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You searched for subject:(NCLB). Showing records 1 – 30 of 152 total matches.

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University of Georgia

1. Krumenaker, Lawrence Edward. The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind.

Degree: PhD, Science Education, 2008, University of Georgia

 A spring 2007 nationwide survey of high school astronomy teachers investigated: how many high schools teach astronomy, teacher backgrounds, student demographics, classroom materials and facilities… (more)

Subjects/Keywords: NCLB

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APA (6th Edition):

Krumenaker, L. E. (2008). The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/krumenaker_lawrence_e_200805_phd

Chicago Manual of Style (16th Edition):

Krumenaker, Lawrence Edward. “The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 15, 2019. http://purl.galileo.usg.edu/uga_etd/krumenaker_lawrence_e_200805_phd.

MLA Handbook (7th Edition):

Krumenaker, Lawrence Edward. “The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind.” 2008. Web. 15 Feb 2019.

Vancouver:

Krumenaker LE. The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Feb 15]. Available from: http://purl.galileo.usg.edu/uga_etd/krumenaker_lawrence_e_200805_phd.

Council of Science Editors:

Krumenaker LE. The status and makeup of the U.S. high school astronomy course in the era of No Child Left Behind. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/krumenaker_lawrence_e_200805_phd


University of Texas – Austin

2. Ren, Han. Academic achievement outcomes of former English-language-learners in Texas.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment.… (more)

Subjects/Keywords: ELL; NCLB; High-stakes testing; NCLB; TAKS

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APA (6th Edition):

Ren, H. (2011). Academic achievement outcomes of former English-language-learners in Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2691

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):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Thesis, University of Texas – Austin. Accessed February 15, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

MLA Handbook (7th Edition):

Ren, Han. “Academic achievement outcomes of former English-language-learners in Texas.” 2011. Web. 15 Feb 2019.

Vancouver:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691.

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

Council of Science Editors:

Ren H. Academic achievement outcomes of former English-language-learners in Texas. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2691

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


Penn State University

3. Miller, Barbara Jean. The Changing Roles of School Counselors.

Degree: PhD, Educational Leadership, 2009, 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. (2009). The Changing Roles of School Counselors. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10306

Chicago Manual of Style (16th Edition):

Miller, Barbara Jean. “The Changing Roles of School Counselors.” 2009. Doctoral Dissertation, Penn State University. Accessed February 15, 2019. https://etda.libraries.psu.edu/catalog/10306.

MLA Handbook (7th Edition):

Miller, Barbara Jean. “The Changing Roles of School Counselors.” 2009. Web. 15 Feb 2019.

Vancouver:

Miller BJ. The Changing Roles of School Counselors. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Feb 15]. Available from: https://etda.libraries.psu.edu/catalog/10306.

Council of Science Editors:

Miller BJ. The Changing Roles of School Counselors. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10306


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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; NCLB

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APA (6th Edition):

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

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):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Thesis, University of Houston. Accessed February 15, 2019. http://hdl.handle.net/10657/1437.

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

MLA Handbook (7th Edition):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Web. 15 Feb 2019.

Vancouver:

Troutman JD. STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10657/1437.

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

Council of Science Editors:

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

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


University of Southern California

5. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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

6. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


University of Southern California

7. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


The Ohio State University

8. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


Penn State University

9. Burrows, Debra Casale. Teacher Use of Data to Guide Instructional Practice in.

Degree: PhD, Educational Leadership, 2010, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burrows, D. C. (2010). Teacher Use of Data to Guide Instructional Practice in. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11625

Chicago Manual of Style (16th Edition):

Burrows, Debra Casale. “Teacher Use of Data to Guide Instructional Practice in.” 2010. Doctoral Dissertation, Penn State University. Accessed February 15, 2019. https://etda.libraries.psu.edu/catalog/11625.

MLA Handbook (7th Edition):

Burrows, Debra Casale. “Teacher Use of Data to Guide Instructional Practice in.” 2010. Web. 15 Feb 2019.

Vancouver:

Burrows DC. Teacher Use of Data to Guide Instructional Practice in. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Feb 15]. Available from: https://etda.libraries.psu.edu/catalog/11625.

Council of Science Editors:

Burrows DC. Teacher Use of Data to Guide Instructional Practice in. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11625


Louisiana State University

10. 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 February 15, 2019. 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. 15 Feb 2019.

Vancouver:

Popps TA. Agriscience program - using the No Child Left Behind principles of education. [Internet] [Masters thesis]. Louisiana State University; 2005. [cited 2019 Feb 15]. 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 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/4337

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 February 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4337.

MLA Handbook (7th Edition):

Muñoz, Monica. “Navigating a way out of program improvement: a case study analysis.” 2014. Web. 15 Feb 2019.

Vancouver:

Muñoz M. Navigating a way out of program improvement: a case study analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Feb 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/221642/rec/4337.

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/4337


Montana Tech

12. 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, Montana Tech

  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). Montana Tech. 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, Montana Tech. Accessed February 15, 2019. 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. 15 Feb 2019.

Vancouver:

Gosnell-Lamb JL. The Impact of NCLB Reforms in the Elementary Schools Comparing Perceptions/Practices from 2002 to 2011. [Internet] [Doctoral dissertation]. Montana Tech; 2011. [cited 2019 Feb 15]. 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]. Montana Tech; 2011. Available from: https://scholarworks.umt.edu/etd/1347


Oklahoma State University

13. 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 February 15, 2019. 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. 15 Feb 2019.

Vancouver:

Martin R. Relationship Between College Readiness, Oklahoma State Testing Program, and Explore. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2019 Feb 15]. 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


George Mason University

14. Bergeron, Deborah L. The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement .

Degree: 2010, George Mason University

 This dissertation explores the attendance trends within NCLB’s Supplemental Educational Services (SES). With reauthorization of NCLB on the horizon, knowing as much as possible about… (more)

Subjects/Keywords: supplemental educational services; tutoring; NCLB; attendance; SES

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APA (6th Edition):

Bergeron, D. L. (2010). The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5856

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):

Bergeron, Deborah L. “The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement .” 2010. Thesis, George Mason University. Accessed February 15, 2019. http://hdl.handle.net/1920/5856.

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

MLA Handbook (7th Edition):

Bergeron, Deborah L. “The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement .” 2010. Web. 15 Feb 2019.

Vancouver:

Bergeron DL. The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/1920/5856.

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

Council of Science Editors:

Bergeron DL. The Impact of Attendance in Supplemental Educational Services on Students’ Academic Achievement . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5856

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


Boston College

15. 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 February 15, 2019. 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. 15 Feb 2019.

Vancouver:

Norton BA. Educational Implications of Adequate Yearly Progress Policies for Students of Color. [Internet] [Doctoral dissertation]. Boston College; 2013. [cited 2019 Feb 15]. 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 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 (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/2573

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 February 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573.

MLA Handbook (7th Edition):

Gavrilovic, Daniel Miodrag. “Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.” 2013. Web. 15 Feb 2019.

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 2019 Feb 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573.

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/2573


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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


University of Kansas

18. 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 February 15, 2019. http://hdl.handle.net/1808/15115.

MLA Handbook (7th Edition):

Lyons, Laura K. “Success in the Time of NCLB.” 2013. Web. 15 Feb 2019.

Vancouver:

Lyons LK. Success in the Time of NCLB. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Feb 15]. 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


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: PhD, Educational Theory and Policy, 2006, 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. (2006). THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7413

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.” 2006. Doctoral Dissertation, Penn State University. Accessed February 15, 2019. https://etda.libraries.psu.edu/catalog/7413.

MLA Handbook (7th Edition):

Cummings, Eric William. “THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT.” 2006. Web. 15 Feb 2019.

Vancouver:

Cummings EW. THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. [Internet] [Doctoral dissertation]. Penn State University; 2006. [cited 2019 Feb 15]. Available from: https://etda.libraries.psu.edu/catalog/7413.

Council of Science Editors:

Cummings EW. THE ROLE OF LOCAL CHANGE AGENTS’ BELIEFS IN THE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. [Doctoral Dissertation]. Penn State University; 2006. Available from: https://etda.libraries.psu.edu/catalog/7413


University of Southern California

20. 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/2327

Chicago Manual of Style (16th Edition):

Lambert, William Robert. “Enabling freedom: Richard Rorty and education.” 2008. Doctoral Dissertation, University of Southern California. Accessed February 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2327.

MLA Handbook (7th Edition):

Lambert, William Robert. “Enabling freedom: Richard Rorty and education.” 2008. Web. 15 Feb 2019.

Vancouver:

Lambert WR. Enabling freedom: Richard Rorty and education. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2019 Feb 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/64422/rec/2327.

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/2327


East Tennessee State University

21. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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

22. 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 February 15, 2019. 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. 15 Feb 2019.

Vancouver:

Scholz CL. NCLB's effects on teachers' perceptions, satisfaction, and career intentions. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Feb 15]. 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


SUNY College at Brockport

23. McMillan, Nicole M. Inclusive Education: The Benefits and the Obstacles.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The consideration of the benefits and challenges of inclusive education is more than the latest educational trend. It is an ongoing topic of study… (more)

Subjects/Keywords: inclusive education; NCLB; IDEA; LRE; general education; student disability; Education

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APA (6th Edition):

McMillan, N. M. (2008). Inclusive Education: The Benefits and the Obstacles. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/445

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):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Thesis, SUNY College at Brockport. Accessed February 15, 2019. https://digitalcommons.brockport.edu/ehd_theses/445.

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

MLA Handbook (7th Edition):

McMillan, Nicole M. “Inclusive Education: The Benefits and the Obstacles.” 2008. Web. 15 Feb 2019.

Vancouver:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Feb 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/445.

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

Council of Science Editors:

McMillan NM. Inclusive Education: The Benefits and the Obstacles. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/445

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


Mississippi State University

24. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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/ ;


University of Central Florida

25. Kirkland, Lynn. The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen.

Degree: 2009, University of Central Florida

 The No Child Left Behind (NCLB) Act of 2001, Public Law 107-110 (U.S. Congress), was passed by Congress in response to perceived failure of the… (more)

Subjects/Keywords: NCLB; choice; student achievement; skimming; Education; Educational Leadership

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APA (6th Edition):

Kirkland, L. (2009). The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3879

Chicago Manual of Style (16th Edition):

Kirkland, Lynn. “The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen.” 2009. Doctoral Dissertation, University of Central Florida. Accessed February 15, 2019. http://stars.library.ucf.edu/etd/3879.

MLA Handbook (7th Edition):

Kirkland, Lynn. “The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen.” 2009. Web. 15 Feb 2019.

Vancouver:

Kirkland L. The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 Feb 15]. Available from: http://stars.library.ucf.edu/etd/3879.

Council of Science Editors:

Kirkland L. The Influence Of The School Choice Provision, Within The No Child Left Behind Legislation, On The Academic Achievement Of Studen. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/3879


Temple University

26. 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 February 15, 2019. 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. 15 Feb 2019.

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 2019 Feb 15]. 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


University of Illinois – Urbana-Champaign

27. Lewis, Alisha L. School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind.

Degree: EdD, 0209, 2010, University of Illinois – Urbana-Champaign

 This study positioned the federal No Child Left Behind (NCLB) Act of 2002 as a reified colonizing entity, inscribing its hegemonic authority upon the professional… (more)

Subjects/Keywords: No Child Left Behind (NCLB); School leaders; Professional Identity; Postcolonial Theory

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APA (6th Edition):

Lewis, A. L. (2010). School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16036

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):

Lewis, Alisha L. “School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed February 15, 2019. http://hdl.handle.net/2142/16036.

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

MLA Handbook (7th Edition):

Lewis, Alisha L. “School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind.” 2010. Web. 15 Feb 2019.

Vancouver:

Lewis AL. School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/2142/16036.

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

Council of Science Editors:

Lewis AL. School leaders as both colonized and colonizers: understanding professional identity in an era of no child left behind. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16036

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


University of South Carolina

28. Ilagan, Daniel J. Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  Forty-six percent of the nation’s teachers are expected to leave the profession by their fifth year in the classroom. This alarming statistic has grabbed… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; Burnout; NCLB; Reform; Stress

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APA (6th Edition):

Ilagan, D. J. (2010). Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/973

Chicago Manual of Style (16th Edition):

Ilagan, Daniel J. “Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability.” 2010. Doctoral Dissertation, University of South Carolina. Accessed February 15, 2019. https://scholarcommons.sc.edu/etd/973.

MLA Handbook (7th Edition):

Ilagan, Daniel J. “Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability.” 2010. Web. 15 Feb 2019.

Vancouver:

Ilagan DJ. Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Feb 15]. Available from: https://scholarcommons.sc.edu/etd/973.

Council of Science Editors:

Ilagan DJ. Revisiting First-Year Teacher Burnout: New South Carolina Educators In the Era of Accountability. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/973


Utah State University

29. Hamilton, Charles H. A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind.

Degree: PhD, School of Teacher Education and Leadership, 2009, Utah State University

 Since the inception of the most recent iteration of the Elementary and Secondary Education Act of 1965, No Child Left Behind (NCLB) has drawn widespread… (more)

Subjects/Keywords: NCLB; No Child Left Behind; Qualitative; Testing; Education

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APA (6th Edition):

Hamilton, C. H. (2009). A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/297

Chicago Manual of Style (16th Edition):

Hamilton, Charles H. “A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind.” 2009. Doctoral Dissertation, Utah State University. Accessed February 15, 2019. https://digitalcommons.usu.edu/etd/297.

MLA Handbook (7th Edition):

Hamilton, Charles H. “A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind.” 2009. Web. 15 Feb 2019.

Vancouver:

Hamilton CH. A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind. [Internet] [Doctoral dissertation]. Utah State University; 2009. [cited 2019 Feb 15]. Available from: https://digitalcommons.usu.edu/etd/297.

Council of Science Editors:

Hamilton CH. A Qualitative Exploration of the School Experiences of Middle-School Students in the Era of No Child Left Behind. [Doctoral Dissertation]. Utah State University; 2009. Available from: https://digitalcommons.usu.edu/etd/297


University of Arizona

30. Poling, Stephen Joseph. Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions .

Degree: 2009, University of Arizona

 Current school reforms under No Child Left Behind (NCLB, 2001) call for effective leadership from federal and state levels and across the school district from… (more)

Subjects/Keywords: DIBELS; Elementary Principal; NCLB; Q methodology; Social Capital; Superintendent

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

APA (6th Edition):

Poling, S. J. (2009). Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194358

Chicago Manual of Style (16th Edition):

Poling, Stephen Joseph. “Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 15, 2019. http://hdl.handle.net/10150/194358.

MLA Handbook (7th Edition):

Poling, Stephen Joseph. “Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions .” 2009. Web. 15 Feb 2019.

Vancouver:

Poling SJ. Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 15]. Available from: http://hdl.handle.net/10150/194358.

Council of Science Editors:

Poling SJ. Superintendents' Leadership Behaviors for DIBELS Implementation: A Comparative Case Study of Principals' and Superintendents' Perceptions . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194358

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