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You searched for subject:(No Child Left Behind Act of 2001 Bibliography). Showing records 1 – 30 of 276938 total matches.

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University of Hawaii – Manoa

1. Chang, Jana Wai Hung. The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

The purpose of this study was to examine the extent to which the restructuring feature of the No(more)

Subjects/Keywords: No Child Left Behind Act of 2001

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APA (6th Edition):

Chang, J. W. H. (2015). The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101060

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):

Chang, Jana Wai Hung. “The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001.” 2015. Thesis, University of Hawaii – Manoa. Accessed September 23, 2019. http://hdl.handle.net/10125/101060.

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

MLA Handbook (7th Edition):

Chang, Jana Wai Hung. “The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001.” 2015. Web. 23 Sep 2019.

Vancouver:

Chang JWH. The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10125/101060.

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

Council of Science Editors:

Chang JWH. The confluence of people, policy, and practice : an examination of the school improvement journeys of restructured schools under the No Child Left Behind Act of 2001. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101060

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

2. Janson, Richard Harlan. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .

Degree: 2011, Drake U

 A four-frame analysis of NCLB was conducted. The first frame involved constitutional federalism as defined by the Guarantee Clause of the Constitution, the Tenth Amendment… (more)

Subjects/Keywords: United States. No Child Left Behind Act of 2001; Federal government

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APA (6th Edition):

Janson, R. H. (2011). Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1592

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):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Thesis, Drake U. Accessed September 23, 2019. http://hdl.handle.net/2092/1592.

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

MLA Handbook (7th Edition):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Web. 23 Sep 2019.

Vancouver:

Janson RH. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2092/1592.

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

Council of Science Editors:

Janson RH. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1592

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


Penn State University

3. Hlavacik, Mark Joseph. The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion.

Degree: MA, Communication Arts and Sciences, 2009, Penn State University

 This thesis undertakes a rhetorical examination of the No Child Left Behind Act of 2001 (NCLB). Since it was signed into law in January of… (more)

Subjects/Keywords: No Child Left Behind Act of 2001; education policy; Rhetoric; coercion; statutory rhetoric

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APA (6th Edition):

Hlavacik, M. J. (2009). The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10059

Chicago Manual of Style (16th Edition):

Hlavacik, Mark Joseph. “The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion.” 2009. Masters Thesis, Penn State University. Accessed September 23, 2019. https://etda.libraries.psu.edu/catalog/10059.

MLA Handbook (7th Edition):

Hlavacik, Mark Joseph. “The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion.” 2009. Web. 23 Sep 2019.

Vancouver:

Hlavacik MJ. The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2019 Sep 23]. Available from: https://etda.libraries.psu.edu/catalog/10059.

Council of Science Editors:

Hlavacik MJ. The Rhetoric of the No Child Left Behind Act of 2001: History, Economics, and Coercion. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10059

4. Scott, Marc. Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 .

Degree: 2013, California State University – San Marcos

 This thesis discusses the ideological influences of the No Child Left Behind Act of 2001. It begins by describing the major provisions of the legislation… (more)

Subjects/Keywords: Education  – Political aspects  – United States; United States. No Child Left Behind Act of 2001

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APA (6th Edition):

Scott, M. (2013). Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/518

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):

Scott, Marc. “Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 .” 2013. Thesis, California State University – San Marcos. Accessed September 23, 2019. http://hdl.handle.net/10211.8/518.

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

MLA Handbook (7th Edition):

Scott, Marc. “Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 .” 2013. Web. 23 Sep 2019.

Vancouver:

Scott M. Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10211.8/518.

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

Council of Science Editors:

Scott M. Neoconservatism, neoliberalism, and the No Child Left Behind Act of 2001 . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/518

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


University of North Carolina – Greensboro

5. Culmer, Sandra. An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act.

Degree: 2011, University of North Carolina – Greensboro

 This study examined the perceptions and experiences the parents of elementary school aged children had regarding expanding schooling options within the public educational system and… (more)

Subjects/Keywords: United States. – No Child Left Behind Act of 2001; School choice – United States – Case studies

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APA (6th Edition):

Culmer, S. (2011). An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8110

Chicago Manual of Style (16th Edition):

Culmer, Sandra. “An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8110.

MLA Handbook (7th Edition):

Culmer, Sandra. “An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act.” 2011. Web. 23 Sep 2019.

Vancouver:

Culmer S. An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2019 Sep 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8110.

Council of Science Editors:

Culmer S. An exploration of the exercise of parental choice and decision making under the provisions of the No child left behind act. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=8110


Central Connecticut State University

6. McKernan, Susan Helen, 1952-. Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

 This study examined Connecticut principals’ perceptions of the value of standards-based education and standardized testing, and the actions they have taken because of these conditions… (more)

Subjects/Keywords: United States. No Child Left Behind Act of 2001; Education  – Standards  – United States; Educational accountability  – United States; School principals  – Connecticut

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

APA (6th Edition):

McKernan, Susan Helen, 1. (2010). Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1600

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):

McKernan, Susan Helen, 1952-. “Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools.” 2010. Thesis, Central Connecticut State University. Accessed September 23, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1600.

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

MLA Handbook (7th Edition):

McKernan, Susan Helen, 1952-. “Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools.” 2010. Web. 23 Sep 2019.

Vancouver:

McKernan, Susan Helen 1. Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Sep 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1600.

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

Council of Science Editors:

McKernan, Susan Helen 1. Improvement or impediment : an examination of Connecticut principals' perceptions of standards-based education and its impact on their ability to raise student achievement in public schools. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1600

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


University of North Carolina – Greensboro

7. West, Deborah Lynn. The daily lives of principals: twenty-one principals in the 21st century.

Degree: 2010, University of North Carolina – Greensboro

 This is a qualitative dissertation study about the daily work lives of 21 school principals from 10 states across the nation. The study tells the… (more)

Subjects/Keywords: School Principals – Job satisfaction.; School Principals – Job Stress.; United States. – No Child Left Behind Act of 2001.

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APA (6th Edition):

West, D. L. (2010). The daily lives of principals: twenty-one principals in the 21st century. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724

Chicago Manual of Style (16th Edition):

West, Deborah Lynn. “The daily lives of principals: twenty-one principals in the 21st century.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724.

MLA Handbook (7th Edition):

West, Deborah Lynn. “The daily lives of principals: twenty-one principals in the 21st century.” 2010. Web. 23 Sep 2019.

Vancouver:

West DL. The daily lives of principals: twenty-one principals in the 21st century. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Sep 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724.

Council of Science Editors:

West DL. The daily lives of principals: twenty-one principals in the 21st century. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3724


Columbia University

8. Sallman, Jennifer R. Should I Stay or Should I Go? Teacher Retention in the Era of Accountability.

Degree: 2018, Columbia University

 The purpose of this study is to evaluate the impact of the standards-based accountability (SBA) provisions of No Child Left Behind (NCLB) on the retention… (more)

Subjects/Keywords: Educational evaluation; Minority teachers; Employee retention; Education – Standards; No Child Left Behind Act of 2001 (United States)

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APA (6th Edition):

Sallman, J. R. (2018). Should I Stay or Should I Go? Teacher Retention in the Era of Accountability. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DF878R

Chicago Manual of Style (16th Edition):

Sallman, Jennifer R. “Should I Stay or Should I Go? Teacher Retention in the Era of Accountability.” 2018. Doctoral Dissertation, Columbia University. Accessed September 23, 2019. https://doi.org/10.7916/D8DF878R.

MLA Handbook (7th Edition):

Sallman, Jennifer R. “Should I Stay or Should I Go? Teacher Retention in the Era of Accountability.” 2018. Web. 23 Sep 2019.

Vancouver:

Sallman JR. Should I Stay or Should I Go? Teacher Retention in the Era of Accountability. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Sep 23]. Available from: https://doi.org/10.7916/D8DF878R.

Council of Science Editors:

Sallman JR. Should I Stay or Should I Go? Teacher Retention in the Era of Accountability. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8DF878R


University of Central Florida

9. Dyer, Kathryn B. A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress.

Degree: 2011, University of Central Florida

 The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and… (more)

Subjects/Keywords: Eighth grade (Education)  – United States; National Assessment of Educational Progress (Project); Reading  – United States; United States  – No Child Left Behind Act of 2001; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Dyer, K. B. (2011). A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2031

Chicago Manual of Style (16th Edition):

Dyer, Kathryn B. “A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress.” 2011. Doctoral Dissertation, University of Central Florida. Accessed September 23, 2019. https://stars.library.ucf.edu/etd/2031.

MLA Handbook (7th Edition):

Dyer, Kathryn B. “A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress.” 2011. Web. 23 Sep 2019.

Vancouver:

Dyer KB. A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress. [Internet] [Doctoral dissertation]. University of Central Florida; 2011. [cited 2019 Sep 23]. Available from: https://stars.library.ucf.edu/etd/2031.

Council of Science Editors:

Dyer KB. A Comparison Of Eighth Grade Reading Proficiency On State Assessments With The National Assessment Of Educational Progress. [Doctoral Dissertation]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/2031


Florida Atlantic University

10. Brown, Sherron N. The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.

Degree: 2014, Florida Atlantic University

Summary: This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students.… (more)

Subjects/Keywords: Academic achievement; Achievement in education; Affective education; Counseling in elementary education; Educational counseling; Educational tests and measurements; Minority students, Counseling of United States  – No Child Left Behind Act of 2001

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

APA (6th Edition):

Brown, S. N. (2014). The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004181 ; (URL) http://purl.flvc.org/fau/fd/FA00004181

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):

Brown, Sherron N. “The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.” 2014. Thesis, Florida Atlantic University. Accessed September 23, 2019. http://purl.flvc.org/fau/fd/FA00004181 ; (URL) http://purl.flvc.org/fau/fd/FA00004181.

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

MLA Handbook (7th Edition):

Brown, Sherron N. “The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.” 2014. Web. 23 Sep 2019.

Vancouver:

Brown SN. The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/fau/fd/FA00004181 ; (URL) http://purl.flvc.org/fau/fd/FA00004181.

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

Council of Science Editors:

Brown SN. The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004181 ; (URL) http://purl.flvc.org/fau/fd/FA00004181

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


Florida Atlantic University

11. Cohen, Laura J. The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.

Degree: 2016, Florida Atlantic University

Summary: The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who… (more)

Subjects/Keywords: United States. – No Child Left Behind Act of 2001.; Personality assessment of children.; Readiness for school.; Educational counseling.; Achievement in education.; Education, Primary.; School improvement programs.

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APA (6th Edition):

Cohen, L. J. (2016). The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004579 ; (URL) http://purl.flvc.org/fau/fd/FA00004579

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):

Cohen, Laura J. “The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.” 2016. Thesis, Florida Atlantic University. Accessed September 23, 2019. http://purl.flvc.org/fau/fd/FA00004579 ; (URL) http://purl.flvc.org/fau/fd/FA00004579.

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

MLA Handbook (7th Edition):

Cohen, Laura J. “The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.” 2016. Web. 23 Sep 2019.

Vancouver:

Cohen LJ. The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/fau/fd/FA00004579 ; (URL) http://purl.flvc.org/fau/fd/FA00004579.

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

Council of Science Editors:

Cohen LJ. The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004579 ; (URL) http://purl.flvc.org/fau/fd/FA00004579

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


Texas State University – San Marcos

12. Jones, Karen D. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.

Degree: PhD, School Improvement, 2013, Texas State University – San Marcos

 This dissertation examines the use of benchmark tests in Texas public schools through a quantitative study of 100 school districts using path analysis. The study… (more)

Subjects/Keywords: Benchmark test; No Child Left Behind (NCLB); Accountability; Standardized tests; Isomorphism; United States – No Child Left Behind Act of 2001; Examinations – Interpretation; Tests of Achievement and Proficiency; Education – Texas; Schools – Texas; Educational evaluation – Texas; Academic achievement – Texas – Evaluation

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APA (6th Edition):

Jones, K. D. (2013). The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4856

Chicago Manual of Style (16th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 23, 2019. https://digital.library.txstate.edu/handle/10877/4856.

MLA Handbook (7th Edition):

Jones, Karen D. “The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing.” 2013. Web. 23 Sep 2019.

Vancouver:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2013. [cited 2019 Sep 23]. Available from: https://digital.library.txstate.edu/handle/10877/4856.

Council of Science Editors:

Jones KD. The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing. [Doctoral Dissertation]. Texas State University – San Marcos; 2013. Available from: https://digital.library.txstate.edu/handle/10877/4856

13. McPherson, Donald R., II. How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama.

Degree: PhD, 2008, University of Alabama – Birmingham

This qualitative case study described the experiences of federal programs coordinators in Alabama as they implemented the No Child Left Behind (NCLB) Act of 2001.… (more)

Subjects/Keywords: United States. No Child Left Behind Act of 2001  – Public opinion  – Case studies <; br>; School administrators  – Alabama  – Attitudes  – Case studies <; br>; Public opinion  – Alabama  – Case studies

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APA (6th Edition):

McPherson, Donald R., I. (2008). How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,236

Chicago Manual of Style (16th Edition):

McPherson, Donald R., II. “How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama.” 2008. Doctoral Dissertation, University of Alabama – Birmingham. Accessed September 23, 2019. http://contentdm.mhsl.uab.edu/u?/etd,236.

MLA Handbook (7th Edition):

McPherson, Donald R., II. “How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama.” 2008. Web. 23 Sep 2019.

Vancouver:

McPherson, Donald R. I. How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2008. [cited 2019 Sep 23]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,236.

Council of Science Editors:

McPherson, Donald R. I. How do federal programs coordinators navigate under No Child Left Behind? : a case study of Alabama. [Doctoral Dissertation]. University of Alabama – Birmingham; 2008. Available from: http://contentdm.mhsl.uab.edu/u?/etd,236


University of Wisconsin – Stout

14. Swenson, Alan. Issues and insights into the applicability of the No Child Left Behind Act of 2001.

Degree: 2008, University of Wisconsin – Stout

Subjects/Keywords: United States. – No Child Left Behind Act of 2001 – Evaluation

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

APA (6th Edition):

Swenson, A. (2008). Issues and insights into the applicability of the No Child Left Behind Act of 2001. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf ; http://digital.library.wisc.edu/1793/43345

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):

Swenson, Alan. “Issues and insights into the applicability of the No Child Left Behind Act of 2001.” 2008. Thesis, University of Wisconsin – Stout. Accessed September 23, 2019. http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf ; http://digital.library.wisc.edu/1793/43345.

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

MLA Handbook (7th Edition):

Swenson, Alan. “Issues and insights into the applicability of the No Child Left Behind Act of 2001.” 2008. Web. 23 Sep 2019.

Vancouver:

Swenson A. Issues and insights into the applicability of the No Child Left Behind Act of 2001. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2019 Sep 23]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf ; http://digital.library.wisc.edu/1793/43345.

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

Council of Science Editors:

Swenson A. Issues and insights into the applicability of the No Child Left Behind Act of 2001. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf ; http://digital.library.wisc.edu/1793/43345

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


Marshall University

15. Cummings, Karen Gail. High Stakes Testing Effects on Graduation Rates.

Degree: 2009, Marshall University

 With the inception of No Child Left Behind many states are now requiring students to pass a statewide exam in order to be promoted to… (more)

Subjects/Keywords: <; p>; United States. No Child Left Behind Act of 2001.<; /p>;

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

APA (6th Edition):

Cummings, K. G. (2009). High Stakes Testing Effects on Graduation Rates. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/554

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, Karen Gail. “High Stakes Testing Effects on Graduation Rates.” 2009. Thesis, Marshall University. Accessed September 23, 2019. http://mds.marshall.edu/etd/554.

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

MLA Handbook (7th Edition):

Cummings, Karen Gail. “High Stakes Testing Effects on Graduation Rates.” 2009. Web. 23 Sep 2019.

Vancouver:

Cummings KG. High Stakes Testing Effects on Graduation Rates. [Internet] [Thesis]. Marshall University; 2009. [cited 2019 Sep 23]. Available from: http://mds.marshall.edu/etd/554.

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

Council of Science Editors:

Cummings KG. High Stakes Testing Effects on Graduation Rates. [Thesis]. Marshall University; 2009. Available from: http://mds.marshall.edu/etd/554

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


University of Oklahoma

16. Kirk, Silvya A. Educators' understanding and implications of the No Child Left Behind Act of 2001.

Degree: EdD, Department of Educational Leadership and Policy Studies, 2005, University of Oklahoma

 Kane, Staiger and Geppert (2002) imply that NCLB is "seriously flawed" and that the problems embedded in the federal education reform are daunting. They further… (more)

Subjects/Keywords: Education, Curriculum and Instruction.; United States. No Child Left Behind Act of 2001.

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

APA (6th Edition):

Kirk, S. A. (2005). Educators' understanding and implications of the No Child Left Behind Act of 2001. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/881

Chicago Manual of Style (16th Edition):

Kirk, Silvya A. “Educators' understanding and implications of the No Child Left Behind Act of 2001.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2019. http://hdl.handle.net/11244/881.

MLA Handbook (7th Edition):

Kirk, Silvya A. “Educators' understanding and implications of the No Child Left Behind Act of 2001.” 2005. Web. 23 Sep 2019.

Vancouver:

Kirk SA. Educators' understanding and implications of the No Child Left Behind Act of 2001. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11244/881.

Council of Science Editors:

Kirk SA. Educators' understanding and implications of the No Child Left Behind Act of 2001. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/881


East Carolina University

17. Savage, Mark. EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE.

Degree: 2011, East Carolina University

 Differentiated instruction (DI) is a collection of strategies utilized to increase student achievement and engagement. School districts are using the strategies of differentiated instruction to… (more)

Subjects/Keywords: Educational evaluation – North Carolina; Educational tests and measurements – North Carolina; Achievement tests – North Carolina; Academic achievement – North Carolina; United States. No Child Left Behind Act of 2001

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

APA (6th Edition):

Savage, M. (2011). EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE. (Doctoral Dissertation). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14094

Chicago Manual of Style (16th Edition):

Savage, Mark. “EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE.” 2011. Doctoral Dissertation, East Carolina University. Accessed September 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14094.

MLA Handbook (7th Edition):

Savage, Mark. “EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE.” 2011. Web. 23 Sep 2019.

Vancouver:

Savage M. EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE. [Internet] [Doctoral dissertation]. East Carolina University; 2011. [cited 2019 Sep 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14094.

Council of Science Editors:

Savage M. EXPLORING THE RELATIONSHIP BETWEEN DIFFERENTIATED INSTRUCTION AND STUDENT PERFORMANCE. [Doctoral Dissertation]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14094


East Carolina University

18. Howard, Rex Ivan. THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS.

Degree: 2012, East Carolina University

 As student accountability models have become the norm in the United States first in individual states such as North Carolina and then throughout the nation… (more)

Subjects/Keywords: Inclusive education – North Carolina – Johnston County; Children with disabilities – Education – North Carolina – Johnston County; United States. No Child Left Behind Act of 2001; Education and state – North Carolina

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APA (6th Edition):

Howard, R. I. (2012). THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS. (Doctoral Dissertation). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14717

Chicago Manual of Style (16th Edition):

Howard, Rex Ivan. “THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS.” 2012. Doctoral Dissertation, East Carolina University. Accessed September 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14717.

MLA Handbook (7th Edition):

Howard, Rex Ivan. “THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS.” 2012. Web. 23 Sep 2019.

Vancouver:

Howard RI. THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS. [Internet] [Doctoral dissertation]. East Carolina University; 2012. [cited 2019 Sep 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14717.

Council of Science Editors:

Howard RI. THE IMPACT OF STATE AND FEDERAL ACCOUNTABILITY STANDARDS UPON THE IMPLEMENTATION OF INCLUSION IN JOHNSTON COUNTY NC HIGH SCHOOLS. [Doctoral Dissertation]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14717


Western Carolina University

19. Franklin, Carolyn Tweed. A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress.

Degree: 2010, Western Carolina University

 Rural, middle schools in North Carolina have struggled with the Students with Disabilities subgroup in making Adequate Yearly Progress (AYP) in reading since No Child(more)

Subjects/Keywords: United States. No Child Left Behind Act of 2001; Learning disabled children  – Education (Middle school)  – Reading  – North Carolina; Education, Rural  – North Carolina

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APA (6th Edition):

Franklin, C. T. (2010). A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7787

Chicago Manual of Style (16th Edition):

Franklin, Carolyn Tweed. “A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress.” 2010. Doctoral Dissertation, Western Carolina University. Accessed September 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7787.

MLA Handbook (7th Edition):

Franklin, Carolyn Tweed. “A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress.” 2010. Web. 23 Sep 2019.

Vancouver:

Franklin CT. A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress. [Internet] [Doctoral dissertation]. Western Carolina University; 2010. [cited 2019 Sep 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7787.

Council of Science Editors:

Franklin CT. A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress. [Doctoral Dissertation]. Western Carolina University; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7787


Columbia University

20. Davidson, Elizabeth Kate. Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure.

Degree: 2016, Columbia University

 Since 2002, the rules and regulations of the No Child Left Behind (NCLB) Act have dictated state and local education policy, influenced state and local… (more)

Subjects/Keywords: Educational change – Evaluation; Educational law and legislation; Education and state; School management and organization; Economics; Education; No Child Left Behind Act of 2001 (United States)

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APA (6th Edition):

Davidson, E. K. (2016). Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JW8F5M

Chicago Manual of Style (16th Edition):

Davidson, Elizabeth Kate. “Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure.” 2016. Doctoral Dissertation, Columbia University. Accessed September 23, 2019. https://doi.org/10.7916/D8JW8F5M.

MLA Handbook (7th Edition):

Davidson, Elizabeth Kate. “Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure.” 2016. Web. 23 Sep 2019.

Vancouver:

Davidson EK. Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Sep 23]. Available from: https://doi.org/10.7916/D8JW8F5M.

Council of Science Editors:

Davidson EK. Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8JW8F5M


University of Florida

21. Callovi, John. The Effects of No Child Left Behind on Standardized Test Scores in Florida.

Degree: 2012, University of Florida

No Child Left Behind (NCLB) legislation altered the way public education operates and it is critical that the legislation is objectively analyzed to help guide… (more)

Subjects/Keywords: Class size; Education; Education legislation; Funding; Parent education; Schools; Standardized tests; Students; Teachers; Test scores; Educational tests and measurements; No Child Left Behind Act of 2001 (United States); Teaching

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

APA (6th Edition):

Callovi, J. (2012). The Effects of No Child Left Behind on Standardized Test Scores in Florida. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059859

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):

Callovi, John. “The Effects of No Child Left Behind on Standardized Test Scores in Florida.” 2012. Thesis, University of Florida. Accessed September 23, 2019. http://ufdc.ufl.edu/AA00059859.

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

MLA Handbook (7th Edition):

Callovi, John. “The Effects of No Child Left Behind on Standardized Test Scores in Florida.” 2012. Web. 23 Sep 2019.

Vancouver:

Callovi J. The Effects of No Child Left Behind on Standardized Test Scores in Florida. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Sep 23]. Available from: http://ufdc.ufl.edu/AA00059859.

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

Council of Science Editors:

Callovi J. The Effects of No Child Left Behind on Standardized Test Scores in Florida. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00059859

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


University of Central Florida

22. Gleason, Paul. Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina.

Degree: 2011, University of Central Florida

 Educating male and female students in separate learning environments has been a common practice since the early inception of educational programs. However, this practice was… (more)

Subjects/Keywords: Coeducation  – South Carolina; Single sex classes (Education)  – South Carolina; United States  – No Child Left Behind Act of 2001; Dissertations, Academic  – Health and Public Affairs, Health and Public Affairs  – Dissertations, Academic

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

APA (6th Edition):

Gleason, P. (2011). Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2039

Chicago Manual of Style (16th Edition):

Gleason, Paul. “Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina.” 2011. Doctoral Dissertation, University of Central Florida. Accessed September 23, 2019. https://stars.library.ucf.edu/etd/2039.

MLA Handbook (7th Edition):

Gleason, Paul. “Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina.” 2011. Web. 23 Sep 2019.

Vancouver:

Gleason P. Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina. [Internet] [Doctoral dissertation]. University of Central Florida; 2011. [cited 2019 Sep 23]. Available from: https://stars.library.ucf.edu/etd/2039.

Council of Science Editors:

Gleason P. Gender Segregated Learning Environments An Analysis Of The Perceived Impact Of Single-sex Classrooms In South Carolina. [Doctoral Dissertation]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/2039


California State University – San Bernardino

23. Kimball, Pauline Aines. Disability resources for the educator.

Degree: MAin Education, Education, 2003, California State University – San Bernardino

This thesis identifies what disability resources are currently accessible and needed by the educator in order to service the disabled student in the classroom. It is a compilation of medical, academic, financial and equipment resources currently available to the educator.

Subjects/Keywords: No Child Left Behind Act of 2001  – Bibliography; Americans with Disabilities Act of 1990  – Bibliography; Students with disabilities  – Services for  – California  – Bibliography; Special education  – Services for  – Bibliography; Inclusive education  – California  – Bibliography; Students with disabilities  – Education  – Bibliography; Mainstreaming in education  – Bibliography; Special Education and Teaching

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APA (6th Edition):

Kimball, P. A. (2003). Disability resources for the educator. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2358

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):

Kimball, Pauline Aines. “Disability resources for the educator.” 2003. Thesis, California State University – San Bernardino. Accessed September 23, 2019. http://scholarworks.lib.csusb.edu/etd-project/2358.

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

MLA Handbook (7th Edition):

Kimball, Pauline Aines. “Disability resources for the educator.” 2003. Web. 23 Sep 2019.

Vancouver:

Kimball PA. Disability resources for the educator. [Internet] [Thesis]. California State University – San Bernardino; 2003. [cited 2019 Sep 23]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2358.

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

Council of Science Editors:

Kimball PA. Disability resources for the educator. [Thesis]. California State University – San Bernardino; 2003. Available from: http://scholarworks.lib.csusb.edu/etd-project/2358

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


Penn State University

24. Cho, Je Ik. AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS.

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

 This study investigated the efficiency and variation of 492 Pennsylvania school districts. The data was from 492 Pennsylvania school districts and the Department of Education… (more)

Subjects/Keywords: EFFICIENCY; PRODUCTIVITY; NO CHILD LEFT BEHIND ACT; PENNSYLVANIA SCHOOL DISTRICTS

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APA (6th Edition):

Cho, J. I. (2009). AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9912

Chicago Manual of Style (16th Edition):

Cho, Je Ik. “AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS.” 2009. Doctoral Dissertation, Penn State University. Accessed September 23, 2019. https://etda.libraries.psu.edu/catalog/9912.

MLA Handbook (7th Edition):

Cho, Je Ik. “AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS.” 2009. Web. 23 Sep 2019.

Vancouver:

Cho JI. AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Sep 23]. Available from: https://etda.libraries.psu.edu/catalog/9912.

Council of Science Editors:

Cho JI. AN EFFICIENCY AND PRODUCTIVITY STUDY IN THE PRESENCE OF THE “NO CHILD LEFT BEHIND ACT” IN PENNSYLVANIA SCHOOL DISTRICTS. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9912


University of Hawaii – Manoa

25. Singh, J. Malkeet. Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2011.

The focus of the No Child Left Behind (NCLB) Legislation is to close the achievement gaps due to… (more)

Subjects/Keywords: No Child Left Behind legislation

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APA (6th Edition):

Singh, J. M. (2016). Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101773

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):

Singh, J Malkeet. “Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis.” 2016. Thesis, University of Hawaii – Manoa. Accessed September 23, 2019. http://hdl.handle.net/10125/101773.

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

MLA Handbook (7th Edition):

Singh, J Malkeet. “Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis.” 2016. Web. 23 Sep 2019.

Vancouver:

Singh JM. Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10125/101773.

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

Council of Science Editors:

Singh JM. Long-term effects of native Hawaiian students' early academic achievement under the No Child Left Behind Legislation : a multilevel cohort analysis. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101773

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


Western Kentucky University

26. Youngman, Elizabeth Anne. The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression.

Degree: Specialist in Education, Department of Psychology, 2010, Western Kentucky University

 This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency… (more)

Subjects/Keywords: education standards; curriculum-based instruction; behavior modification; educational tests and measurements; No Child Left Behind Act of 2001; Curriculum-Based Measurement (CBM); Child Psychology; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Social Psychology; Special Education and Teaching

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APA (6th Edition):

Youngman, E. A. (2010). The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/174

Chicago Manual of Style (16th Edition):

Youngman, Elizabeth Anne. “The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression.” 2010. Masters Thesis, Western Kentucky University. Accessed September 23, 2019. https://digitalcommons.wku.edu/theses/174.

MLA Handbook (7th Edition):

Youngman, Elizabeth Anne. “The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression.” 2010. Web. 23 Sep 2019.

Vancouver:

Youngman EA. The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression. [Internet] [Masters thesis]. Western Kentucky University; 2010. [cited 2019 Sep 23]. Available from: https://digitalcommons.wku.edu/theses/174.

Council of Science Editors:

Youngman EA. The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression. [Masters Thesis]. Western Kentucky University; 2010. Available from: https://digitalcommons.wku.edu/theses/174


University of Florida

27. King, Melody. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.

Degree: 2012, University of Florida

 In 2001, the U.S. Congress significantly revised the 1965 Elementary and Secondary Education Act (ESEA) which was renamed the No Child Left Behind Act (NCLB)… (more)

Subjects/Keywords: Child psychology; Education; Education legislation; Elementary schools; High school students; High schools; Minority group students; Schools; Students; Teachers; Education, Elementary; Florida – Alachua County; No Child Left Behind Act of 2001 (United States)

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APA (6th Edition):

King, M. (2012). Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057263

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):

King, Melody. “Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.” 2012. Thesis, University of Florida. Accessed September 23, 2019. http://ufdc.ufl.edu/AA00057263.

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

MLA Handbook (7th Edition):

King, Melody. “Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools.” 2012. Web. 23 Sep 2019.

Vancouver:

King M. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Sep 23]. Available from: http://ufdc.ufl.edu/AA00057263.

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

Council of Science Editors:

King M. Adequate Yearly Progress: An Analysis of Alachua County Elementary Schools. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00057263

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


University of Wisconsin – Stout

28. Berg, Michael R. Education degree program students' knowledge of No child left behind legislation and of its impact on special education.

Degree: 2005, University of Wisconsin – Stout

Subjects/Keywords: United States. – No Child Left Behind Act of 2001; Teachers – Training of; Special education

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

APA (6th Edition):

Berg, M. R. (2005). Education degree program students' knowledge of No child left behind legislation and of its impact on special education. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2005/2005bergm.pdf ; http://digital.library.wisc.edu/1793/41559

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):

Berg, Michael R. “Education degree program students' knowledge of No child left behind legislation and of its impact on special education.” 2005. Thesis, University of Wisconsin – Stout. Accessed September 23, 2019. http://www.uwstout.edu/lib/thesis/2005/2005bergm.pdf ; http://digital.library.wisc.edu/1793/41559.

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

MLA Handbook (7th Edition):

Berg, Michael R. “Education degree program students' knowledge of No child left behind legislation and of its impact on special education.” 2005. Web. 23 Sep 2019.

Vancouver:

Berg MR. Education degree program students' knowledge of No child left behind legislation and of its impact on special education. [Internet] [Thesis]. University of Wisconsin – Stout; 2005. [cited 2019 Sep 23]. Available from: http://www.uwstout.edu/lib/thesis/2005/2005bergm.pdf ; http://digital.library.wisc.edu/1793/41559.

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

Council of Science Editors:

Berg MR. Education degree program students' knowledge of No child left behind legislation and of its impact on special education. [Thesis]. University of Wisconsin – Stout; 2005. Available from: http://www.uwstout.edu/lib/thesis/2005/2005bergm.pdf ; http://digital.library.wisc.edu/1793/41559

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


University of Wisconsin – Stout

29. Strong, Brooklynn. Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling.

Degree: 2006, University of Wisconsin – Stout

Subjects/Keywords: Indians of North America – Education; Off-reservation boarding schools; Multicultural education; United States. – No Child Left Behind Act of 2001

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

APA (6th Edition):

Strong, B. (2006). Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf ; http://digital.library.wisc.edu/1793/42185

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):

Strong, Brooklynn. “Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling.” 2006. Thesis, University of Wisconsin – Stout. Accessed September 23, 2019. http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf ; http://digital.library.wisc.edu/1793/42185.

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

MLA Handbook (7th Edition):

Strong, Brooklynn. “Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling.” 2006. Web. 23 Sep 2019.

Vancouver:

Strong B. Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling. [Internet] [Thesis]. University of Wisconsin – Stout; 2006. [cited 2019 Sep 23]. Available from: http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf ; http://digital.library.wisc.edu/1793/42185.

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

Council of Science Editors:

Strong B. Understanding Native American educationa qualitative literature review examining Native American values, boarding schools, and multicultural education and counseling. [Thesis]. University of Wisconsin – Stout; 2006. Available from: http://www.uwstout.edu/lib/thesis/2006/2006strongb.pdf ; http://digital.library.wisc.edu/1793/42185

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


University of Wisconsin – Stout

30. Rollins, Brett. A comprehensive review of literature associated with the No Child Left Behind Act of 2001.

Degree: 2009, University of Wisconsin – Stout

Subjects/Keywords: Academic achievement – United States – Evaluation; United States. – No Child Left Behind Act of 2001

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rollins, B. (2009). A comprehensive review of literature associated with the No Child Left Behind Act of 2001. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf ; http://digital.library.wisc.edu/1793/43305

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):

Rollins, Brett. “A comprehensive review of literature associated with the No Child Left Behind Act of 2001.” 2009. Thesis, University of Wisconsin – Stout. Accessed September 23, 2019. http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf ; http://digital.library.wisc.edu/1793/43305.

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

MLA Handbook (7th Edition):

Rollins, Brett. “A comprehensive review of literature associated with the No Child Left Behind Act of 2001.” 2009. Web. 23 Sep 2019.

Vancouver:

Rollins B. A comprehensive review of literature associated with the No Child Left Behind Act of 2001. [Internet] [Thesis]. University of Wisconsin – Stout; 2009. [cited 2019 Sep 23]. Available from: http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf ; http://digital.library.wisc.edu/1793/43305.

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

Council of Science Editors:

Rollins B. A comprehensive review of literature associated with the No Child Left Behind Act of 2001. [Thesis]. University of Wisconsin – Stout; 2009. Available from: http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf ; http://digital.library.wisc.edu/1793/43305

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

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