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You searched for subject:(NCLB). Showing records 1 – 30 of 165 total matches.

[1] [2] [3] [4] [5] [6]

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University of Southern California

1. Almaguer, Priscilla E. A case study: a thriving secondary arts progrm in the face of high-stakes accountability.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the Conceptual Model: The Struggle for Arts Education as a representative of an array of facets that collectively improve student learning by… (more)

Subjects/Keywords: thriving arts; NCLB; secondary; accountability

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APA (6th Edition):

Almaguer, P. E. (2013). A case study: a thriving secondary arts progrm in the face of high-stakes accountability. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252580/rec/89

Chicago Manual of Style (16th Edition):

Almaguer, Priscilla E. “A case study: a thriving secondary arts progrm in the face of high-stakes accountability.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252580/rec/89.

MLA Handbook (7th Edition):

Almaguer, Priscilla E. “A case study: a thriving secondary arts progrm in the face of high-stakes accountability.” 2013. Web. 20 Sep 2020.

Vancouver:

Almaguer PE. A case study: a thriving secondary arts progrm in the face of high-stakes accountability. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252580/rec/89.

Council of Science Editors:

Almaguer PE. A case study: a thriving secondary arts progrm in the face of high-stakes accountability. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/252580/rec/89


University of Southern California

2. Payton, Chandra Wati. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Despite NCLB, the common public opinion is that the achievement gap has widened, especially for English Language Learners (ELLS). As such, it is important to… (more)

Subjects/Keywords: NCLB; ELLs; achievement gap; ELA

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APA (6th Edition):

Payton, C. W. (2014). A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233

Chicago Manual of Style (16th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

MLA Handbook (7th Edition):

Payton, Chandra Wati. “A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012.” 2014. Web. 20 Sep 2020.

Vancouver:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233.

Council of Science Editors:

Payton CW. A longitudinal study on the performance of English language learners in English language arts in California from 2003-2012. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/441424/rec/233


University of North Texas

3. Lovoll, Andrea K. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.

Degree: 2013, University of North Texas

 Since the passing of No Child Left Behind Act in 2001, the United States' secondary education system has undergone significant changes. In this study, I… (more)

Subjects/Keywords: NCLB; Forum Theatre; standardized testing

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APA (6th Edition):

Lovoll, A. K. (2013). "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271859/

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):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Thesis, University of North Texas. Accessed September 20, 2020. https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

MLA Handbook (7th Edition):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Web. 20 Sep 2020.

Vancouver:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Sep 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

Council of Science Editors:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/

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


Penn State University

4. Miller, Barbara Jean. The Changing Roles of School Counselors in an Era of School Accountability .

Degree: 2010, Penn State University

 The primary purpose of this study was to explore how the No Child Left Behind Act has impacted the traditional responsibilities of high school counselors.… (more)

Subjects/Keywords: school counselors; NCLB

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APA (6th Edition):

Miller, B. J. (2010). The Changing Roles of School Counselors in an Era of School Accountability . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10306

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):

Miller, Barbara Jean. “The Changing Roles of School Counselors in an Era of School Accountability .” 2010. Thesis, Penn State University. Accessed September 20, 2020. https://submit-etda.libraries.psu.edu/catalog/10306.

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

MLA Handbook (7th Edition):

Miller, Barbara Jean. “The Changing Roles of School Counselors in an Era of School Accountability .” 2010. Web. 20 Sep 2020.

Vancouver:

Miller BJ. The Changing Roles of School Counselors in an Era of School Accountability . [Internet] [Thesis]. Penn State University; 2010. [cited 2020 Sep 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/10306.

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

Council of Science Editors:

Miller BJ. The Changing Roles of School Counselors in an Era of School Accountability . [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/10306

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


Penn State University

5. Burrows, Debra Casale. Teacher Use of Data to Guide Instructional Practice in Elementary Schools .

Degree: 2011, Penn State University

 This descriptive study focused on the degree to which data-driven decision making as envisioned by the federal No Child Left Behind (NCLB) legislation was actually… (more)

Subjects/Keywords: data driven decision making; data use; NCLB

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APA (6th Edition):

Burrows, D. C. (2011). Teacher Use of Data to Guide Instructional Practice in Elementary Schools . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11625

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):

Burrows, Debra Casale. “Teacher Use of Data to Guide Instructional Practice in Elementary Schools .” 2011. Thesis, Penn State University. Accessed September 20, 2020. https://submit-etda.libraries.psu.edu/catalog/11625.

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

MLA Handbook (7th Edition):

Burrows, Debra Casale. “Teacher Use of Data to Guide Instructional Practice in Elementary Schools .” 2011. Web. 20 Sep 2020.

Vancouver:

Burrows DC. Teacher Use of Data to Guide Instructional Practice in Elementary Schools . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Sep 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/11625.

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

Council of Science Editors:

Burrows DC. Teacher Use of Data to Guide Instructional Practice in Elementary Schools . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11625

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


The Ohio State University

6. Karno, Donna. A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act.

Degree: PhD, Human Development and Family Science, 2008, The Ohio State University

  The role ideology plays in human activity has undergone a resurgence of interest (Jost, 2006; Rudolph, and Evans, 2005; Van Hiel, Mervielde, and De… (more)

Subjects/Keywords: Social Research; Ideology; Authoritarianism; NCLB; RHYA

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APA (6th Edition):

Karno, D. (2008). A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1221236227

Chicago Manual of Style (16th Edition):

Karno, Donna. “A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act.” 2008. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1221236227.

MLA Handbook (7th Edition):

Karno, Donna. “A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act.” 2008. Web. 20 Sep 2020.

Vancouver:

Karno D. A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1221236227.

Council of Science Editors:

Karno D. A Theoretical Exploration Of Authoritarianism, Ideology And Generativity: No Child Left Behind And The Runaway And Homeless Youth Act. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1221236227


Washington State University

7. [No author]. Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts .

Degree: 2012, Washington State University

 This study began as an action research project to determine if the elementary highly capable program should be altered or redesigned in Camas. Questions raised… (more)

Subjects/Keywords: Educational leadership; Gifted; Highly Capable; NCLB

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APA (6th Edition):

author], [. (2012). Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4162

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):

author], [No. “Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts .” 2012. Thesis, Washington State University. Accessed September 20, 2020. http://hdl.handle.net/2376/4162.

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

MLA Handbook (7th Edition):

author], [No. “Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts .” 2012. Web. 20 Sep 2020.

Vancouver:

author] [. Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/2376/4162.

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

Council of Science Editors:

author] [. Evolution of Elementary Highly Capable Programs in the Era of NCLB: A Comparison of Three School Districts . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4162

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


Oklahoma State University

8. Martin, Rick. Relationship Between College Readiness, Oklahoma State Testing Program, and Explore.

Degree: School of Teaching and Curriculum Leadership, 2010, Oklahoma State University

 The study investigated the relationship between performance on the Oklahoma State Testing Program (OSTP) for grades 3-7 and the EXPLORE test in math and reading… (more)

Subjects/Keywords: accountability; naep; nclb; oklahoma; policy; proficiency

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APA (6th Edition):

Martin, R. (2010). Relationship Between College Readiness, Oklahoma State Testing Program, and Explore. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7497

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):

Martin, Rick. “Relationship Between College Readiness, Oklahoma State Testing Program, and Explore.” 2010. Thesis, Oklahoma State University. Accessed September 20, 2020. http://hdl.handle.net/11244/7497.

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

MLA Handbook (7th Edition):

Martin, Rick. “Relationship Between College Readiness, Oklahoma State Testing Program, and Explore.” 2010. Web. 20 Sep 2020.

Vancouver:

Martin R. Relationship Between College Readiness, Oklahoma State Testing Program, and Explore. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/11244/7497.

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

Council of Science Editors:

Martin R. Relationship Between College Readiness, Oklahoma State Testing Program, and Explore. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7497

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


Boston College

9. Norton, Beth A. Educational Implications of Adequate Yearly Progress Policies for Students of Color.

Degree: PhD, Educational Leadership and Higher Education, 2013, Boston College

 The No Child Left Behind Act of 2001 (NCLB) increased the role of the federal government in the education of America's children, raising the standards… (more)

Subjects/Keywords: accountability; dropout; NCLB; race; retention; testing

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APA (6th Edition):

Norton, B. A. (2013). Educational Implications of Adequate Yearly Progress Policies for Students of Color. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101237

Chicago Manual of Style (16th Edition):

Norton, Beth A. “Educational Implications of Adequate Yearly Progress Policies for Students of Color.” 2013. Doctoral Dissertation, Boston College. Accessed September 20, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101237.

MLA Handbook (7th Edition):

Norton, Beth A. “Educational Implications of Adequate Yearly Progress Policies for Students of Color.” 2013. Web. 20 Sep 2020.

Vancouver:

Norton BA. Educational Implications of Adequate Yearly Progress Policies for Students of Color. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2020 Sep 20]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101237.

Council of Science Editors:

Norton BA. Educational Implications of Adequate Yearly Progress Policies for Students of Color. [Doctoral Dissertation]. Boston College; 2013. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101237


University of Houston

10. Troutman, James Doyle. STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.

Degree: EdD, Professional Leadership, 2014, University of Houston

 The purpose of this mixed methods study was to investigate federal and state accountability policies and the relation between school district accountability and school district… (more)

Subjects/Keywords: State Takeovers; No Child Left Behind (NCLB)

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

APA (6th Edition):

Troutman, J. D. (2014). STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1437

Chicago Manual of Style (16th Edition):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Doctoral Dissertation, University of Houston. Accessed September 20, 2020. http://hdl.handle.net/10657/1437.

MLA Handbook (7th Edition):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Web. 20 Sep 2020.

Vancouver:

Troutman JD. STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10657/1437.

Council of Science Editors:

Troutman JD. STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1437


University of Southern California

11. Muñoz, Monica. Navigating a way out of program improvement: a case study analysis.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study was conducted to ascertain what leadership actions best position a principal to facilitate his school‘s exit from Program Improvement (PI) designation. Existing research… (more)

Subjects/Keywords: principals; leadership; trust; NCLB; program improvement; teachers

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APA (6th Edition):

Muñoz, M. (2014). Navigating a way out of program improvement: a case study analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4344

Chicago Manual of Style (16th Edition):

Muñoz, Monica. “Navigating a way out of program improvement: a case study analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4344.

MLA Handbook (7th Edition):

Muñoz, Monica. “Navigating a way out of program improvement: a case study analysis.” 2014. Web. 20 Sep 2020.

Vancouver:

Muñoz M. Navigating a way out of program improvement: a case study analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4344.

Council of Science Editors:

Muñoz M. Navigating a way out of program improvement: a case study analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4344


Louisiana State University

12. Popps, Tiffany Ann. Agriscience program - using the No Child Left Behind principles of education.

Degree: MS, Human Resources Management, 2005, Louisiana State University

 The purpose of this study was to determine the extent of use of the eight educational principles included in the No Child Left Behind act… (more)

Subjects/Keywords: agriscience program; NCLB

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APA (6th Edition):

Popps, T. A. (2005). Agriscience program - using the No Child Left Behind principles of education. (Masters Thesis). Louisiana State University. Retrieved from etd-01232006-184352 ; https://digitalcommons.lsu.edu/gradschool_theses/1343

Chicago Manual of Style (16th Edition):

Popps, Tiffany Ann. “Agriscience program - using the No Child Left Behind principles of education.” 2005. Masters Thesis, Louisiana State University. Accessed September 20, 2020. etd-01232006-184352 ; https://digitalcommons.lsu.edu/gradschool_theses/1343.

MLA Handbook (7th Edition):

Popps, Tiffany Ann. “Agriscience program - using the No Child Left Behind principles of education.” 2005. Web. 20 Sep 2020.

Vancouver:

Popps TA. Agriscience program - using the No Child Left Behind principles of education. [Internet] [Masters thesis]. Louisiana State University; 2005. [cited 2020 Sep 20]. Available from: etd-01232006-184352 ; https://digitalcommons.lsu.edu/gradschool_theses/1343.

Council of Science Editors:

Popps TA. Agriscience program - using the No Child Left Behind principles of education. [Masters Thesis]. Louisiana State University; 2005. Available from: etd-01232006-184352 ; https://digitalcommons.lsu.edu/gradschool_theses/1343


University of Montana

13. Gosnell-Lamb, Judith L. The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011.

Degree: Doctor of Education (EdD), 2011, University of Montana

  With the advent of No Child Left behind in 2002, public education in the United States entered into a reform movement with mounting consequences… (more)

Subjects/Keywords: elementary; federal; mandates; NCLB; principal; teacher

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APA (6th Edition):

Gosnell-Lamb, J. L. (2011). The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1347

Chicago Manual of Style (16th Edition):

Gosnell-Lamb, Judith L. “The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011.” 2011. Doctoral Dissertation, University of Montana. Accessed September 20, 2020. https://scholarworks.umt.edu/etd/1347.

MLA Handbook (7th Edition):

Gosnell-Lamb, Judith L. “The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011.” 2011. Web. 20 Sep 2020.

Vancouver:

Gosnell-Lamb JL. The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011. [Internet] [Doctoral dissertation]. University of Montana; 2011. [cited 2020 Sep 20]. Available from: https://scholarworks.umt.edu/etd/1347.

Council of Science Editors:

Gosnell-Lamb JL. The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011. [Doctoral Dissertation]. University of Montana; 2011. Available from: https://scholarworks.umt.edu/etd/1347


University of Georgia

14. Davis, Donnie Ray. Policies and practice.

Degree: 2014, University of Georgia

 The purpose of this multiple-interview study is to illustrate how accountability mandates provided by the No Child Left Behind Act of 2001 (NCLB) impact the… (more)

Subjects/Keywords: Policy; NCLB; Race; Flexibility; Autonomy; Charter School

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APA (6th Edition):

Davis, D. R. (2014). Policies and practice. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27921

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, Donnie Ray. “Policies and practice.” 2014. Thesis, University of Georgia. Accessed September 20, 2020. http://hdl.handle.net/10724/27921.

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

MLA Handbook (7th Edition):

Davis, Donnie Ray. “Policies and practice.” 2014. Web. 20 Sep 2020.

Vancouver:

Davis DR. Policies and practice. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10724/27921.

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

Council of Science Editors:

Davis DR. Policies and practice. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27921

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


Vanderbilt University

15. Teasley, Bettie Suzanne. The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.

Degree: MS, Leadership and Policy Studies, 2017, Vanderbilt University

 This paper explore the choice provisions contained within the No Child Left Behind Act (NCLB). Examining the literature around student mobility in the context of… (more)

Subjects/Keywords: School Choice; NCLB; Student Mobility; School Choice and Achievement; NCLB School Choice

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APA (6th Edition):

Teasley, B. S. (2017). The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12197

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):

Teasley, Bettie Suzanne. “The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.” 2017. Thesis, Vanderbilt University. Accessed September 20, 2020. http://hdl.handle.net/1803/12197.

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

MLA Handbook (7th Edition):

Teasley, Bettie Suzanne. “The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs.” 2017. Web. 20 Sep 2020.

Vancouver:

Teasley BS. The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. [Internet] [Thesis]. Vanderbilt University; 2017. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1803/12197.

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

Council of Science Editors:

Teasley BS. The NCLB Choice Provisions and Effects of Mobility: A Review of the Literature and Research Designs. [Thesis]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/12197

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


University of Southern California

16. Gavrilovic, Daniel Miodrag. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.

Degree: EdD, Education, 2013, University of Southern California

 The No Child Left Behind Act of 2001 has put many schools under a lot of pressure to meet its high demands. In this quantitative… (more)

Subjects/Keywords: math performance under NCLB; California math success; opportunity to learn; high school math performance; effects of NCLB

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

APA (6th Edition):

Gavrilovic, D. M. (2013). Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2575

Chicago Manual of Style (16th Edition):

Gavrilovic, Daniel Miodrag. “Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2575.

MLA Handbook (7th Edition):

Gavrilovic, Daniel Miodrag. “Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.” 2013. Web. 20 Sep 2020.

Vancouver:

Gavrilovic DM. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2575.

Council of Science Editors:

Gavrilovic DM. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2575


Temple University

17. Carlin, William Francis. A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era.

Degree: 2010, Temple University

Educational Administration

Ed.D.

This case study examined the extent to which the No Child Left Behind mandate has contributed to principal stress, specifically in middle… (more)

Subjects/Keywords: Educational leadership; AYP; Interventions; Law as great equalizer; NCLB; Principals; Stress

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APA (6th Edition):

Carlin, W. F. (2010). A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,84099

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):

Carlin, William Francis. “A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era.” 2010. Thesis, Temple University. Accessed September 20, 2020. http://digital.library.temple.edu/u?/p245801coll10,84099.

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

MLA Handbook (7th Edition):

Carlin, William Francis. “A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era.” 2010. Web. 20 Sep 2020.

Vancouver:

Carlin WF. A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Sep 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,84099.

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

Council of Science Editors:

Carlin WF. A Qualitative Study of the Perceived Stress Levels of Principals In The No Child Left Behind Era. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,84099

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


Vanderbilt University

18. Mitani, Hajime. School Principals under Accountability.

Degree: PhD, Leadership and Policy Studies, 2016, Vanderbilt University

 The federal No Child Left Behind (NCLB) Act of 2001 was a performance-based school accountability system. The basic assumption behind this system was that its… (more)

Subjects/Keywords: school leadership; NCLB; school principals; educational leadership; accountability

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APA (6th Edition):

Mitani, H. (2016). School Principals under Accountability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12816

Chicago Manual of Style (16th Edition):

Mitani, Hajime. “School Principals under Accountability.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed September 20, 2020. http://hdl.handle.net/1803/12816.

MLA Handbook (7th Edition):

Mitani, Hajime. “School Principals under Accountability.” 2016. Web. 20 Sep 2020.

Vancouver:

Mitani H. School Principals under Accountability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1803/12816.

Council of Science Editors:

Mitani H. School Principals under Accountability. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12816


Penn State University

19. Cummings, Eric William. THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT.

Degree: 2008, Penn State University

 The No Child Left Behind Act (NCLB) mandates that all children will achieve proficiency on assessments of rigorous academic standards, which contradicts what are assumed… (more)

Subjects/Keywords: Education Policy; Policy Implementation; NCLB

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APA (6th Edition):

Cummings, E. W. (2008). THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7413

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):

Cummings, Eric William. “THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT.” 2008. Thesis, Penn State University. Accessed September 20, 2020. https://submit-etda.libraries.psu.edu/catalog/7413.

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

MLA Handbook (7th Edition):

Cummings, Eric William. “THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT.” 2008. Web. 20 Sep 2020.

Vancouver:

Cummings EW. THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Sep 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/7413.

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

Council of Science Editors:

Cummings EW. THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7413

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


Temple University

20. Konrad, Lubomyr Stefan. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.

Degree: 2018, Temple University

Educational Administration

Ed.D.

This qualitative, phenomenological study examined teachers' experiences of the policy context of the fall of 2013 in the School District of Philadelphia.… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Konrad, L. S. (2018). CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,525526

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):

Konrad, Lubomyr Stefan. “CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.” 2018. Thesis, Temple University. Accessed September 20, 2020. http://digital.library.temple.edu/u?/p245801coll10,525526.

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

MLA Handbook (7th Edition):

Konrad, Lubomyr Stefan. “CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013.” 2018. Web. 20 Sep 2020.

Vancouver:

Konrad LS. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. [Internet] [Thesis]. Temple University; 2018. [cited 2020 Sep 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,525526.

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

Council of Science Editors:

Konrad LS. CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,525526

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


Virginia Tech

21. Howard-Anzalone, Barbara L. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.

Degree: EdD, Teaching and Learning, 2011, Virginia Tech

 This is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened… (more)

Subjects/Keywords: literacy; staff development; No Child Left Behind (NCLB); achievement gap; ethnography

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APA (6th Edition):

Howard-Anzalone, B. L. (2011). An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77198

Chicago Manual of Style (16th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 20, 2020. http://hdl.handle.net/10919/77198.

MLA Handbook (7th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Web. 20 Sep 2020.

Vancouver:

Howard-Anzalone BL. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10919/77198.

Council of Science Editors:

Howard-Anzalone BL. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77198


Mississippi State University

22. Cole-Bush, Mary. Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress.

Degree: PhD, Counseling and Educational Psychology, 2014, Mississippi State University

  The purpose of this study was to determine if the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) reading and math assessments are… (more)

Subjects/Keywords: NCLB; MCT2; NWEA; MAP; multiple regression; academic standards

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APA (6th Edition):

Cole-Bush, M. (2014). Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06272014-111120/ ;

Chicago Manual of Style (16th Edition):

Cole-Bush, Mary. “Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress.” 2014. Doctoral Dissertation, Mississippi State University. Accessed September 20, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06272014-111120/ ;.

MLA Handbook (7th Edition):

Cole-Bush, Mary. “Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress.” 2014. Web. 20 Sep 2020.

Vancouver:

Cole-Bush M. Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2020 Sep 20]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06272014-111120/ ;.

Council of Science Editors:

Cole-Bush M. Predicting Mississippi Curriculum Testing Program, Second Edition performance using the Northwest Evaluation Association Measures of Academic Progress. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06272014-111120/ ;


East Tennessee State University

23. Hodges, Candace D. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to examine the degree of correlation between the Scantron Achievement Series (SAS) benchmark assessment in reading and the… (more)

Subjects/Keywords: Benchmark Testing; TCAP; Assessment; Standardized Testing; NCLB; Educational Leadership

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APA (6th Edition):

Hodges, C. D. (2014). TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2431

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):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Thesis, East Tennessee State University. Accessed September 20, 2020. https://dc.etsu.edu/etd/2431.

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

MLA Handbook (7th Edition):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Web. 20 Sep 2020.

Vancouver:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Internet] [Thesis]. East Tennessee State University; 2014. [cited 2020 Sep 20]. Available from: https://dc.etsu.edu/etd/2431.

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

Council of Science Editors:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Thesis]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2431

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


University of Illinois – Chicago

24. Scholz, Carrie L. NCLB's effects on teachers' perceptions, satisfaction, and career intentions.

Degree: 2013, University of Illinois – Chicago

 The purpose of this study was to measure the relationship between NCLB and teachers' workplace perceptions, career satisfaction, and career intentions. I employed two designs… (more)

Subjects/Keywords: No Child Left Behind (NCLB); accountability; teacher; perceptions; satisfaction; career intentions

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APA (6th Edition):

Scholz, C. L. (2013). NCLB's effects on teachers' perceptions, satisfaction, and career intentions. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10027

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):

Scholz, Carrie L. “NCLB's effects on teachers' perceptions, satisfaction, and career intentions.” 2013. Thesis, University of Illinois – Chicago. Accessed September 20, 2020. http://hdl.handle.net/10027/10027.

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

MLA Handbook (7th Edition):

Scholz, Carrie L. “NCLB's effects on teachers' perceptions, satisfaction, and career intentions.” 2013. Web. 20 Sep 2020.

Vancouver:

Scholz CL. NCLB's effects on teachers' perceptions, satisfaction, and career intentions. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/10027/10027.

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

Council of Science Editors:

Scholz CL. NCLB's effects on teachers' perceptions, satisfaction, and career intentions. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10027

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


University of Southern California

25. Lambert, William Robert. Enabling freedom: Richard Rorty and education.

Degree: PhD, Religion & Social Ethics, 2008, University of Southern California

 This dissertation is an application of the pragmatic thought of Richard Rorty to public education. The pragmatic thought of Richard Rorty emphasizes the contingency of… (more)

Subjects/Keywords: Rorty; pragmatism; education; NCLB

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APA (6th Edition):

Lambert, W. R. (2008). Enabling freedom: Richard Rorty and education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2330

Chicago Manual of Style (16th Edition):

Lambert, William Robert. “Enabling freedom: Richard Rorty and education.” 2008. Doctoral Dissertation, University of Southern California. Accessed September 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2330.

MLA Handbook (7th Edition):

Lambert, William Robert. “Enabling freedom: Richard Rorty and education.” 2008. Web. 20 Sep 2020.

Vancouver:

Lambert WR. Enabling freedom: Richard Rorty and education. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2330.

Council of Science Editors:

Lambert WR. Enabling freedom: Richard Rorty and education. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2330


University of Kansas

26. Lyons, Laura K. Success in the Time of NCLB.

Degree: PhD, Curriculum and Teaching, 2013, University of Kansas

 This phenomenological study presents a description of the experience of students and teachers in a charter high school in an urban school district during the… (more)

Subjects/Keywords: Secondary education; Curriculum development; Charter schools; Engagement; Motivation; Nclb; Phenomenology; Relationships

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APA (6th Edition):

Lyons, L. K. (2013). Success in the Time of NCLB. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15115

Chicago Manual of Style (16th Edition):

Lyons, Laura K. “Success in the Time of NCLB.” 2013. Doctoral Dissertation, University of Kansas. Accessed September 20, 2020. http://hdl.handle.net/1808/15115.

MLA Handbook (7th Edition):

Lyons, Laura K. “Success in the Time of NCLB.” 2013. Web. 20 Sep 2020.

Vancouver:

Lyons LK. Success in the Time of NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/1808/15115.

Council of Science Editors:

Lyons LK. Success in the Time of NCLB. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15115

27. Catoire, Richard Gerard. Educational Policy Decisions Effect Upon Same-Gender Public Education.

Degree: PhD, Educ Foundations & Leadership, 2014, Old Dominion University

  The No Child Left Behind (NCLB) Act of 2001, with emphasis on greater choice and flexibility for parents and students in public education, to… (more)

Subjects/Keywords: Education policy; NCLB; Public education; Same-gender; Educational Leadership; Education Policy

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APA (6th Edition):

Catoire, R. G. (2014). Educational Policy Decisions Effect Upon Same-Gender Public Education. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321561920 ; https://digitalcommons.odu.edu/efl_etds/97

Chicago Manual of Style (16th Edition):

Catoire, Richard Gerard. “Educational Policy Decisions Effect Upon Same-Gender Public Education.” 2014. Doctoral Dissertation, Old Dominion University. Accessed September 20, 2020. 9781321561920 ; https://digitalcommons.odu.edu/efl_etds/97.

MLA Handbook (7th Edition):

Catoire, Richard Gerard. “Educational Policy Decisions Effect Upon Same-Gender Public Education.” 2014. Web. 20 Sep 2020.

Vancouver:

Catoire RG. Educational Policy Decisions Effect Upon Same-Gender Public Education. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Sep 20]. Available from: 9781321561920 ; https://digitalcommons.odu.edu/efl_etds/97.

Council of Science Editors:

Catoire RG. Educational Policy Decisions Effect Upon Same-Gender Public Education. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321561920 ; https://digitalcommons.odu.edu/efl_etds/97


Kent State University

28. Ignatieva, Raisa P. Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration, 2010, Kent State University

  The purpose of the study was to uncover the cultural beliefs and values that underlie American and Russian teachers’ representations of their professional identities… (more)

Subjects/Keywords: Education; American and Russian teacher idenities; discourse analysis; the NCLB Act; Unified State Exam

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APA (6th Edition):

Ignatieva, R. P. (2010). Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1291776366

Chicago Manual of Style (16th Edition):

Ignatieva, Raisa P. “Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates.” 2010. Doctoral Dissertation, Kent State University. Accessed September 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291776366.

MLA Handbook (7th Edition):

Ignatieva, Raisa P. “Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates.” 2010. Web. 20 Sep 2020.

Vancouver:

Ignatieva RP. Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates. [Internet] [Doctoral dissertation]. Kent State University; 2010. [cited 2020 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291776366.

Council of Science Editors:

Ignatieva RP. Positioning Teachers: A discourse analysis of Russian and American teacher identities in the context of changing national assessment mandates. [Doctoral Dissertation]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291776366


University of California – Berkeley

29. Sabbah, Faris M. Designing More Effective Accountability Report Cards.

Degree: Educational Leadership, 2011, University of California – Berkeley

 The purpose of this study was to identify and design standards and procedures for creating easily interpreted accountability reports cards, consistent with the requirements spelled… (more)

Subjects/Keywords: Educational evaluation; Educational Tests and Measurements; Educational Administration; Accountability; NCLB; Report Cards; Report Design

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APA (6th Edition):

Sabbah, F. M. (2011). Designing More Effective Accountability Report Cards. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/90q0703r

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):

Sabbah, Faris M. “Designing More Effective Accountability Report Cards.” 2011. Thesis, University of California – Berkeley. Accessed September 20, 2020. http://www.escholarship.org/uc/item/90q0703r.

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

MLA Handbook (7th Edition):

Sabbah, Faris M. “Designing More Effective Accountability Report Cards.” 2011. Web. 20 Sep 2020.

Vancouver:

Sabbah FM. Designing More Effective Accountability Report Cards. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Sep 20]. Available from: http://www.escholarship.org/uc/item/90q0703r.

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

Council of Science Editors:

Sabbah FM. Designing More Effective Accountability Report Cards. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/90q0703r

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


University of California – Santa Cruz

30. Gage-Serio, Ondine Angelique. Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind.

Degree: Education, 2014, University of California – Santa Cruz

 This dissertation examines affordances for Language Awareness within a classroom serving English learners in a coastal California middle school under the policy context of No… (more)

Subjects/Keywords: Education; Bilingualism; Language Awareness; middle school; multi-competence; NCLB; Second Language Acquisition

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

APA (6th Edition):

Gage-Serio, O. A. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/5mz970cg

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):

Gage-Serio, Ondine Angelique. “Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind.” 2014. Thesis, University of California – Santa Cruz. Accessed September 20, 2020. http://www.escholarship.org/uc/item/5mz970cg.

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

MLA Handbook (7th Edition):

Gage-Serio, Ondine Angelique. “Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind.” 2014. Web. 20 Sep 2020.

Vancouver:

Gage-Serio OA. Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. [Internet] [Thesis]. University of California – Santa Cruz; 2014. [cited 2020 Sep 20]. Available from: http://www.escholarship.org/uc/item/5mz970cg.

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

Council of Science Editors:

Gage-Serio OA. Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. [Thesis]. University of California – Santa Cruz; 2014. Available from: http://www.escholarship.org/uc/item/5mz970cg

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

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