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You searched for subject:(No Child Left Behind). Showing records 1 – 30 of 46959 total matches.

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University of Hawaii – Manoa

1. 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 27, 2020. 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. 27 Sep 2020.

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 2020 Sep 27]. 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


University of Cincinnati

2. STEPHENS, JODI MISHOS. NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY.

Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati

 This study examines NCLB’s effects on teachers’ sense of efficacy. Seven teachers in a middle school that failed to meet NCLB mandates participated. The school… (more)

Subjects/Keywords: Teacher Efficacy Research; No Child Left Behind

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APA (6th Edition):

STEPHENS, J. M. (2007). NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179331003

Chicago Manual of Style (16th Edition):

STEPHENS, JODI MISHOS. “NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179331003.

MLA Handbook (7th Edition):

STEPHENS, JODI MISHOS. “NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY.” 2007. Web. 27 Sep 2020.

Vancouver:

STEPHENS JM. NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179331003.

Council of Science Editors:

STEPHENS JM. NCLB's EFFECTS ON TEACHERS' SENSE OF EFFICACY. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179331003


University of Houston

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Doctoral Dissertation, University of Houston. Accessed September 27, 2020. http://hdl.handle.net/10657/1437.

MLA Handbook (7th Edition):

Troutman, James Doyle. “STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY.” 2014. Web. 27 Sep 2020.

Vancouver:

Troutman JD. STATE TAKEOVERS OF SCHOOL DISTRICTS: A CORRELATIONAL STUDY. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10657/1437.

Council of Science Editors:

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


University of Hawaii – Manoa

4. 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 27, 2020. 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. 27 Sep 2020.

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 2020 Sep 27]. 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


University of Edinburgh

5. Yabroff, Sarah. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.

Degree: 2009, University of Edinburgh

 The following textual study aims to review the strengths and weaknesses of current second language policy and legislation within the United States education system, and… (more)

Subjects/Keywords: No Child Left Behind; Language Planning Policy; Second Language Acquisition

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APA (6th Edition):

Yabroff, S. (2009). From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3638

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):

Yabroff, Sarah. “From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.” 2009. Thesis, University of Edinburgh. Accessed September 27, 2020. http://hdl.handle.net/1842/3638.

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

MLA Handbook (7th Edition):

Yabroff, Sarah. “From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind.” 2009. Web. 27 Sep 2020.

Vancouver:

Yabroff S. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1842/3638.

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

Council of Science Editors:

Yabroff S. From Form to Dysfunction? Disconnect within Language Planning Policy of No Child Left Behind. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3638

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


UCLA

6. Smith, Matthew David. Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States.

Degree: Education, 2012, UCLA

 Advocates of the No Child Left Behind Act of 2001 (NCLB) often champion a neoliberal agenda of privatization, deregulation, the mass firings of teachers and… (more)

Subjects/Keywords: Education; Corrective Action; No Child Left Behind; Southwest

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APA (6th Edition):

Smith, M. D. (2012). Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9sh9c239

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

Chicago Manual of Style (16th Edition):

Smith, Matthew David. “Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States.” 2012. Thesis, UCLA. Accessed September 27, 2020. http://www.escholarship.org/uc/item/9sh9c239.

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

MLA Handbook (7th Edition):

Smith, Matthew David. “Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States.” 2012. Web. 27 Sep 2020.

Vancouver:

Smith MD. Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Sep 27]. Available from: http://www.escholarship.org/uc/item/9sh9c239.

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

Council of Science Editors:

Smith MD. Educators as Optimistic Futurists: A Critical Case Study Investigation into the Takeover of One Middle School in the Southwest United States. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/9sh9c239

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


Vanderbilt University

7. Nicotera, Anna Charise. The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

 The purpose of this dissertation is to evaluate the public school choice provision of the federal 2001 No Child Left Behind Act (NCLB), a policy… (more)

Subjects/Keywords: student mobility; No Child Left Behind; school choice

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APA (6th Edition):

Nicotera, A. C. (2014). The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10438

Chicago Manual of Style (16th Edition):

Nicotera, Anna Charise. “The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 27, 2020. http://hdl.handle.net/1803/10438.

MLA Handbook (7th Edition):

Nicotera, Anna Charise. “The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement.” 2014. Web. 27 Sep 2020.

Vancouver:

Nicotera AC. The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1803/10438.

Council of Science Editors:

Nicotera AC. The Impact of No Child Left Behind Public School Choice on Student Mobility and Achievement. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/10438


Texas A&M University

8. Hull, Richard Donald. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.

Degree: EdD, Educational Administration, 2013, Texas A&M University

 The purpose of this study was to determine if significant differences existed in principals’ perceptions of their school’s capacity to meet Adequate Yearly Progress (AYP)… (more)

Subjects/Keywords: school capacity; leadership; No Child Left Behind; educational policy; AYP

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APA (6th Edition):

Hull, R. D. (2013). Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151286

Chicago Manual of Style (16th Edition):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/151286.

MLA Handbook (7th Edition):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Web. 27 Sep 2020.

Vancouver:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/151286.

Council of Science Editors:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151286


Penn State University

9. Blahus, Rebecca Anne. Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind.

Degree: 2013, Penn State University

 Using a case study design, with a phenomenological perspective, this research focused on a sample of primary classroom teachers (grades K – 3rd grade) in… (more)

Subjects/Keywords: Responsive Classroom; No Child Left Behind; teachers response to change

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APA (6th Edition):

Blahus, R. A. (2013). Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18827

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):

Blahus, Rebecca Anne. “Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind.” 2013. Thesis, Penn State University. Accessed September 27, 2020. https://submit-etda.libraries.psu.edu/catalog/18827.

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

MLA Handbook (7th Edition):

Blahus, Rebecca Anne. “Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind.” 2013. Web. 27 Sep 2020.

Vancouver:

Blahus RA. Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind. [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Sep 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/18827.

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

Council of Science Editors:

Blahus RA. Perceptions of Primary Teachers Using Responsive Classroom in the Era of No Child Left Behind. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18827

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


The Ohio State University

10. Gerrity, Kevin W. No child left behind: determining the impact of policy on music education.

Degree: PhD, Music, 2007, The Ohio State University

 The purpose of this study was to ascertain the impact of No Child Left Behind on music education in the State of Ohio. To accomplish… (more)

Subjects/Keywords: Education, Music; No Child Left Behind; Music Education; Educational Policy

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APA (6th Edition):

Gerrity, K. W. (2007). No child left behind: determining the impact of policy on music education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1180474950

Chicago Manual of Style (16th Edition):

Gerrity, Kevin W. “No child left behind: determining the impact of policy on music education.” 2007. Doctoral Dissertation, The Ohio State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180474950.

MLA Handbook (7th Edition):

Gerrity, Kevin W. “No child left behind: determining the impact of policy on music education.” 2007. Web. 27 Sep 2020.

Vancouver:

Gerrity KW. No child left behind: determining the impact of policy on music education. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180474950.

Council of Science Editors:

Gerrity KW. No child left behind: determining the impact of policy on music education. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180474950


The Ohio State University

11. Klaf, Suzanna. THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY.

Degree: PhD, Geography, 2009, The Ohio State University

 Since 2001 public schools in the United States have been subjected to No Child Left Behind (NCLB). This federal level reform policy was implemented in… (more)

Subjects/Keywords: Geography; No Child Left Behind; inner city schools; biopower

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APA (6th Edition):

Klaf, S. (2009). THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970

Chicago Manual of Style (16th Edition):

Klaf, Suzanna. “THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.

MLA Handbook (7th Edition):

Klaf, Suzanna. “THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY.” 2009. Web. 27 Sep 2020.

Vancouver:

Klaf S. THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.

Council of Science Editors:

Klaf S. THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970


Youngstown State University

12. Staten, Carol Louise. An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2009, Youngstown State University

  The No Child Left Behind Act had a positive agenda-setting function on this urban middle school, forcing it to re-examine the strategies it was… (more)

Subjects/Keywords: Educational Evaluation; No Child Left Behind; middle school strategies

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

APA (6th Edition):

Staten, C. L. (2009). An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1250680947

Chicago Manual of Style (16th Edition):

Staten, Carol Louise. “An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind.” 2009. Doctoral Dissertation, Youngstown State University. Accessed September 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1250680947.

MLA Handbook (7th Edition):

Staten, Carol Louise. “An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind.” 2009. Web. 27 Sep 2020.

Vancouver:

Staten CL. An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind. [Internet] [Doctoral dissertation]. Youngstown State University; 2009. [cited 2020 Sep 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1250680947.

Council of Science Editors:

Staten CL. An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind. [Doctoral Dissertation]. Youngstown State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1250680947


University of Texas – Austin

13. Cavazos, Ronaldo Javier. An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent.

Degree: EdD, Educational Leadership and Policy, 2020, University of Texas – Austin

 In June of 2001, the 107th Congress of the United States of America passed what is considered by many to be one of the most… (more)

Subjects/Keywords: No child left behind; Superintendent role; Accountability; Grounded theory

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APA (6th Edition):

Cavazos, R. J. (2020). An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/8992

Chicago Manual of Style (16th Edition):

Cavazos, Ronaldo Javier. “An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent.” 2020. Doctoral Dissertation, University of Texas – Austin. Accessed September 27, 2020. http://dx.doi.org/10.26153/tsw/8992.

MLA Handbook (7th Edition):

Cavazos, Ronaldo Javier. “An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent.” 2020. Web. 27 Sep 2020.

Vancouver:

Cavazos RJ. An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2020. [cited 2020 Sep 27]. Available from: http://dx.doi.org/10.26153/tsw/8992.

Council of Science Editors:

Cavazos RJ. An exploratory analysis of federal accountability mandates and their influence on the role of the Texas school superintendent. [Doctoral Dissertation]. University of Texas – Austin; 2020. Available from: http://dx.doi.org/10.26153/tsw/8992


Virginia Tech

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 27, 2020. http://hdl.handle.net/10919/77198.

MLA Handbook (7th Edition):

Howard-Anzalone, Barbara L. “An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind.” 2011. Web. 27 Sep 2020.

Vancouver:

Howard-Anzalone BL. An Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behind. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10919/77198.

Council of Science Editors:

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


Boston University

15. Davis, Cove Johnstone. Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?.

Degree: EdD, Education, 2010, Boston University

 Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the… (more)

Subjects/Keywords: No Child Left Behind; Urban schools; Teacher retention

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

APA (6th Edition):

Davis, C. J. (2010). Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/31965

Chicago Manual of Style (16th Edition):

Davis, Cove Johnstone. “Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?.” 2010. Doctoral Dissertation, Boston University. Accessed September 27, 2020. http://hdl.handle.net/2144/31965.

MLA Handbook (7th Edition):

Davis, Cove Johnstone. “Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?.” 2010. Web. 27 Sep 2020.

Vancouver:

Davis CJ. Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?. [Internet] [Doctoral dissertation]. Boston University; 2010. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/2144/31965.

Council of Science Editors:

Davis CJ. Retaining effective urban teachers in the age of accountability: How do successful urban schools address staffing challenges?. [Doctoral Dissertation]. Boston University; 2010. Available from: http://hdl.handle.net/2144/31965

16. 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 27, 2020. 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. 27 Sep 2020.

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 2020 Sep 27]. 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


University of Illinois – Chicago

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

Degree: 2013, University of Illinois – Chicago

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Scholz, Carrie L. “NCLB's effects on teachers' perceptions, satisfaction, and career intentions.” 2013. Thesis, University of Illinois – Chicago. Accessed September 27, 2020. http://hdl.handle.net/10027/10027.

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

MLA Handbook (7th Edition):

Scholz, Carrie L. “NCLB's effects on teachers' perceptions, satisfaction, and career intentions.” 2013. Web. 27 Sep 2020.

Vancouver:

Scholz CL. NCLB's effects on teachers' perceptions, satisfaction, and career intentions. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10027/10027.

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

Council of Science Editors:

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

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


University of Southern California

18. Kuncewicki, Jason. Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District.

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

 The purpose of this study was to investigate aspects of the federal No Child Left Behind Act, more specifically the sanctions that accompany year 3… (more)

Subjects/Keywords: program improvement; educational sanctions; No Child Left Behind; transaction cost economics

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APA (6th Edition):

Kuncewicki, J. (2014). Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/375978/rec/3933

Chicago Manual of Style (16th Edition):

Kuncewicki, Jason. “Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 27, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/375978/rec/3933.

MLA Handbook (7th Edition):

Kuncewicki, Jason. “Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District.” 2014. Web. 27 Sep 2020.

Vancouver:

Kuncewicki J. Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Sep 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/375978/rec/3933.

Council of Science Editors:

Kuncewicki J. Mandated privatization through program improvement: a case study of the relationship between Action Learning Systems and the Buena Park School District. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/375978/rec/3933


California State University – Chico

19. Quilty, Monica E. Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era .

Degree: 2011, California State University – Chico

 ABSTRACT LEARNING TO READ IN A STANDARDS-BASED, TEST-DRIVEN, NO CHILD LEFT BEHIND ERA by Monica E. Quilty Master of Arts in Education California State University,… (more)

Subjects/Keywords: No Child Left Behind; Standards-Based Reading; Test-Driven Reading

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

APA (6th Edition):

Quilty, M. E. (2011). Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/379

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):

Quilty, Monica E. “Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era .” 2011. Thesis, California State University – Chico. Accessed September 27, 2020. http://hdl.handle.net/10211.4/379.

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

MLA Handbook (7th Edition):

Quilty, Monica E. “Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era .” 2011. Web. 27 Sep 2020.

Vancouver:

Quilty ME. Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.4/379.

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

Council of Science Editors:

Quilty ME. Learning to Read in a Standards-based, Test Driven, No Child Left Behind Era . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/379

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


California State University – Sacramento

20. Moraes, Rachel M. Walmer. A pedagogy of respect and a search for democracy: equalizing California's educational system.

Degree: MA, English (Composition, 2011, California State University – Sacramento

 Standardized testing is at an all time high and continues to grow in California???s elementary and secondary schools and has given rise to a very… (more)

Subjects/Keywords: No Child Left Behind; CELDT; CAHSEE; CST; Standardized testing; Portfolio assessment

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APA (6th Edition):

Moraes, R. M. W. (2011). A pedagogy of respect and a search for democracy: equalizing California's educational system. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/866

Chicago Manual of Style (16th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Masters Thesis, California State University – Sacramento. Accessed September 27, 2020. http://hdl.handle.net/10211.9/866.

MLA Handbook (7th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Web. 27 Sep 2020.

Vancouver:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10211.9/866.

Council of Science Editors:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/866


University of Missouri – Columbia

21. Gillespie, Monica A. Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process.

Degree: 2011, University of Missouri – Columbia

 The No Child Left Behind legislation of 2001 required 98% of students in the United States to be assessed annually. No Child Left Behind along… (more)

Subjects/Keywords: alternative assessment; cognitive delay; No Child Left Behind; assessment testing

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

APA (6th Edition):

Gillespie, M. A. (2011). Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15773

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):

Gillespie, Monica A. “Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process.” 2011. Thesis, University of Missouri – Columbia. Accessed September 27, 2020. http://hdl.handle.net/10355/15773.

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

MLA Handbook (7th Edition):

Gillespie, Monica A. “Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process.” 2011. Web. 27 Sep 2020.

Vancouver:

Gillespie MA. Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10355/15773.

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

Council of Science Editors:

Gillespie MA. Implementing the federal NCLB assessment policy at the local level for learners affected with moderate to severe disabilities : an analysis of educators' decision-making process. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/15773

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


University of Missouri – Columbia

22. Donaldson, Rebecca Jane. A case study of the essential supports which make up the framework of a turnaround school.

Degree: 2012, University of Missouri – Columbia

 States have been given flexibility under No Child Left Behind to create need-driven comprehensive school improvement plans with an approved accountability system, however those unable… (more)

Subjects/Keywords: school improvement plan; academic achievement; turnaround school; No Child Left Behind

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APA (6th Edition):

Donaldson, R. J. (2012). A case study of the essential supports which make up the framework of a turnaround school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33023

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):

Donaldson, Rebecca Jane. “A case study of the essential supports which make up the framework of a turnaround school.” 2012. Thesis, University of Missouri – Columbia. Accessed September 27, 2020. http://hdl.handle.net/10355/33023.

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

MLA Handbook (7th Edition):

Donaldson, Rebecca Jane. “A case study of the essential supports which make up the framework of a turnaround school.” 2012. Web. 27 Sep 2020.

Vancouver:

Donaldson RJ. A case study of the essential supports which make up the framework of a turnaround school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10355/33023.

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

Council of Science Editors:

Donaldson RJ. A case study of the essential supports which make up the framework of a turnaround school. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33023

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


University of Georgia

23. Vinson, Judith Black. The perspectives of central office personnel.

Degree: 2014, University of Georgia

 The demands of the No Child Left Behind Act of 2001 call for classroom teachers to be highly qualified, and this legislation has brought teacher… (more)

Subjects/Keywords: Highly Qualified; No Child Left Behind; Professional Development; Veteran Teachers

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APA (6th Edition):

Vinson, J. B. (2014). The perspectives of central office personnel. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23750

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):

Vinson, Judith Black. “The perspectives of central office personnel.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/23750.

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

MLA Handbook (7th Edition):

Vinson, Judith Black. “The perspectives of central office personnel.” 2014. Web. 27 Sep 2020.

Vancouver:

Vinson JB. The perspectives of central office personnel. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/23750.

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

Council of Science Editors:

Vinson JB. The perspectives of central office personnel. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23750

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


University of Georgia

24. Dubyak, Jeannette. Perspectives of elementary principals on risk taking during school improvement.

Degree: 2014, University of Georgia

 This qualitative study examined risk taking from the perspectives of three elementary principals as they related to school improvement. The researcher sought to understand what… (more)

Subjects/Keywords: Risk taking; School Improvement; Principals; No Child Left Behind; Accountability

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APA (6th Edition):

Dubyak, J. (2014). Perspectives of elementary principals on risk taking during school improvement. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21274

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):

Dubyak, Jeannette. “Perspectives of elementary principals on risk taking during school improvement.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/21274.

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

MLA Handbook (7th Edition):

Dubyak, Jeannette. “Perspectives of elementary principals on risk taking during school improvement.” 2014. Web. 27 Sep 2020.

Vancouver:

Dubyak J. Perspectives of elementary principals on risk taking during school improvement. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/21274.

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

Council of Science Editors:

Dubyak J. Perspectives of elementary principals on risk taking during school improvement. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21274

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


Georgia State University

25. Custard, Ashley. The Impact of Georgia's Accountability System on School Performance and Subgroup Populations.

Degree: PhD, Economics, 2014, Georgia State University

  This dissertation examines the impact of Georgia’s accountability system on both school and student performance. We focus on two components within Georgia’s accountability system… (more)

Subjects/Keywords: No Child Left Behind; Accountability; Georgia; Subgroup Requirements

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APA (6th Edition):

Custard, A. (2014). The Impact of Georgia's Accountability System on School Performance and Subgroup Populations. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/econ_diss/97

Chicago Manual of Style (16th Edition):

Custard, Ashley. “The Impact of Georgia's Accountability System on School Performance and Subgroup Populations.” 2014. Doctoral Dissertation, Georgia State University. Accessed September 27, 2020. https://scholarworks.gsu.edu/econ_diss/97.

MLA Handbook (7th Edition):

Custard, Ashley. “The Impact of Georgia's Accountability System on School Performance and Subgroup Populations.” 2014. Web. 27 Sep 2020.

Vancouver:

Custard A. The Impact of Georgia's Accountability System on School Performance and Subgroup Populations. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Sep 27]. Available from: https://scholarworks.gsu.edu/econ_diss/97.

Council of Science Editors:

Custard A. The Impact of Georgia's Accountability System on School Performance and Subgroup Populations. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/econ_diss/97


Liberty University

26. Bookard, Katina. Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study.

Degree: 2014, Liberty University

 The purpose of this correlational study was to test to see if there was a relationship between time reduction of the roles and responsibilities of… (more)

Subjects/Keywords: Response to Intervention; No Child Left Behind; Education; Student Counseling and Personnel Services

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APA (6th Edition):

Bookard, K. (2014). Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/816

Chicago Manual of Style (16th Edition):

Bookard, Katina. “Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study.” 2014. Doctoral Dissertation, Liberty University. Accessed September 27, 2020. http://digitalcommons.liberty.edu/doctoral/816.

MLA Handbook (7th Edition):

Bookard, Katina. “Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study.” 2014. Web. 27 Sep 2020.

Vancouver:

Bookard K. Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Sep 27]. Available from: http://digitalcommons.liberty.edu/doctoral/816.

Council of Science Editors:

Bookard K. Perceived Effects of North Carolina's Response to Intervention Process on School Counselor's Professional Duties and Responsiblities: A Correlational Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/816


Temple University

27. Priolo, Gino Rosario. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.

Degree: 2010, Temple University

Educational Administration

Ed.D.

The goal of this study was to better understand the perspective of administrators on accountability and high stakes testing - what effect… (more)

Subjects/Keywords: Educational Administration; Accountability; High Stakes Testing; No Child Left Behind; Perceptions; Principals

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

APA (6th Edition):

Priolo, G. R. (2010). HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,118860

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):

Priolo, Gino Rosario. “HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.” 2010. Thesis, Temple University. Accessed September 27, 2020. http://digital.library.temple.edu/u?/p245801coll10,118860.

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

MLA Handbook (7th Edition):

Priolo, Gino Rosario. “HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS.” 2010. Web. 27 Sep 2020.

Vancouver:

Priolo GR. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Sep 27]. Available from: http://digital.library.temple.edu/u?/p245801coll10,118860.

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

Council of Science Editors:

Priolo GR. HOW PRINCIPALS LEAD IN AN ERA OF TESTING AND ACCOUNTABILITY: A QUALITATIVE STUDY OF THE PERCEPTIONS OF PRINCIPALS LEADING SCHOOLS ON THE CONTINUUM OF NO CHILD LEFT BEHIND SANCTIONS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,118860

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


Temple University

28. Catarro, Albert F. No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.

Degree: 2014, Temple University

Educational Leadership

Ed.D.

This qualitative case study is designed to document the impact of No Child Left Behind (NCLB) on career and technical education (CTE)… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

Catarro, A. F. (2014). No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,255391

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):

Catarro, Albert F. “No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.” 2014. Thesis, Temple University. Accessed September 27, 2020. http://digital.library.temple.edu/u?/p245801coll10,255391.

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

MLA Handbook (7th Edition):

Catarro, Albert F. “No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.” 2014. Web. 27 Sep 2020.

Vancouver:

Catarro AF. No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. [Internet] [Thesis]. Temple University; 2014. [cited 2020 Sep 27]. Available from: http://digital.library.temple.edu/u?/p245801coll10,255391.

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

Council of Science Editors:

Catarro AF. No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,255391

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


Loyola University Chicago

29. Cronin, Annette Robin. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.

Degree: Doctor of Education (EdD), History, 2012, Loyola University Chicago

  The intention of this study was to examine three factors regarding the implementation of the Response to Intervention (RtI) model. First, the study discovered… (more)

Subjects/Keywords: IDEA; Leadership; No Child Left Behind; Response to Intervention; Educational Administration and Supervision

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

APA (6th Edition):

Cronin, A. R. (2012). The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/340

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):

Cronin, Annette Robin. “The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.” 2012. Thesis, Loyola University Chicago. Accessed September 27, 2020. https://ecommons.luc.edu/luc_diss/340.

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

MLA Handbook (7th Edition):

Cronin, Annette Robin. “The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools.” 2012. Web. 27 Sep 2020.

Vancouver:

Cronin AR. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2020 Sep 27]. Available from: https://ecommons.luc.edu/luc_diss/340.

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

Council of Science Editors:

Cronin AR. The Systemic Impact of the Implementation of the Response to Intervention Model in Elementary Schools. [Thesis]. Loyola University Chicago; 2012. Available from: https://ecommons.luc.edu/luc_diss/340

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


University of Georgia

30. Hightower, Tammy Jeanean. A review and analysis of academic freedom and public school teacher tenure.

Degree: 2014, University of Georgia

 Academic freedom as a concept has developed over centuries and continues to evolve in the court system. Public school teachers, while they have protections under… (more)

Subjects/Keywords: Academic freedom; Teacher; Fair dismissal; Due process; Tenured; Nontenured; No Child Left Behind

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

APA (6th Edition):

Hightower, T. J. (2014). A review and analysis of academic freedom and public school teacher tenure. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23403

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):

Hightower, Tammy Jeanean. “A review and analysis of academic freedom and public school teacher tenure.” 2014. Thesis, University of Georgia. Accessed September 27, 2020. http://hdl.handle.net/10724/23403.

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

MLA Handbook (7th Edition):

Hightower, Tammy Jeanean. “A review and analysis of academic freedom and public school teacher tenure.” 2014. Web. 27 Sep 2020.

Vancouver:

Hightower TJ. A review and analysis of academic freedom and public school teacher tenure. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/10724/23403.

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

Council of Science Editors:

Hightower TJ. A review and analysis of academic freedom and public school teacher tenure. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23403

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

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