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You searched for subject:(Middle school level). Showing records 1 – 30 of 35 total matches.

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1. Mercer, Lisa Skaggs. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for… (more)

Subjects/Keywords: junior high school; intermediate school; middle school; middle-level education; good middle school; grade configurations

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

APA (6th Edition):

Mercer, L. S. (2015). Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64293

Chicago Manual of Style (16th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed August 14, 2020. http://hdl.handle.net/10919/64293.

MLA Handbook (7th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Web. 14 Aug 2020.

Vancouver:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10919/64293.

Council of Science Editors:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64293


East Tennessee State University

2. Frederick, Sandra. Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  The purpose of this qualitative study was to examine the perceptions of school staff as to the best practices utilized in successful middle schools.… (more)

Subjects/Keywords: Middle School; Middle Level; Schools To Watch; Middle Level Best Practices; Education; Educational Leadership

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APA (6th Edition):

Frederick, S. (2019). Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3546

Chicago Manual of Style (16th Edition):

Frederick, Sandra. “Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed August 14, 2020. https://dc.etsu.edu/etd/3546.

MLA Handbook (7th Edition):

Frederick, Sandra. “Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch.” 2019. Web. 14 Aug 2020.

Vancouver:

Frederick S. Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2020 Aug 14]. Available from: https://dc.etsu.edu/etd/3546.

Council of Science Editors:

Frederick S. Fully Practicing the Middle School Concept: A Phenomenological Study of Virginia Middle Schools Re-Designated III As A School To Watch. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3546


University of Melbourne

3. HUERTA VILLALOBOS, MARCELA. Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region.

Degree: 2018, University of Melbourne

 The Chilean school administration system has different actors playing important roles in leadership and school improvement, one clear example being the technical pedagogical head, hereafter… (more)

Subjects/Keywords: educational leadership; middle level leadership; school improvement

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APA (6th Edition):

HUERTA VILLALOBOS, M. (2018). Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/216835

Chicago Manual of Style (16th Edition):

HUERTA VILLALOBOS, MARCELA. “Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region.” 2018. Doctoral Dissertation, University of Melbourne. Accessed August 14, 2020. http://hdl.handle.net/11343/216835.

MLA Handbook (7th Edition):

HUERTA VILLALOBOS, MARCELA. “Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region.” 2018. Web. 14 Aug 2020.

Vancouver:

HUERTA VILLALOBOS M. Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region. [Internet] [Doctoral dissertation]. University of Melbourne; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/11343/216835.

Council of Science Editors:

HUERTA VILLALOBOS M. Educational leadership and the contribution of the technical pedagogical head across three types of schools in one Chilean region. [Doctoral Dissertation]. University of Melbourne; 2018. Available from: http://hdl.handle.net/11343/216835


University of Illinois – Urbana-Champaign

4. Cronenberg, Stephanie S. Music at the middle: principles that guide middle level general music teachers.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This mixed methods inquiry examined the principles teachers employ when teaching middle level general music to young adolescents in the United States. In the discourse… (more)

Subjects/Keywords: General music; middle school music teachers; middle grades; middle level; middle level concept; This We Believe; democratic education; mixed methods

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APA (6th Edition):

Cronenberg, S. S. (2016). Music at the middle: principles that guide middle level general music teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90502

Chicago Manual of Style (16th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 14, 2020. http://hdl.handle.net/2142/90502.

MLA Handbook (7th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Web. 14 Aug 2020.

Vancouver:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2142/90502.

Council of Science Editors:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90502


University of Oregon

5. Caplinger, Robert. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.

Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 2013, University of Oregon

 The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores,… (more)

Subjects/Keywords: Block scheduling; Flexible scheduling; Interdisciplinary; Middle level; Middle school; Reading achievement

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APA (6th Edition):

Caplinger, R. (2013). The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/13226

Chicago Manual of Style (16th Edition):

Caplinger, Robert. “The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.” 2013. Doctoral Dissertation, University of Oregon. Accessed August 14, 2020. http://hdl.handle.net/1794/13226.

MLA Handbook (7th Edition):

Caplinger, Robert. “The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.” 2013. Web. 14 Aug 2020.

Vancouver:

Caplinger R. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. [Internet] [Doctoral dissertation]. University of Oregon; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1794/13226.

Council of Science Editors:

Caplinger R. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. [Doctoral Dissertation]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13226


Temple University

6. Hesson, Nicole Lee. How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?.

Degree: 2016, Temple University

Educational Administration

Ed.D.

This dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary)… (more)

Subjects/Keywords: Teacher education; Middle school education; Education policy;

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APA (6th Edition):

Hesson, N. L. (2016). How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,372412

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):

Hesson, Nicole Lee. “How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?.” 2016. Thesis, Temple University. Accessed August 14, 2020. http://digital.library.temple.edu/u?/p245801coll10,372412.

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

MLA Handbook (7th Edition):

Hesson, Nicole Lee. “How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?.” 2016. Web. 14 Aug 2020.

Vancouver:

Hesson NL. How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?. [Internet] [Thesis]. Temple University; 2016. [cited 2020 Aug 14]. Available from: http://digital.library.temple.edu/u?/p245801coll10,372412.

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

Council of Science Editors:

Hesson NL. How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,372412

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


Penn State University

7. Kawai, Roi. Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth.

Degree: 2015, Penn State University

 This case study opens up space for educators and scholars to learn from six black and Latino/a youth (ages 12 - 13) who attend Septima… (more)

Subjects/Keywords: Politics of School; Urban Education; Civic Education; Middle Level Education; Political Narratives

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APA (6th Edition):

Kawai, R. (2015). Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25019

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):

Kawai, Roi. “Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth.” 2015. Thesis, Penn State University. Accessed August 14, 2020. https://submit-etda.libraries.psu.edu/catalog/25019.

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

MLA Handbook (7th Edition):

Kawai, Roi. “Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth.” 2015. Web. 14 Aug 2020.

Vancouver:

Kawai R. Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Aug 14]. Available from: https://submit-etda.libraries.psu.edu/catalog/25019.

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

Council of Science Editors:

Kawai R. Punishment, Resistance, and Hope in School: Political Narratives of Urban Youth. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25019

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


Wayne State University

8. Dollar, Todd Jason. Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students.

Degree: PhD, Educational Psychology, 2016, Wayne State University

  This research examined the ways in which person-level factors (social goals, self-efficacy for defending, moral disengagement, and empathy) influence bullying and bystander experiences of… (more)

Subjects/Keywords: Behavior; Bullying; Bystander; Middle School; Person Level; Predictors; Educational Psychology; Psychology; Social and Behavioral Sciences

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APA (6th Edition):

Dollar, T. J. (2016). Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1635

Chicago Manual of Style (16th Edition):

Dollar, Todd Jason. “Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students.” 2016. Doctoral Dissertation, Wayne State University. Accessed August 14, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1635.

MLA Handbook (7th Edition):

Dollar, Todd Jason. “Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students.” 2016. Web. 14 Aug 2020.

Vancouver:

Dollar TJ. Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Aug 14]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1635.

Council of Science Editors:

Dollar TJ. Person-Level Predictors Of Bullying And Bystander Behaviors Of Middle School Students. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1635


University of South Florida

9. Denmon, Jennifer Sara Meister. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.

Degree: 2016, University of South Florida

 In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate… (more)

Subjects/Keywords: Writing; affective climate; motivation; student voice; middle level; Arts and Humanities; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Denmon, J. S. M. (2016). Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6222

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):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Thesis, University of South Florida. Accessed August 14, 2020. https://scholarcommons.usf.edu/etd/6222.

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

MLA Handbook (7th Edition):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Web. 14 Aug 2020.

Vancouver:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Internet] [Thesis]. University of South Florida; 2016. [cited 2020 Aug 14]. Available from: https://scholarcommons.usf.edu/etd/6222.

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

Council of Science Editors:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6222

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

10. Sedgwick, Zachary B. THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL.

Degree: Education, Leadership and Public Service, 2016, Northen Michigan University

  The purpose of this mixed methods study was to examine the impact moving seventh-grade students from two-person to four-person teams had on students’ attitudes… (more)

Subjects/Keywords: Teaming; Middle School Philosophy; Teaming in Middle Schools; Smaller Learning Communities; Middle School vs. Junior High; The Impact of Smaller Teams at the Middle Level; Middle-Level Programming; Educational Leadership; Elementary and Middle and Secondary Education Administration; Other Educational Administration and Supervision; Social and Philosophical Foundations of Education

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APA (6th Edition):

Sedgwick, Z. B. (2016). THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/124

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):

Sedgwick, Zachary B. “THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL.” 2016. Thesis, Northen Michigan University. Accessed August 14, 2020. https://commons.nmu.edu/theses/124.

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

MLA Handbook (7th Edition):

Sedgwick, Zachary B. “THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL.” 2016. Web. 14 Aug 2020.

Vancouver:

Sedgwick ZB. THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL. [Internet] [Thesis]. Northen Michigan University; 2016. [cited 2020 Aug 14]. Available from: https://commons.nmu.edu/theses/124.

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

Council of Science Editors:

Sedgwick ZB. THE IMPACT OF MOVING FROM TWO-PERSON TO FOUR-PERSON TEAMS ON SEVENTH-GRADE STUDENTS’ ATTITUDES AND BELIEFS TOWARDS SCHOOL. [Thesis]. Northen Michigan University; 2016. Available from: https://commons.nmu.edu/theses/124

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


Kent State University

11. Cockley, Kimberly R. The Transition Experience: The First 100 Days of the Middle School Principalship.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2011, Kent State University

  Incorporating the concept of the first 100 days, referenced mainly when discussing government and business leaders, this study aimed to understand the transition experience… (more)

Subjects/Keywords: Educational Leadership; Middle School; Middle Level; Transition; Induction; Socialization; Transformation; Principal; Leadership; Leader; Administration; Education; School; Culture; Improvement; Mentor; Qualitative; Interview; Grounded Theory

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APA (6th Edition):

Cockley, K. R. (2011). The Transition Experience: The First 100 Days of the Middle School Principalship. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322

Chicago Manual of Style (16th Edition):

Cockley, Kimberly R. “The Transition Experience: The First 100 Days of the Middle School Principalship.” 2011. Doctoral Dissertation, Kent State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322.

MLA Handbook (7th Edition):

Cockley, Kimberly R. “The Transition Experience: The First 100 Days of the Middle School Principalship.” 2011. Web. 14 Aug 2020.

Vancouver:

Cockley KR. The Transition Experience: The First 100 Days of the Middle School Principalship. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322.

Council of Science Editors:

Cockley KR. The Transition Experience: The First 100 Days of the Middle School Principalship. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322


Youngstown State University

12. Beltz, Jeffrey R. Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System.

Degree: Doctor of Education (Educational Leadership), Department of Counseling, School Psychology and Educational Leadership, 2018, Youngstown State University

 This quantitative research study used seven hypotheses to detail a unique tuition model practice occurring within five Pennsylvania public school districts: Bryn Athyn, Duquesne City,… (more)

Subjects/Keywords: Educational Leadership; Middle School Education; School Administration; Secondary Education; middle level transition; transition; student and parent transition perceptions; perceived student transition barriers

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APA (6th Edition):

Beltz, J. R. (2018). Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089

Chicago Manual of Style (16th Edition):

Beltz, Jeffrey R. “Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System.” 2018. Doctoral Dissertation, Youngstown State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.

MLA Handbook (7th Edition):

Beltz, Jeffrey R. “Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System.” 2018. Web. 14 Aug 2020.

Vancouver:

Beltz JR. Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.

Council of Science Editors:

Beltz JR. Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089

13. Grenda, Jon P. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.

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

 In today???s era of high-stakes accountability in education, the challenges of leadership for learning may be too great for one leader. Today???s public school principals… (more)

Subjects/Keywords: Middle School; Middle Level School; Distributed Leadership; Teacher Leadership

level schools may implement a middle school philosophy, or do so to varying degrees, Valentine… …teaming as a “signature practice” (p. 49) of this school level. As middle level… …topic stems from my personal experiences as an administrator in a middle-level school. For… …were taken to fully embrace the middle school philosophy, but my research into middle-level… …Valentine et al., 2002; Valentine et al., 1993). Middle Level School A school between… 

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APA (6th Edition):

Grenda, J. P. (2012). Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29433

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):

Grenda, Jon P. “Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed August 14, 2020. http://hdl.handle.net/2142/29433.

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

MLA Handbook (7th Edition):

Grenda, Jon P. “Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices.” 2012. Web. 14 Aug 2020.

Vancouver:

Grenda JP. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2142/29433.

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

Council of Science Editors:

Grenda JP. Instances and principles of distributed leadership: a multiple case study of Illinois middle school principals????????? leadership practices. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29433

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

14. Mixcoatl-Martinez, Anastasiia V. Improving the Reading Level of Middle School English Learners in English Language Development Classes.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  Presently, there are about 2,664,921 English Language Learners (ELLs) and Fluent English Proficient (FEP) speakers in California public schools who speak a language other… (more)

Subjects/Keywords: Reading Level; Middle School; English Language Learners; ELL; Motivation; Reading Strategies; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education

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APA (6th Edition):

Mixcoatl-Martinez, A. V. (2017). Improving the Reading Level of Middle School English Learners in English Language Development Classes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/486

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):

Mixcoatl-Martinez, Anastasiia V. “Improving the Reading Level of Middle School English Learners in English Language Development Classes.” 2017. Thesis, University of San Francisco. Accessed August 14, 2020. https://repository.usfca.edu/capstone/486.

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

MLA Handbook (7th Edition):

Mixcoatl-Martinez, Anastasiia V. “Improving the Reading Level of Middle School English Learners in English Language Development Classes.” 2017. Web. 14 Aug 2020.

Vancouver:

Mixcoatl-Martinez AV. Improving the Reading Level of Middle School English Learners in English Language Development Classes. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Aug 14]. Available from: https://repository.usfca.edu/capstone/486.

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

Council of Science Editors:

Mixcoatl-Martinez AV. Improving the Reading Level of Middle School English Learners in English Language Development Classes. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/486

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


Loyola University Chicago

15. Mathis, Latrese Tonya. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.

Degree: Doctor of Education (EdD), School of Education, 2019, Loyola University Chicago

 This self-study examined my leadership practices as a principal and researcher. Herr and Anderson (2005) define self-study as "a focus on one's own personal and… (more)

Subjects/Keywords: Grade Level Teams; Instructional Leadership Team; Leadership Practices; Middle School; Reflective Practices; Self Study; Educational Leadership

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

APA (6th Edition):

Mathis, L. T. (2019). A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/3352

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):

Mathis, Latrese Tonya. “A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.” 2019. Thesis, Loyola University Chicago. Accessed August 14, 2020. https://ecommons.luc.edu/luc_diss/3352.

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

MLA Handbook (7th Edition):

Mathis, Latrese Tonya. “A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.” 2019. Web. 14 Aug 2020.

Vancouver:

Mathis LT. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. [Internet] [Thesis]. Loyola University Chicago; 2019. [cited 2020 Aug 14]. Available from: https://ecommons.luc.edu/luc_diss/3352.

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

Council of Science Editors:

Mathis LT. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. [Thesis]. Loyola University Chicago; 2019. Available from: https://ecommons.luc.edu/luc_diss/3352

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


University of Missouri – Columbia

16. Matthews, Kristin W., 1966-. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.

Degree: PhD, 2007, University of Missouri – Columbia

 The purpose of this study was to analyze the relationships among teachers' assessment practices, instructional leadership, and student achievement in the middle level schools in… (more)

Subjects/Keywords: Missouri Assessment Program; Middle level principalship; Leadership  – Education (Middle school); Academic achievement

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

APA (6th Edition):

Matthews, Kristin W., 1. (2007). The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. (Doctoral Dissertation). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/4748

Chicago Manual of Style (16th Edition):

Matthews, Kristin W., 1966-. “The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.” 2007. Doctoral Dissertation, University of Missouri – Columbia. Accessed August 14, 2020. https://doi.org/10.32469/10355/4748.

MLA Handbook (7th Edition):

Matthews, Kristin W., 1966-. “The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.” 2007. Web. 14 Aug 2020.

Vancouver:

Matthews, Kristin W. 1. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. [Internet] [Doctoral dissertation]. University of Missouri – Columbia; 2007. [cited 2020 Aug 14]. Available from: https://doi.org/10.32469/10355/4748.

Council of Science Editors:

Matthews, Kristin W. 1. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. [Doctoral Dissertation]. University of Missouri – Columbia; 2007. Available from: https://doi.org/10.32469/10355/4748


The Ohio State University

17. Huelskamp, Lisa Mary. THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  The need for effective teachers is growing while national and state standards are putting ever-increasing demands on teachers and raising expectations for student achievement.… (more)

Subjects/Keywords: Science Education; problem-based learning; inquiry; science education; technology education; educational technology; science discipline integration; STEM education; middle level learners; middle school; teacher education; preservice preparation; computer simulation; instruc

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

APA (6th Edition):

Huelskamp, L. M. (2009). THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1242662952

Chicago Manual of Style (16th Edition):

Huelskamp, Lisa Mary. “THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS.” 2009. Doctoral Dissertation, The Ohio State University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242662952.

MLA Handbook (7th Edition):

Huelskamp, Lisa Mary. “THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS.” 2009. Web. 14 Aug 2020.

Vancouver:

Huelskamp LM. THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242662952.

Council of Science Editors:

Huelskamp LM. THE IMPACT OF PROBLEM-BASED LEARNING WITH COMPUTER SIMULATION ON MIDDLE LEVEL EDUCATORS' INSTRUCTIONAL PRACTICES AND UNDERSTANDING OF THE NATURE OF MIDDLE LEVEL LEARNERS. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242662952


University of Missouri – Columbia

18. Matthews, Kristin W., 1966-. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.

Degree: PhD, 2007, University of Missouri – Columbia

 The purpose of this study was to analyze the relationships among teachers' assessment practices, instructional leadership, and student achievement in the middle level schools in… (more)

Subjects/Keywords: Missouri Assessment Program; Middle level principalship; Leadership  – Education (Middle school); Academic achievement

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

APA (6th Edition):

Matthews, Kristin W., 1. (2007). The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. (Doctoral Dissertation). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/4748

Chicago Manual of Style (16th Edition):

Matthews, Kristin W., 1966-. “The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.” 2007. Doctoral Dissertation, University of Missouri – Columbia. Accessed August 14, 2020. http://hdl.handle.net/10355/4748.

MLA Handbook (7th Edition):

Matthews, Kristin W., 1966-. “The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement.” 2007. Web. 14 Aug 2020.

Vancouver:

Matthews, Kristin W. 1. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. [Internet] [Doctoral dissertation]. University of Missouri – Columbia; 2007. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10355/4748.

Council of Science Editors:

Matthews, Kristin W. 1. The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement. [Doctoral Dissertation]. University of Missouri – Columbia; 2007. Available from: http://hdl.handle.net/10355/4748


University of South Florida

19. Bergstrom, Teresa Michelle. Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers.

Degree: 2015, University of South Florida

 This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students… (more)

Subjects/Keywords: Curricular-Instructional Gatekeeping; Differentiation; Gifted Education; Middle Level Education; Social Studies Education; Gifted Education; Junior High, Intermediate, Middle School Education and Teaching; Other Education

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

APA (6th Edition):

Bergstrom, T. M. (2015). Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5910

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):

Bergstrom, Teresa Michelle. “Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers.” 2015. Thesis, University of South Florida. Accessed August 14, 2020. https://scholarcommons.usf.edu/etd/5910.

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

MLA Handbook (7th Edition):

Bergstrom, Teresa Michelle. “Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers.” 2015. Web. 14 Aug 2020.

Vancouver:

Bergstrom TM. Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Aug 14]. Available from: https://scholarcommons.usf.edu/etd/5910.

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

Council of Science Editors:

Bergstrom TM. Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5910

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


University of Missouri – Columbia

20. Klinginsmith, E. Nyle, 1948-. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.

Degree: 2007, University of Missouri – Columbia

 This study examined the relationship of three factors of principal leadership, managerial, instructional, and transformational. A total of 1,703 teachers from 133 middle level public… (more)

Subjects/Keywords: Missouri Assessment Program; Middle level principalship; Leadership  – Education (Middle school); Middle school education; Academic achievement

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

APA (6th Edition):

Klinginsmith, E. Nyle, 1. (2007). The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/4772

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):

Klinginsmith, E. Nyle, 1948-. “The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.” 2007. Thesis, University of Missouri – Columbia. Accessed August 14, 2020. https://doi.org/10.32469/10355/4772.

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

MLA Handbook (7th Edition):

Klinginsmith, E. Nyle, 1948-. “The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.” 2007. Web. 14 Aug 2020.

Vancouver:

Klinginsmith, E. Nyle 1. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. [Internet] [Thesis]. University of Missouri – Columbia; 2007. [cited 2020 Aug 14]. Available from: https://doi.org/10.32469/10355/4772.

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

Council of Science Editors:

Klinginsmith, E. Nyle 1. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. [Thesis]. University of Missouri – Columbia; 2007. Available from: https://doi.org/10.32469/10355/4772

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


University of Missouri – Columbia

21. Klinginsmith, E. Nyle, 1948-. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.

Degree: 2007, University of Missouri – Columbia

 This study examined the relationship of three factors of principal leadership, managerial, instructional, and transformational. A total of 1,703 teachers from 133 middle level public… (more)

Subjects/Keywords: Missouri Assessment Program; Middle level principalship; Leadership  – Education (Middle school); Middle school education; Academic achievement

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

APA (6th Edition):

Klinginsmith, E. Nyle, 1. (2007). The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/4772

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):

Klinginsmith, E. Nyle, 1948-. “The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.” 2007. Thesis, University of Missouri – Columbia. Accessed August 14, 2020. http://hdl.handle.net/10355/4772.

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

MLA Handbook (7th Edition):

Klinginsmith, E. Nyle, 1948-. “The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools.” 2007. Web. 14 Aug 2020.

Vancouver:

Klinginsmith, E. Nyle 1. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. [Internet] [Thesis]. University of Missouri – Columbia; 2007. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10355/4772.

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

Council of Science Editors:

Klinginsmith, E. Nyle 1. The relative impact of principal managerial, instructional, and transformational leadership on student achievement in Missouri middle level schools. [Thesis]. University of Missouri – Columbia; 2007. Available from: http://hdl.handle.net/10355/4772

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


Liberty University

22. Richardson, Dimetri. A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to describe the experiences of grade level retention for twice retained, middle school students in Eastern Virginia. During… (more)

Subjects/Keywords: Middle School Students; Grade Level Retention; Student Attitudes; Effects of Retention; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology

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

APA (6th Edition):

Richardson, D. (2016). A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1186

Chicago Manual of Style (16th Edition):

Richardson, Dimetri. “A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained.” 2016. Doctoral Dissertation, Liberty University. Accessed August 14, 2020. http://digitalcommons.liberty.edu/doctoral/1186.

MLA Handbook (7th Edition):

Richardson, Dimetri. “A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained.” 2016. Web. 14 Aug 2020.

Vancouver:

Richardson D. A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Aug 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1186.

Council of Science Editors:

Richardson D. A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1186


Texas Tech University

23. Duke, Billy J. A college approach to fractals in middle school.

Degree: 2005, Texas Tech University

 The algebra and geometry of complex numbers were presented to eighth and ninth grade mathematics classes. The purpose of the presentations was to determine if… (more)

Subjects/Keywords: Interest, level of; Middle school math; Complex numbers; Research; Mathematics

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APA (6th Edition):

Duke, B. J. (2005). A college approach to fractals in middle school. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/10920

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

Chicago Manual of Style (16th Edition):

Duke, Billy J. “A college approach to fractals in middle school.” 2005. Thesis, Texas Tech University. Accessed August 14, 2020. http://hdl.handle.net/2346/10920.

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

MLA Handbook (7th Edition):

Duke, Billy J. “A college approach to fractals in middle school.” 2005. Web. 14 Aug 2020.

Vancouver:

Duke BJ. A college approach to fractals in middle school. [Internet] [Thesis]. Texas Tech University; 2005. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2346/10920.

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

Council of Science Editors:

Duke BJ. A college approach to fractals in middle school. [Thesis]. Texas Tech University; 2005. Available from: http://hdl.handle.net/2346/10920

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

24. Smith, Kim. UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS.

Degree: Education Specialist, Education, Leadership and Public Service, 2019, Northen Michigan University

  The purpose of this study was to identify historical trends of neglect in plant biology education, their continuation today in Michigan middle school classrooms,… (more)

Subjects/Keywords: plant neglect; botanical capacity; plant biology education; Michigan middle school; Next Generation Science Standards; Grade Level Content Expectations; Life Science in Michigan middle schools; Botany; Education; Junior High, Intermediate, Middle School Education and Teaching; Life Sciences; Plant Biology; Plant Sciences; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Smith, K. (2019). UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/586

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):

Smith, Kim. “UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS.” 2019. Thesis, Northen Michigan University. Accessed August 14, 2020. https://commons.nmu.edu/theses/586.

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

MLA Handbook (7th Edition):

Smith, Kim. “UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS.” 2019. Web. 14 Aug 2020.

Vancouver:

Smith K. UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS. [Internet] [Thesis]. Northen Michigan University; 2019. [cited 2020 Aug 14]. Available from: https://commons.nmu.edu/theses/586.

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

Council of Science Editors:

Smith K. UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS. [Thesis]. Northen Michigan University; 2019. Available from: https://commons.nmu.edu/theses/586

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


University of Arkansas

25. Ewton, Michael. Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel.

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

  With the literature and many schools and school districts advocating for enhanced communication and engagement with parents, families, and the community at large, it… (more)

Subjects/Keywords: Employee Engagement; Leadership Styles; Non-Instructional Personnel; Professional Relationships; School-Level Administration; School Operations; School Support Services; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Psychology; Elementary and Middle and Secondary Education Administration; Secondary Education

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

APA (6th Edition):

Ewton, M. (2019). Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3228

Chicago Manual of Style (16th Edition):

Ewton, Michael. “Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel.” 2019. Doctoral Dissertation, University of Arkansas. Accessed August 14, 2020. https://scholarworks.uark.edu/etd/3228.

MLA Handbook (7th Edition):

Ewton, Michael. “Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel.” 2019. Web. 14 Aug 2020.

Vancouver:

Ewton M. Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2020 Aug 14]. Available from: https://scholarworks.uark.edu/etd/3228.

Council of Science Editors:

Ewton M. Dominant Leadership Dynamics of School Administrators Leading Non-Instructional Personnel. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3228


Kansas State University

26. Riegel, Marcus L. An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass.

Degree: MM, Department of Music, 2008, Kansas State University

 The following document is research and analysis from the comprehensive examination question based on the Graduate Conducting Recital of Marcus L. Riegel. The recital, performed… (more)

Subjects/Keywords: Middle level band literature; Music; Middle School Band; Band Literature; Education, Music (0522); Music (0413)

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

APA (6th Edition):

Riegel, M. L. (2008). An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1130

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):

Riegel, Marcus L. “An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass.” 2008. Thesis, Kansas State University. Accessed August 14, 2020. http://hdl.handle.net/2097/1130.

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

MLA Handbook (7th Edition):

Riegel, Marcus L. “An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass.” 2008. Web. 14 Aug 2020.

Vancouver:

Riegel ML. An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass. [Internet] [Thesis]. Kansas State University; 2008. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2097/1130.

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

Council of Science Editors:

Riegel ML. An analytical and historical examination of six works for middle level wind band: Bells of freedom (grade 1) by David Gillingham, Rising star (grade 1) by Samuel R. Hazo, Achilles’ wrath (grade 2) by Sean O’Laughlin, Kenya contrasts (grade 2.5) by William Himes, On the wings of swallows (grade 3) by Michael Sweeney, and Old churches (grade 3) by Michael Colgrass. [Thesis]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1130

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


Utah State University

27. Harris Brown, Shannon. Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students.

Degree: PhD, Special Education and Rehabilitation, 2020, Utah State University

  Teacher questioning may be an effective instructional procedure for building students’ reading comprehension. Strategically asking questions at two different levels, low-level (text explicit) and… (more)

Subjects/Keywords: questions; teacher questions; strategic questioning; reading lessons; low-level questions; high-level questions; text explicit; text implicit; script implicit; classroom discourse; teacher instruction; effective instruction; accuracy; reading comprehension; text-based reading comprehension; student interest; narrative text; story grammar; middle school; learning disability; special education; low performers; question sequences; comprehension units; Special Education and Teaching

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APA (6th Edition):

Harris Brown, S. (2020). Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7766

Chicago Manual of Style (16th Edition):

Harris Brown, Shannon. “Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students.” 2020. Doctoral Dissertation, Utah State University. Accessed August 14, 2020. https://digitalcommons.usu.edu/etd/7766.

MLA Handbook (7th Edition):

Harris Brown, Shannon. “Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students.” 2020. Web. 14 Aug 2020.

Vancouver:

Harris Brown S. Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students. [Internet] [Doctoral dissertation]. Utah State University; 2020. [cited 2020 Aug 14]. Available from: https://digitalcommons.usu.edu/etd/7766.

Council of Science Editors:

Harris Brown S. Teacher Questions in the Classroom: The Effects of Using a Low- to High-Level Questioning Sequence on the Text-Based Reading Comprehension Outcomes of Low-Performing Students. [Doctoral Dissertation]. Utah State University; 2020. Available from: https://digitalcommons.usu.edu/etd/7766

28. Hearn, Lindsay Michelle. Playing in the middle : the value of the arts in middle level education.

Degree: MFA, Theatre, 2014, University of Texas – Austin

 In 2012, the Austin Independent School District implemented a ten-year Creative Learning Initiative to develop every school in the district into an arts rich school.… (more)

Subjects/Keywords: Theater; Drama; Middle school; Middle level education; Fine arts; Arts education; Arts rich; Creative learning; Youth perspective

…a definition of arts richness and its implications at the middle school level… …student teach” in a middle school in Evanston, Illinois under the supervision and guidance of… …programming affect his experience in middle school? This thesis documents an applied theatre… …middle school, I developed this study. I partnered with a theatre teacher at Woodview Middle… …researcher and teacher/director to devise a performance with twenty middle school 1 Names of… 

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

APA (6th Edition):

Hearn, L. M. (2014). Playing in the middle : the value of the arts in middle level education. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26853

Chicago Manual of Style (16th Edition):

Hearn, Lindsay Michelle. “Playing in the middle : the value of the arts in middle level education.” 2014. Masters Thesis, University of Texas – Austin. Accessed August 14, 2020. http://hdl.handle.net/2152/26853.

MLA Handbook (7th Edition):

Hearn, Lindsay Michelle. “Playing in the middle : the value of the arts in middle level education.” 2014. Web. 14 Aug 2020.

Vancouver:

Hearn LM. Playing in the middle : the value of the arts in middle level education. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2152/26853.

Council of Science Editors:

Hearn LM. Playing in the middle : the value of the arts in middle level education. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26853

29. She, Xiaobo, Ms. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.

Degree: Curriculum & Instruction, 2011, Texas Tech University

 A multitude of studies have revealed that considerable numbers of preservice teachers have impoverished understanding of many mathematics concepts and processes they need for teaching… (more)

Subjects/Keywords: Mathematics education; Preservice teachers; Middle school level; Instructional interventions; Mathematical content knowledge

…quantitative data reported that the participating middle school preservice teachers possessed a poor… …mathematical ideas, first introduced in middle school algebra. Linear function can be written as y… …sample. Participants were middle level mathematics preservice teachers. Therefore the results… …The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the… …This study scrutinized and probed middle level preservice teachers’ subject content knowledge… 

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

APA (6th Edition):

She, Xiaobo, M. (2011). Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2011-08-1795

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):

She, Xiaobo, Ms. “Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.” 2011. Thesis, Texas Tech University. Accessed August 14, 2020. http://hdl.handle.net/2346/ETD-TTU-2011-08-1795.

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

MLA Handbook (7th Edition):

She, Xiaobo, Ms. “Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.” 2011. Web. 14 Aug 2020.

Vancouver:

She, Xiaobo M. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1795.

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

Council of Science Editors:

She, Xiaobo M. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1795

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


University of Florida

30. Crawford, Yashica. Level of Voice and Self-Construal Among African-American Middle and High School Students.

Degree: PhD, Educational Psychology, 2009, University of Florida

 The primary purpose of this study was to identify the relationship between level of voice and self-construal among African-American adolescents. Level of voice is a… (more)

Subjects/Keywords: Adolescents; African Americans; Classrooms; High school students; Parents; Stereotypes; Students; Teachers; Women; Womens studies; african, high, level, middle, self

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

APA (6th Edition):

Crawford, Y. (2009). Level of Voice and Self-Construal Among African-American Middle and High School Students. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0024846

Chicago Manual of Style (16th Edition):

Crawford, Yashica. “Level of Voice and Self-Construal Among African-American Middle and High School Students.” 2009. Doctoral Dissertation, University of Florida. Accessed August 14, 2020. https://ufdc.ufl.edu/UFE0024846.

MLA Handbook (7th Edition):

Crawford, Yashica. “Level of Voice and Self-Construal Among African-American Middle and High School Students.” 2009. Web. 14 Aug 2020.

Vancouver:

Crawford Y. Level of Voice and Self-Construal Among African-American Middle and High School Students. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Aug 14]. Available from: https://ufdc.ufl.edu/UFE0024846.

Council of Science Editors:

Crawford Y. Level of Voice and Self-Construal Among African-American Middle and High School Students. [Doctoral Dissertation]. University of Florida; 2009. Available from: https://ufdc.ufl.edu/UFE0024846

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