction; Curriculum and Social Inquiry; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dillard, C. E. (2018). An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/323

Chicago Manual of Style (16th Edition):

Dillard, Chimille E. “An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.” 2018. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. https://digitalcommons.nl.edu/diss/323.

MLA Handbook (7th Edition):

Dillard, Chimille E. “An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.” 2018. Web. 13 Nov 2019.

Vancouver:

Dillard CE. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Nov 13]. Available from: https://digitalcommons.nl.edu/diss/323.

Council of Science Editors:

Dillard CE. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/323

13. Matari, Hanan. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  To improve professional development, a professional learning community (PLC) was initiated at a small, K–12 Islamic school in northwest suburban Chicago, IL. This evaluation(more)

Subjects/Keywords: Professional Learning Communities; Peer Observation; Professional Development; K-12 teachers; Educational Assessment, Evaluation, and Research; Language and Literacy Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matari, H. (2019). LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/362

Chicago Manual of Style (16th Edition):

Matari, Hanan. “LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.” 2019. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. https://digitalcommons.nl.edu/diss/362.

MLA Handbook (7th Edition):

Matari, Hanan. “LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION.” 2019. Web. 13 Nov 2019.

Vancouver:

Matari H. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Nov 13]. Available from: https://digitalcommons.nl.edu/diss/362.

Council of Science Editors:

Matari H. LAYING THE FOUNDATION TO IMPROVE LITERACY IN A K–12 ISLAMIC SCHOOL THROUGH THE INTRODUCTION OF A PROFESSIONAL LEARNING COMMUNITY: A FORMATIVE EVALUATION. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/362

14. White, Caletha. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  ABSTRACT Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change… (more)

Subjects/Keywords: Teacher Evaluation; Danielson Framework for Teaching; Student Growth; Value Added Evaluation; Student Achievement Outcomes; Professional Learning; Staff Development; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

White, C. (2017). Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/276

Chicago Manual of Style (16th Edition):

White, Caletha. “Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.” 2017. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. https://digitalcommons.nl.edu/diss/276.

MLA Handbook (7th Edition):

White, Caletha. “Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence.” 2017. Web. 13 Nov 2019.

Vancouver:

White C. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Nov 13]. Available from: https://digitalcommons.nl.edu/diss/276.

Council of Science Editors:

White C. Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/276

15. White, Caletha. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  ABSTRACT Redesigning adult learning in order to move toward excellence in the classroom is critical to improving the state of the reform work occurring… (more)

Subjects/Keywords: Teacher Evaluation; Danielson Framework for Teaching; Student Growth; Value Added Evaluation; Student Achievement Outcomes; Professional Learning; Staff Development; Adult and Continuing Education and Teaching; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

White, C. (2017). Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/278

Chicago Manual of Style (16th Edition):

White, Caletha. “Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.” 2017. Doctoral Dissertation, National-Louis University. Accessed November 13, 2019. https://digitalcommons.nl.edu/diss/278.

MLA Handbook (7th Edition):

White, Caletha. “Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation.” 2017. Web. 13 Nov 2019.

Vancouver:

White C. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Nov 13]. Available from: https://digitalcommons.nl.edu/diss/278.

Council of Science Editors:

White C. Policy Advocacy - Advocating For Redesigned Adult Learning In Support of Value-Added Teacher Evaluation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/278


East Tennessee State University

16. Samuelson, Monet Calloway. Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with… (more)

Subjects/Keywords: Freshman Academy; Ninth Grade Academy; Transition Issues; High School Dropout; School Reform; Small Learning Communities; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Samuelson, M. C. (2011). Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1365

Chicago Manual of Style (16th Edition):

Samuelson, Monet Calloway. “Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1365.

MLA Handbook (7th Edition):

Samuelson, Monet Calloway. “Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School.” 2011. Web. 13 Nov 2019.

Vancouver:

Samuelson MC. Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1365.

Council of Science Editors:

Samuelson MC. Student Outcomes and the Implementation of a Ninth Grade Academy in a Western North Carolina High School. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1365


East Tennessee State University

17. Crabtree, Donna Sue. A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University.

Degree: EdD (Doctor of Education), Educational Leadership, 2003, East Tennessee State University

  The purpose of this study was to determine if the learning styles of students enrolled in ITV sections and students enrolled in a traditional… (more)

Subjects/Keywords: Interactive Television; Distance Education; Learning Styles; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crabtree, D. S. (2003). A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/744

Chicago Manual of Style (16th Edition):

Crabtree, Donna Sue. “A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University.” 2003. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/744.

MLA Handbook (7th Edition):

Crabtree, Donna Sue. “A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University.” 2003. Web. 13 Nov 2019.

Vancouver:

Crabtree DS. A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University. [Internet] [Doctoral dissertation]. East Tennessee State University; 2003. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/744.

Council of Science Editors:

Crabtree DS. A Study of Students' Learning Styles in ITV Broadcast, Remote, and Traditional Classrooms at East Tennessee State University. [Doctoral Dissertation]. East Tennessee State University; 2003. Available from: https://dc.etsu.edu/etd/744


East Tennessee State University

18. Plumb, Robin L. Barriers to the Implementation of the Oklahoma Learning Site Initiative.

Degree: EdD (Doctor of Education), Educational Leadership, 2004, East Tennessee State University

  The Oklahoma State Legislature and the Oklahoma State Regents for Higher Education have partnered to put forth an initiative to strengthen the state's intellectual… (more)

Subjects/Keywords: Barriers; Brain Gain 2010; Communication; Distance Learning; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Plumb, R. L. (2004). Barriers to the Implementation of the Oklahoma Learning Site Initiative. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/887

Chicago Manual of Style (16th Edition):

Plumb, Robin L. “Barriers to the Implementation of the Oklahoma Learning Site Initiative.” 2004. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/887.

MLA Handbook (7th Edition):

Plumb, Robin L. “Barriers to the Implementation of the Oklahoma Learning Site Initiative.” 2004. Web. 13 Nov 2019.

Vancouver:

Plumb RL. Barriers to the Implementation of the Oklahoma Learning Site Initiative. [Internet] [Doctoral dissertation]. East Tennessee State University; 2004. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/887.

Council of Science Editors:

Plumb RL. Barriers to the Implementation of the Oklahoma Learning Site Initiative. [Doctoral Dissertation]. East Tennessee State University; 2004. Available from: https://dc.etsu.edu/etd/887


East Tennessee State University

19. Church, Jeff W. Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  This purpose of this study was to determine if a significant difference existed in the short-term knowledge retention of college freshmen reading informational stimulus… (more)

Subjects/Keywords: Freshman; Linear Text; Hypertext; Reading; Learning; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Church, J. W. (2002). Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/727

Chicago Manual of Style (16th Edition):

Church, Jeff W. “Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/727.

MLA Handbook (7th Edition):

Church, Jeff W. “Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study.” 2002. Web. 13 Nov 2019.

Vancouver:

Church JW. Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/727.

Council of Science Editors:

Church JW. Relationship between Text Display Method and College Student Short Term Knowledge Retention during Self-Study. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/727


East Tennessee State University

20. Adams, Wandaleen. Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to determine if there was any significant increase in the reading achievement of Reading First third grade students… (more)

Subjects/Keywords: Virginia Standards of Learning; Reading Coach; Reading; Achievement; No Child Left Behind; Title I; Reading First; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Adams, W. (2011). Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1303

Chicago Manual of Style (16th Edition):

Adams, Wandaleen. “Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1303.

MLA Handbook (7th Edition):

Adams, Wandaleen. “Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools.” 2011. Web. 13 Nov 2019.

Vancouver:

Adams W. Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1303.

Council of Science Editors:

Adams W. Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1303

21. Ruffin, Christopher. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy… (more)

Subjects/Keywords: TRiO; Upward Bound; African-American Male; Self-Efficacy; Academic Achievement; Adult and Continuing Education; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Leadership; Scholarship of Teaching and Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruffin, C. (2018). The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/119

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):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Thesis, Clark University Atlanta. Accessed November 13, 2019. http://digitalcommons.auctr.edu/cauetds/119.

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

MLA Handbook (7th Edition):

Ruffin, Christopher. “The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution.” 2018. Web. 13 Nov 2019.

Vancouver:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Nov 13]. Available from: http://digitalcommons.auctr.edu/cauetds/119.

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

Council of Science Editors:

Ruffin C. The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/119

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

22. Messina, John A. A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence.

Degree: EdD, Educational Leadership, 2011, University of Akron

  This study sought to determine if participation in the living-learning communities at a large, Midwestern, urban institution in 2004, 2005, and 2006 had an… (more)

Subjects/Keywords: Educational Evaluation; Higher Education; Higher Education Administration; living-learning communities; academic perfomance; persistence; learning community; resident students

…20 Learning Communities… …33 Living-learning Communities… …38 History and Philosophy of Living-Learning Communities ............................40… …Structure of Living-learning Communities .....................................................45… …Research on Outcomes of Living-learning Communities ...............................48 viii… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Messina, J. A. (2011). A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1316823755

Chicago Manual of Style (16th Edition):

Messina, John A. “A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence.” 2011. Doctoral Dissertation, University of Akron. Accessed November 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1316823755.

MLA Handbook (7th Edition):

Messina, John A. “A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence.” 2011. Web. 13 Nov 2019.

Vancouver:

Messina JA. A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence. [Internet] [Doctoral dissertation]. University of Akron; 2011. [cited 2019 Nov 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1316823755.

Council of Science Editors:

Messina JA. A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence. [Doctoral Dissertation]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1316823755


East Tennessee State University

23. Kirk, Vicki Carpenter. An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2003, East Tennessee State University

  The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement… (more)

Subjects/Keywords: integrated learning system; computer-assisted instruction; mathematics achievement; educational technology; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kirk, V. C. (2003). An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/740

Chicago Manual of Style (16th Edition):

Kirk, Vicki Carpenter. “An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students.” 2003. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/740.

MLA Handbook (7th Edition):

Kirk, Vicki Carpenter. “An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students.” 2003. Web. 13 Nov 2019.

Vancouver:

Kirk VC. An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students. [Internet] [Doctoral dissertation]. East Tennessee State University; 2003. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/740.

Council of Science Editors:

Kirk VC. An Investigation of the Impact of Integrated Learning System Use on Mathematics Achievement of Elementary Students. [Doctoral Dissertation]. East Tennessee State University; 2003. Available from: https://dc.etsu.edu/etd/740


East Tennessee State University

24. Moore, Darrell Wayne. Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

Subjects/Keywords: Annual Yearly Progress; Classroom Structure; Student Learning; Tennessee Comprehensive Assessment Program; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moore, D. W. (2008). Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1968

Chicago Manual of Style (16th Edition):

Moore, Darrell Wayne. “Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1968.

MLA Handbook (7th Edition):

Moore, Darrell Wayne. “Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools.” 2008. Web. 13 Nov 2019.

Vancouver:

Moore DW. Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1968.

Council of Science Editors:

Moore DW. Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1968


East Tennessee State University

25. Walk, Roger Anthony. Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The primary purpose of this research was to validate psychometric integrity of the Speed DIAL screening instrument by establishing its predictive validity. The validation… (more)

Subjects/Keywords: DIAL-3; Speed DIAL; preschool screening; predictive validity; correlation; Virginia Standards of Learning Tests; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walk, R. A. (2005). Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1066

Chicago Manual of Style (16th Edition):

Walk, Roger Anthony. “Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1066.

MLA Handbook (7th Edition):

Walk, Roger Anthony. “Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning.” 2005. Web. 13 Nov 2019.

Vancouver:

Walk RA. Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1066.

Council of Science Editors:

Walk RA. Evaluating the Predictive Validity of the Speed DIAL Version of the DIAL-3, Developmental Indicators for the Assessment of Learning. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1066


East Tennessee State University

26. Zhang, Shouhong. Students' Perceptions of Multimedia Classrooms at East Tennessee State University.

Degree: EdD (Doctor of Education), Educational Leadership, 2002, East Tennessee State University

  The purpose of this study was to investigate students' perceptions of multimedia classrooms at East Tennessee State University regarding technologies in multimedia classrooms, students'… (more)

Subjects/Keywords: Learning Style; Instructional Method; Instructional Technology; Traditional Classroom; Multimedia Classroom; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhang, S. (2002). Students' Perceptions of Multimedia Classrooms at East Tennessee State University. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/721

Chicago Manual of Style (16th Edition):

Zhang, Shouhong. “Students' Perceptions of Multimedia Classrooms at East Tennessee State University.” 2002. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/721.

MLA Handbook (7th Edition):

Zhang, Shouhong. “Students' Perceptions of Multimedia Classrooms at East Tennessee State University.” 2002. Web. 13 Nov 2019.

Vancouver:

Zhang S. Students' Perceptions of Multimedia Classrooms at East Tennessee State University. [Internet] [Doctoral dissertation]. East Tennessee State University; 2002. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/721.

Council of Science Editors:

Zhang S. Students' Perceptions of Multimedia Classrooms at East Tennessee State University. [Doctoral Dissertation]. East Tennessee State University; 2002. Available from: https://dc.etsu.edu/etd/721


East Tennessee State University

27. Clay, Tausha Lynn. The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The purpose of this study was to determine if an association existed between student achievement scores and classroom practices used among third-grade teachers in… (more)

Subjects/Keywords: classroom practices; student learning; early childhood education; primary grades; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clay, T. L. (2005). The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1068

Chicago Manual of Style (16th Edition):

Clay, Tausha Lynn. “The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/1068.

MLA Handbook (7th Edition):

Clay, Tausha Lynn. “The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee.” 2005. Web. 13 Nov 2019.

Vancouver:

Clay TL. The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/1068.

Council of Science Editors:

Clay TL. The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1068


East Tennessee State University

28. Hickie, Katharine Mabie. An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2006, East Tennessee State University

  The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students… (more)

Subjects/Keywords: Elementary Education; Visual Tools; Student Achievement; Thinking Maps; Graphic Organizers; Brain-based learning; Thinking Skills; Education; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hickie, K. M. (2006). An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2243

Chicago Manual of Style (16th Edition):

Hickie, Katharine Mabie. “An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools.” 2006. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/2243.

MLA Handbook (7th Edition):

Hickie, Katharine Mabie. “An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools.” 2006. Web. 13 Nov 2019.

Vancouver:

Hickie KM. An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2006. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/2243.

Council of Science Editors:

Hickie KM. An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools. [Doctoral Dissertation]. East Tennessee State University; 2006. Available from: https://dc.etsu.edu/etd/2243


East Tennessee State University

29. McCarty, Matthew W. Teacher Well-Being and Virginia Standards of Learning.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The Virginia Standards of Learning (SOLs) were created by the Virginia Department of Education as a method to assess student learning. The SOLs were… (more)

Subjects/Keywords: Teacher Assessment; Standards of Learning; Mental and Physical Well-Being; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCarty, M. W. (2015). Teacher Well-Being and Virginia Standards of Learning. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2584

Chicago Manual of Style (16th Edition):

McCarty, Matthew W. “Teacher Well-Being and Virginia Standards of Learning.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/2584.

MLA Handbook (7th Edition):

McCarty, Matthew W. “Teacher Well-Being and Virginia Standards of Learning.” 2015. Web. 13 Nov 2019.

Vancouver:

McCarty MW. Teacher Well-Being and Virginia Standards of Learning. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/2584.

Council of Science Editors:

McCarty MW. Teacher Well-Being and Virginia Standards of Learning. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2584


East Tennessee State University

30. Horton, Amy B, Mrs. A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional… (more)

Subjects/Keywords: professional learning; motivation; Tennessee Governor's Academy for School Leadership; school administration; Adult and Continuing Education; Adult and Continuing Education Administration; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Horton, Amy B, M. (2017). A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3276

Chicago Manual of Style (16th Edition):

Horton, Amy B, Mrs. “A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed November 13, 2019. https://dc.etsu.edu/etd/3276.

MLA Handbook (7th Edition):

Horton, Amy B, Mrs. “A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership.” 2017. Web. 13 Nov 2019.

Vancouver:

Horton, Amy B M. A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Nov 13]. Available from: https://dc.etsu.edu/etd/3276.

Council of Science Editors:

Horton, Amy B M. A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3276

[1] [2]

.