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You searched for subject:(Literacy Leadership). Showing records 1 – 30 of 129 total matches.

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University of Illinois – Urbana-Champaign

1. Gorr, Mary Kalogeropoulos. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.

Degree: EdD, Educ Policy, Orgzn & Leadrshp, 2016, University of Illinois – Urbana-Champaign

 In the current climate of high-stakes educational accountability, school leaders are charged with not only ensuring sustainable school improvement but also addressing and rectifying achievement… (more)

Subjects/Keywords: Literacy Leadership; Distributed Leadership

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APA (6th Edition):

Gorr, M. K. (2016). The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90722

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):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed March 20, 2019. http://hdl.handle.net/2142/90722.

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

MLA Handbook (7th Edition):

Gorr, Mary Kalogeropoulos. “The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study.” 2016. Web. 20 Mar 2019.

Vancouver:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/2142/90722.

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

Council of Science Editors:

Gorr MK. The influence of literacy leadership on teaching and learning in Illinois elementary schools: a multiple case study. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90722

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


Texas State University – San Marcos

2. Colegio, Leo. School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools.

Degree: PhD, School Improvement, 2018, Texas State University – San Marcos

 The purpose of this dissertation was to identify common micropolitical challenges encountered by establishment stage principals during their novice stage years and associated strategies for… (more)

Subjects/Keywords: Leadership; Micropolitical literacy

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APA (6th Edition):

Colegio, L. (2018). School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7865

Chicago Manual of Style (16th Edition):

Colegio, Leo. “School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 20, 2019. https://digital.library.txstate.edu/handle/10877/7865.

MLA Handbook (7th Edition):

Colegio, Leo. “School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools.” 2018. Web. 20 Mar 2019.

Vancouver:

Colegio L. School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Mar 20]. Available from: https://digital.library.txstate.edu/handle/10877/7865.

Council of Science Editors:

Colegio L. School Micropolitics: Understanding and Preparing for Common MIcropolitical Challenges that Novice Principals Encounter in K-12 Schools. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7865


University of South Carolina

3. Lofton, Michael E. Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership.

Degree: PhD, Educational Leadership and Policies, 2009, University of South Carolina

  The purpose of this study was to investigate the instructional leadership of the principal on literacy initiatives as it relates to student achievement. It… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Leadership; Literacy; Literacy Coach; Literacy Leadership; Principal Leadership

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APA (6th Edition):

Lofton, M. E. (2009). Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/61

Chicago Manual of Style (16th Edition):

Lofton, Michael E. “Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership.” 2009. Doctoral Dissertation, University of South Carolina. Accessed March 20, 2019. https://scholarcommons.sc.edu/etd/61.

MLA Handbook (7th Edition):

Lofton, Michael E. “Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership.” 2009. Web. 20 Mar 2019.

Vancouver:

Lofton ME. Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership. [Internet] [Doctoral dissertation]. University of South Carolina; 2009. [cited 2019 Mar 20]. Available from: https://scholarcommons.sc.edu/etd/61.

Council of Science Editors:

Lofton ME. Literacy Principals's...Literacy Coaches' Perceptions of Principals' Literacy Leadership. [Doctoral Dissertation]. University of South Carolina; 2009. Available from: https://scholarcommons.sc.edu/etd/61


University of Houston

4. Sheppard, Marla. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Illiteracy in America is one of the key correlates for poverty (Roman, 2004). Far too often, students graduate from high school without having basic literacy(more)

Subjects/Keywords: secondary; literacy; leadership; principal

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APA (6th Edition):

Sheppard, M. (2015). An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2029

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):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Thesis, University of Houston. Accessed March 20, 2019. http://hdl.handle.net/10657/2029.

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

MLA Handbook (7th Edition):

Sheppard, Marla. “An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School.” 2015. Web. 20 Mar 2019.

Vancouver:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10657/2029.

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

Council of Science Editors:

Sheppard M. An Examination of Teachers, Administrators', and Principals' Perceptions of How the Early Literacy Background of the Principal Influences Their Decisions and Practices in Literacy Development in a Successful Turnaround High School. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/2029

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


Brandeis University

5. Feldman, Mollie. Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders.

Degree: 2017, Brandeis University

 In the context of Jewish education, “literacy” is a word often used to describe a desirable educational outcome. Yet, there is no clear definition of… (more)

Subjects/Keywords: Jewish literacy; Jewish leadership

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APA (6th Edition):

Feldman, M. (2017). Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders. (Thesis). Brandeis University. Retrieved from http://hdl.handle.net/10192/33898

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):

Feldman, Mollie. “Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders.” 2017. Thesis, Brandeis University. Accessed March 20, 2019. http://hdl.handle.net/10192/33898.

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

MLA Handbook (7th Edition):

Feldman, Mollie. “Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders.” 2017. Web. 20 Mar 2019.

Vancouver:

Feldman M. Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders. [Internet] [Thesis]. Brandeis University; 2017. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10192/33898.

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

Council of Science Editors:

Feldman M. Approaches to Jewish Literacy: An Exploration of Purpose and Values within Jewish Learning for Jewish Leaders. [Thesis]. Brandeis University; 2017. Available from: http://hdl.handle.net/10192/33898

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


University of Oregon

6. Ryan Jackson, Kathleen. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.

Degree: 2014, University of Oregon

 This program evaluation studied Effective Behavioral and Instructional Support Systems (EBISS), a Response to Intervention (RTI) initiative focused at changing district leadership behaviors to close… (more)

Subjects/Keywords: Early literacy; Leadership; Policy

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APA (6th Edition):

Ryan Jackson, K. (2014). Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/17927

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):

Ryan Jackson, Kathleen. “Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.” 2014. Thesis, University of Oregon. Accessed March 20, 2019. http://hdl.handle.net/1794/17927.

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

MLA Handbook (7th Edition):

Ryan Jackson, Kathleen. “Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.” 2014. Web. 20 Mar 2019.

Vancouver:

Ryan Jackson K. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1794/17927.

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

Council of Science Editors:

Ryan Jackson K. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/17927

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


George Mason University

7. Pratt-Fartro, Tamie Lynn. Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors .

Degree: 2009, George Mason University

 Public school literacy leaders have complex roles and responsibilities associated with their positions, including being literacy advocates. The purpose of this qualitative study was to… (more)

Subjects/Keywords: reading; literacy; central office; advocacy; district reading supervisors; literacy leadership

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APA (6th Edition):

Pratt-Fartro, T. L. (2009). Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5660

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-Fartro, Tamie Lynn. “Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors .” 2009. Thesis, George Mason University. Accessed March 20, 2019. http://hdl.handle.net/1920/5660.

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

MLA Handbook (7th Edition):

Pratt-Fartro, Tamie Lynn. “Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors .” 2009. Web. 20 Mar 2019.

Vancouver:

Pratt-Fartro TL. Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors . [Internet] [Thesis]. George Mason University; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1920/5660.

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

Council of Science Editors:

Pratt-Fartro TL. Intrinsic and Extrinsic Contextual Factors Influencing Advocacy in Literacy Leaders: Perspectives of District Reading Supervisors . [Thesis]. George Mason University; 2009. Available from: http://hdl.handle.net/1920/5660

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


University of Houston

8. Davis, Todd Micheal 1967-. THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 Children who are not reading by the end of first grade have a substantial chance of never becoming proficient readers. The challenging decision for school… (more)

Subjects/Keywords: reading comprehension; fluency; guided reading; direct instruction; literacy leadership; Professional leadership

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APA (6th Edition):

Davis, T. M. 1. (2013). THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/958

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):

Davis, Todd Micheal 1967-. “THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Thesis, University of Houston. Accessed March 20, 2019. http://hdl.handle.net/10657/958.

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

MLA Handbook (7th Edition):

Davis, Todd Micheal 1967-. “THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 20 Mar 2019.

Vancouver:

Davis TM1. THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10657/958.

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

Council of Science Editors:

Davis TM1. THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/958

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


Boston College

9. Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy, Tina H. Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative.

Degree: EdD, Educational Leadership and Higher Education, 2012, Boston College

 Schools seeking to increase student achievement often employ professional development strategies to institute instructional reforms, yet research offers little guidance on how leadership behaviors might… (more)

Subjects/Keywords: change; distributed leadership; leadership; literacy; professional development; trust

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APA (6th Edition):

Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy, T. H. (2012). Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101186

Chicago Manual of Style (16th Edition):

Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy, Tina H. “Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative.” 2012. Doctoral Dissertation, Boston College. Accessed March 20, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101186.

MLA Handbook (7th Edition):

Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy, Tina H. “Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative.” 2012. Web. 20 Mar 2019.

Vancouver:

Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy TH. Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Mar 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101186.

Council of Science Editors:

Curtis, Todd; DiFabio, Mark; Fortuna, Jodi L.; Lauzé, Kathleen M.; McCoy TH. Leading and Learning: Leadership, Change, and Challenge in a Professional Development Initiative. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101186


Iowa State University

10. Koch, Jody C. Literacy events and practices that position Hmong women to meet academic success in community colleges.

Degree: 2017, Iowa State University

 This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their… (more)

Subjects/Keywords: community college; Hmong; literacy; literacy practices; Community College Education Administration; Community College Leadership; Education

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APA (6th Edition):

Koch, J. C. (2017). Literacy events and practices that position Hmong women to meet academic success in community colleges. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15552

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):

Koch, Jody C. “Literacy events and practices that position Hmong women to meet academic success in community colleges.” 2017. Thesis, Iowa State University. Accessed March 20, 2019. https://lib.dr.iastate.edu/etd/15552.

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

MLA Handbook (7th Edition):

Koch, Jody C. “Literacy events and practices that position Hmong women to meet academic success in community colleges.” 2017. Web. 20 Mar 2019.

Vancouver:

Koch JC. Literacy events and practices that position Hmong women to meet academic success in community colleges. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Mar 20]. Available from: https://lib.dr.iastate.edu/etd/15552.

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

Council of Science Editors:

Koch JC. Literacy events and practices that position Hmong women to meet academic success in community colleges. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15552

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

11. Lear, Janet Marie. Principal Perceptions as Literacy Leaders at High-Need Elementary Schools.

Degree: PhD, Educational Administration and Policy Studies, 2017, U of Denver

  This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools. Literacy leadership, as… (more)

Subjects/Keywords: Educational Leadership; Elementary Education; Language Arts Education; Literacy Education; Literacy Leadership; Principal Perceptions; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Lear, J. M. (2017). Principal Perceptions as Literacy Leaders at High-Need Elementary Schools. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1244

Chicago Manual of Style (16th Edition):

Lear, Janet Marie. “Principal Perceptions as Literacy Leaders at High-Need Elementary Schools.” 2017. Doctoral Dissertation, U of Denver. Accessed March 20, 2019. https://digitalcommons.du.edu/etd/1244.

MLA Handbook (7th Edition):

Lear, Janet Marie. “Principal Perceptions as Literacy Leaders at High-Need Elementary Schools.” 2017. Web. 20 Mar 2019.

Vancouver:

Lear JM. Principal Perceptions as Literacy Leaders at High-Need Elementary Schools. [Internet] [Doctoral dissertation]. U of Denver; 2017. [cited 2019 Mar 20]. Available from: https://digitalcommons.du.edu/etd/1244.

Council of Science Editors:

Lear JM. Principal Perceptions as Literacy Leaders at High-Need Elementary Schools. [Doctoral Dissertation]. U of Denver; 2017. Available from: https://digitalcommons.du.edu/etd/1244

12. Chase, Kimberly A. Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy.

Degree: EdD Doctor of Education, Reading and Language, 2015, National-Louis University

  This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from… (more)

Subjects/Keywords: literacy coordinator; case study; balanced literacy; school change; African American; basal reading programs; leadership; urban; Educational Leadership

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APA (6th Edition):

Chase, K. A. (2015). Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/119

Chicago Manual of Style (16th Edition):

Chase, Kimberly A. “Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy.” 2015. Doctoral Dissertation, National-Louis University. Accessed March 20, 2019. http://digitalcommons.nl.edu/diss/119.

MLA Handbook (7th Edition):

Chase, Kimberly A. “Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy.” 2015. Web. 20 Mar 2019.

Vancouver:

Chase KA. Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Mar 20]. Available from: http://digitalcommons.nl.edu/diss/119.

Council of Science Editors:

Chase KA. Good to Great: A Case Study of an African American Literacy Coordinator’s Role in Transitioning a School From Dependence on a Scripted Reading Program to Balanced Literacy. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/119

13. Cuthill, Jacqueline M. Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study.

Degree: PhD, Educational Administration and Policy Studies, 2018, U of Denver

  Students who are below grade level before they leave third grade are less likely to graduate. A large number of schools are failing to… (more)

Subjects/Keywords: Early literacy; Leadership; Reading achievement; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary Education

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APA (6th Edition):

Cuthill, J. M. (2018). Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1454

Chicago Manual of Style (16th Edition):

Cuthill, Jacqueline M. “Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study.” 2018. Doctoral Dissertation, U of Denver. Accessed March 20, 2019. https://digitalcommons.du.edu/etd/1454.

MLA Handbook (7th Edition):

Cuthill, Jacqueline M. “Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study.” 2018. Web. 20 Mar 2019.

Vancouver:

Cuthill JM. Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Mar 20]. Available from: https://digitalcommons.du.edu/etd/1454.

Council of Science Editors:

Cuthill JM. Leadership Practices in Similar Schools with Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1454

14. Thompson, John F. The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States.

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

  Over the past 45 years, there has been a dramatic decrease in the number of religious and priests working in Catholic schools in the… (more)

Subjects/Keywords: administration; Catholic schools; leadership; theological literacy; Education; Religion

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APA (6th Edition):

Thompson, J. F. (2011). The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/11

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):

Thompson, John F. “The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States.” 2011. Thesis, University of San Francisco. Accessed March 20, 2019. https://repository.usfca.edu/diss/11.

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

MLA Handbook (7th Edition):

Thompson, John F. “The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States.” 2011. Web. 20 Mar 2019.

Vancouver:

Thompson JF. The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States. [Internet] [Thesis]. University of San Francisco; 2011. [cited 2019 Mar 20]. Available from: https://repository.usfca.edu/diss/11.

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

Council of Science Editors:

Thompson JF. The Theological Literacy, Beliefs, and Practices of Lay Administrators of Marianist-Sponsored Seconday Schools in the United States. [Thesis]. University of San Francisco; 2011. Available from: https://repository.usfca.edu/diss/11

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


Penn State University

15. Ackley, Carly R. Leadership in Green Schools: School Principals as Agents of Social Responsibility.

Degree: PhD, Educational Leadership, 2009, Penn State University

 This study examines the leadership practices of school principals who are promoting a social responsibility agenda; specifically through their work in a “green school.” The… (more)

Subjects/Keywords: Ecological Literacy; Environmental Education; Educational Leadership; Sustainability; Green Schools

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APA (6th Edition):

Ackley, C. R. (2009). Leadership in Green Schools: School Principals as Agents of Social Responsibility. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9368

Chicago Manual of Style (16th Edition):

Ackley, Carly R. “Leadership in Green Schools: School Principals as Agents of Social Responsibility.” 2009. Doctoral Dissertation, Penn State University. Accessed March 20, 2019. https://etda.libraries.psu.edu/catalog/9368.

MLA Handbook (7th Edition):

Ackley, Carly R. “Leadership in Green Schools: School Principals as Agents of Social Responsibility.” 2009. Web. 20 Mar 2019.

Vancouver:

Ackley CR. Leadership in Green Schools: School Principals as Agents of Social Responsibility. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Mar 20]. Available from: https://etda.libraries.psu.edu/catalog/9368.

Council of Science Editors:

Ackley CR. Leadership in Green Schools: School Principals as Agents of Social Responsibility. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9368

16. Beard, Christina Joye. Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience .

Degree: 2014, Texas A&M University – Corpus Christi

 The purpose of the study was to investigate Ylimaki's (2012) New Professional Curriculum Leader (NPCL) and Critical Curriculum Leader (CCL) identities among middle school administrators.… (more)

Subjects/Keywords: Administrators; curriculum leadership; identity; literacy beliefs; middle school

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

APA (6th Edition):

Beard, C. J. (2014). Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/589

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):

Beard, Christina Joye. “Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed March 20, 2019. http://hdl.handle.net/1969.6/589.

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

MLA Handbook (7th Edition):

Beard, Christina Joye. “Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience .” 2014. Web. 20 Mar 2019.

Vancouver:

Beard CJ. Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.6/589.

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

Council of Science Editors:

Beard CJ. Curriculum leadership: an investigation into the literacy knowledge, practices, and beliefs influencing middle school administrators’ identity salience . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/589

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


Virginia Commonwealth University

17. Mirabile, Candace. A Comparison of Legal Literacy Among Teacher Subgroups.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 A COMPARISON OF LEGAL LITERACY AMONG TEACHER SUBGROUPS By Candace Partridge Mirabile, Ph. D. A dissertation submitted in partial fulfillment of the requirements for the… (more)

Subjects/Keywords: legal literacy; teacher preparation; school law; litigation; Education; Educational Leadership

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

APA (6th Edition):

Mirabile, C. (2013). A Comparison of Legal Literacy Among Teacher Subgroups. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3195

Chicago Manual of Style (16th Edition):

Mirabile, Candace. “A Comparison of Legal Literacy Among Teacher Subgroups.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed March 20, 2019. https://scholarscompass.vcu.edu/etd/3195.

MLA Handbook (7th Edition):

Mirabile, Candace. “A Comparison of Legal Literacy Among Teacher Subgroups.” 2013. Web. 20 Mar 2019.

Vancouver:

Mirabile C. A Comparison of Legal Literacy Among Teacher Subgroups. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Mar 20]. Available from: https://scholarscompass.vcu.edu/etd/3195.

Council of Science Editors:

Mirabile C. A Comparison of Legal Literacy Among Teacher Subgroups. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/3195


University of South Africa

18. Motona, Johannes. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.

Degree: 2015, University of South Africa

Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners… (more)

Subjects/Keywords: Instructional leadership; Instructional programme; Foundation Phase; Literacy; Professional development

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

APA (6th Edition):

Motona, J. (2015). Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18739

Chicago Manual of Style (16th Edition):

Motona, Johannes. “Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.” 2015. Masters Thesis, University of South Africa. Accessed March 20, 2019. http://hdl.handle.net/10500/18739.

MLA Handbook (7th Edition):

Motona, Johannes. “Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.” 2015. Web. 20 Mar 2019.

Vancouver:

Motona J. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10500/18739.

Council of Science Editors:

Motona J. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18739


University of South Africa

19. Makhanu, Evelyn Sikhoya. Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya .

Degree: 2010, University of South Africa

 This thesis is a study of the extent of ICT literacy among secondary school principals in the Western province of Kenya. A contemporary issue in… (more)

Subjects/Keywords: Leadership quality; ICT literacy; ICT application; Secondary school principals; Change management

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

APA (6th Edition):

Makhanu, E. S. (2010). Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3837

Chicago Manual of Style (16th Edition):

Makhanu, Evelyn Sikhoya. “Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya .” 2010. Doctoral Dissertation, University of South Africa. Accessed March 20, 2019. http://hdl.handle.net/10500/3837.

MLA Handbook (7th Edition):

Makhanu, Evelyn Sikhoya. “Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya .” 2010. Web. 20 Mar 2019.

Vancouver:

Makhanu ES. Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10500/3837.

Council of Science Editors:

Makhanu ES. Principals' literacy in information and communication technology (ICT) : towards improving secondary school performance in Kenya . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3837


College of William and Mary

20. Marshall, Theresa Meade. An evaluation of Project iRead: A program created to improve sight word recognition.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

 This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured… (more)

Subjects/Keywords: Educational Administration and Supervision; Educational Leadership; Language and Literacy Education

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APA (6th Edition):

Marshall, T. M. (2014). An evaluation of Project iRead: A program created to improve sight word recognition. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618427

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):

Marshall, Theresa Meade. “An evaluation of Project iRead: A program created to improve sight word recognition.” 2014. Thesis, College of William and Mary. Accessed March 20, 2019. https://scholarworks.wm.edu/etd/1539618427.

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

MLA Handbook (7th Edition):

Marshall, Theresa Meade. “An evaluation of Project iRead: A program created to improve sight word recognition.” 2014. Web. 20 Mar 2019.

Vancouver:

Marshall TM. An evaluation of Project iRead: A program created to improve sight word recognition. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2019 Mar 20]. Available from: https://scholarworks.wm.edu/etd/1539618427.

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

Council of Science Editors:

Marshall TM. An evaluation of Project iRead: A program created to improve sight word recognition. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618427

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

21. Eckel, Todd. Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  This qualitative study had two goals. The first goal was to understand how a critical, non-formal, adult literacy program addresses the challenges and successes,… (more)

Subjects/Keywords: literacy program; second-language; Amanecer Adult School; Education; Educational Leadership

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APA (6th Edition):

Eckel, T. (2013). Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/225

Chicago Manual of Style (16th Edition):

Eckel, Todd. “Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed March 20, 2019. https://digitalcommons.lmu.edu/etd/225.

MLA Handbook (7th Edition):

Eckel, Todd. “Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness.” 2013. Web. 20 Mar 2019.

Vancouver:

Eckel T. Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Mar 20]. Available from: https://digitalcommons.lmu.edu/etd/225.

Council of Science Editors:

Eckel T. Engaging the Lived Realities of Adult Immigrant English Language Learners: A Case Study of Literacy for Consciousness. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/225

22. Papineau, Sarah J. Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  Students with reading disabilities need explicit and systematic instruction provided by teachers knowledgeable in effective literacy instruction (Foorman & Torgesen, 2001; Moats, 1999; Piasta,… (more)

Subjects/Keywords: Special Education; Literacy; Coaching; Professional Development; Reading Disabilities; Educational Leadership

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APA (6th Edition):

Papineau, S. J. (2017). Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/25

Chicago Manual of Style (16th Edition):

Papineau, Sarah J. “Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed March 20, 2019. https://repository.stcloudstate.edu/edad_etds/25.

MLA Handbook (7th Edition):

Papineau, Sarah J. “Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching.” 2017. Web. 20 Mar 2019.

Vancouver:

Papineau SJ. Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Mar 20]. Available from: https://repository.stcloudstate.edu/edad_etds/25.

Council of Science Editors:

Papineau SJ. Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/25


Utah State University

23. Robinson, Jack A. Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens.

Degree: PhD, School of Teacher Education and Leadership, 2008, Utah State University

 Research findings indicate that many adolescents are struggling with reading. Although there is a great deal of research related to helping elementary age children to… (more)

Subjects/Keywords: adolescent literacy; principal leadership; Education

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APA (6th Edition):

Robinson, J. A. (2008). Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/17

Chicago Manual of Style (16th Edition):

Robinson, Jack A. “Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens.” 2008. Doctoral Dissertation, Utah State University. Accessed March 20, 2019. https://digitalcommons.usu.edu/etd/17.

MLA Handbook (7th Edition):

Robinson, Jack A. “Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens.” 2008. Web. 20 Mar 2019.

Vancouver:

Robinson JA. Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens. [Internet] [Doctoral dissertation]. Utah State University; 2008. [cited 2019 Mar 20]. Available from: https://digitalcommons.usu.edu/etd/17.

Council of Science Editors:

Robinson JA. Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens. [Doctoral Dissertation]. Utah State University; 2008. Available from: https://digitalcommons.usu.edu/etd/17


Drexel University

24. Huber, James. Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers.

Degree: 2015, Drexel University

Secondary literacy has been an area of focus for many educators, parents, employers, and policy makers for several decades. Despite this focus, and a growing… (more)

Subjects/Keywords: Education; Literacy; Educational change; Educational leadership and management

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APA (6th Edition):

Huber, J. (2015). Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6628

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):

Huber, James. “Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers.” 2015. Thesis, Drexel University. Accessed March 20, 2019. http://hdl.handle.net/1860/idea:6628.

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

MLA Handbook (7th Edition):

Huber, James. “Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers.” 2015. Web. 20 Mar 2019.

Vancouver:

Huber J. Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers. [Internet] [Thesis]. Drexel University; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1860/idea:6628.

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

Council of Science Editors:

Huber J. Literacy Instructor: an Unexpected Journey of Change for Many Secondary Teachers. [Thesis]. Drexel University; 2015. Available from: http://hdl.handle.net/1860/idea:6628

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


University of Canterbury

25. Henderson, Christine Ann. From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders.

Degree: Educational Studies and Human Development, 2008, University of Canterbury

 The purpose of this study has been to provide a rich description of the role of the literacy leader in two primary schools. Through this… (more)

Subjects/Keywords: literacy leader; professional learning and development; literacy; leadership

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APA (6th Edition):

Henderson, C. A. (2008). From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2261

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):

Henderson, Christine Ann. “From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders.” 2008. Thesis, University of Canterbury. Accessed March 20, 2019. http://hdl.handle.net/10092/2261.

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

MLA Handbook (7th Edition):

Henderson, Christine Ann. “From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders.” 2008. Web. 20 Mar 2019.

Vancouver:

Henderson CA. From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders. [Internet] [Thesis]. University of Canterbury; 2008. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10092/2261.

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

Council of Science Editors:

Henderson CA. From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders. [Thesis]. University of Canterbury; 2008. Available from: http://hdl.handle.net/10092/2261

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

26. -5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.

Degree: PhD, Reading Education, 2018, Texas Woman's University

 Educational blogs, or edublogs, are ubiquitous in today’s society. National literacy organizations such as International Literacy Association (ILA) and National Council of Teachers of English… (more)

Subjects/Keywords: authoethnography; educational blogs; teacher blogs; literacy; leadership; reading; technology; digital literacy; multimodal; Twitter; Twitter chats; Community of Practice; identity; teacher identity

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APA (6th Edition):

-5134-2973. (2018). Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10981

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5134-2973. “Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed March 20, 2019. http://hdl.handle.net/11274/10981.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5134-2973. “Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change.” 2018. Web. 20 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/11274/10981.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5134-2973. Reflections of the heart: An autoethnography of a literacy leader's online identity construction and change. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10981

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Loyola University Chicago

27. Acevedo, Antonio. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this study is to examine a principal's leadership actions while attempting to improve primary student outcomes in reading in a Dual… (more)

Subjects/Keywords: Balanced Literacy; Dual Language Education; Guided Reading; Self-Study; Spanish Primary Literacy; Urban Education; Educational Leadership

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APA (6th Edition):

Acevedo, A. (2018). Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2764

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):

Acevedo, Antonio. “Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.” 2018. Thesis, Loyola University Chicago. Accessed March 20, 2019. https://ecommons.luc.edu/luc_diss/2764.

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

MLA Handbook (7th Edition):

Acevedo, Antonio. “Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.” 2018. Web. 20 Mar 2019.

Vancouver:

Acevedo A. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Mar 20]. Available from: https://ecommons.luc.edu/luc_diss/2764.

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

Council of Science Editors:

Acevedo A. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2764

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


University of South Africa

28. Hassan, Shaik Mohammad. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.

Degree: 2016, University of South Africa

 Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject(more)

Subjects/Keywords: Mathematical literacy; Manager’s experiences in mathematical literacy; TVET colleges; National curriculum vocational; Manager’s roles; Mathematics; Curriculum experiences; Instructional leadership; Implementation; Curriculum implementation; Curriculum management; Encounters in mathematical literacy; Participation

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

APA (6th Edition):

Hassan, S. M. (2016). Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21030

Chicago Manual of Style (16th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Masters Thesis, University of South Africa. Accessed March 20, 2019. http://hdl.handle.net/10500/21030.

MLA Handbook (7th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Web. 20 Mar 2019.

Vancouver:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21030


University of Alabama

29. Jackson, Zawdie. The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia.

Degree: 2014, University of Alabama

 This study analyzed how technology leadership and technology integration impact technology literacy by analyzing technology scores of selected eighth grade students from selected Atlanta City… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational technology; Educational leadership; educational technology; technology education; technology integration; technology leadership; technology literacy; technology literacy scores

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

APA (6th Edition):

Jackson, Z. (2014). The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105110

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):

Jackson, Zawdie. “The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia.” 2014. Thesis, University of Alabama. Accessed March 20, 2019. http://purl.lib.ua.edu/105110.

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

MLA Handbook (7th Edition):

Jackson, Zawdie. “The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia.” 2014. Web. 20 Mar 2019.

Vancouver:

Jackson Z. The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Mar 20]. Available from: http://purl.lib.ua.edu/105110.

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

Council of Science Editors:

Jackson Z. The challenges of the emerging use of technology in schools: an analysis of a selected urban school system in Georgia. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105110

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


University of Florida

30. Mallory, Karen L. Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Teachers continue to struggle with effective implementation of the Common Core State Standards (CCSS) due to the magnitude of instructional shifts required in addressing the… (more)

Subjects/Keywords: Collaborative learning; High schools; Instructional leadership; Learning; Literacy; Reading instruction; School principals; Schools; Students; Teachers; instruction  – leadership

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

APA (6th Edition):

Mallory, K. L. (2014). Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046895

Chicago Manual of Style (16th Edition):

Mallory, Karen L. “Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English.” 2014. Doctoral Dissertation, University of Florida. Accessed March 20, 2019. http://ufdc.ufl.edu/UFE0046895.

MLA Handbook (7th Edition):

Mallory, Karen L. “Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English.” 2014. Web. 20 Mar 2019.

Vancouver:

Mallory KL. Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Mar 20]. Available from: http://ufdc.ufl.edu/UFE0046895.

Council of Science Editors:

Mallory KL. Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046895

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