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You searched for subject:(Other Educational Administration AND Supervision). Showing records 1 – 30 of 3447 total matches.

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1. Rawski, Marlee J. The Seven Essentials of Highly Engaged Alumni.

Degree: 2011, Marquette University

 The Seven Essentials of Highly Engaged Alumni define the desirable characteristics of a highly engaged alumnus/a of Marquette University – in how they view themselves… (more)

Subjects/Keywords: Higher Education; Other Educational Administration and Supervision

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APA (6th Edition):

Rawski, M. J. (2011). The Seven Essentials of Highly Engaged Alumni. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/cps_professional/35

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):

Rawski, Marlee J. “The Seven Essentials of Highly Engaged Alumni.” 2011. Thesis, Marquette University. Accessed January 21, 2019. https://epublications.marquette.edu/cps_professional/35.

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

MLA Handbook (7th Edition):

Rawski, Marlee J. “The Seven Essentials of Highly Engaged Alumni.” 2011. Web. 21 Jan 2019.

Vancouver:

Rawski MJ. The Seven Essentials of Highly Engaged Alumni. [Internet] [Thesis]. Marquette University; 2011. [cited 2019 Jan 21]. Available from: https://epublications.marquette.edu/cps_professional/35.

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

Council of Science Editors:

Rawski MJ. The Seven Essentials of Highly Engaged Alumni. [Thesis]. Marquette University; 2011. Available from: https://epublications.marquette.edu/cps_professional/35

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


Marshall University

2. Harris, Joel. An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship.

Degree: 2011, Marshall University

 The purpose of this descriptive study was to investigate how professional educators in West Virginia view the principalship and identify factors that influence a qualified… (more)

Subjects/Keywords: Principals; Licensure; Deterrents; Motivators; Education; Educational Administration and Supervision; Other Educational Administration and Supervision

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APA (6th Edition):

Harris, J. (2011). An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/85

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):

Harris, Joel. “An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship.” 2011. Thesis, Marshall University. Accessed January 21, 2019. http://mds.marshall.edu/etd/85.

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

MLA Handbook (7th Edition):

Harris, Joel. “An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship.” 2011. Web. 21 Jan 2019.

Vancouver:

Harris J. An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship. [Internet] [Thesis]. Marshall University; 2011. [cited 2019 Jan 21]. Available from: http://mds.marshall.edu/etd/85.

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

Council of Science Editors:

Harris J. An Investigation of the Factors Influencing West Virginia Educators’ Decisions to Pursue the Principalship. [Thesis]. Marshall University; 2011. Available from: http://mds.marshall.edu/etd/85

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

3. Blasko, Justin John. Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement.

Degree: 2016, Seattle Pacific University

 Research examining the relationship between school boards and student achievement continues to expand. Many studies have focused on the influence of school board attitudes and… (more)

Subjects/Keywords: School Board; Governance; Student Achievement; Educational Administration and Supervision; Other Educational Administration and Supervision

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APA (6th Edition):

Blasko, J. J. (2016). Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement. (Thesis). Seattle Pacific University. Retrieved from http://digitalcommons.spu.edu/soe_etd/6

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):

Blasko, Justin John. “Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement.” 2016. Thesis, Seattle Pacific University. Accessed January 21, 2019. http://digitalcommons.spu.edu/soe_etd/6.

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

MLA Handbook (7th Edition):

Blasko, Justin John. “Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement.” 2016. Web. 21 Jan 2019.

Vancouver:

Blasko JJ. Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement. [Internet] [Thesis]. Seattle Pacific University; 2016. [cited 2019 Jan 21]. Available from: http://digitalcommons.spu.edu/soe_etd/6.

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

Council of Science Editors:

Blasko JJ. Superintendent and School Board Attitude and Beliefs Alignment and its Relationship to Student Achievement. [Thesis]. Seattle Pacific University; 2016. Available from: http://digitalcommons.spu.edu/soe_etd/6

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


East Tennessee State University

4. Perkins, Arland Early. School Principals’ Sources of Knowledge.

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

  The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district.… (more)

Subjects/Keywords: school principals; knowledge sources; mentoring; school leadership; Educational Administration and Supervision; Educational Leadership; Other Education; Other Educational Administration and Supervision

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APA (6th Edition):

Perkins, A. E. (2014). School Principals’ Sources of Knowledge. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2353

Chicago Manual of Style (16th Edition):

Perkins, Arland Early. “School Principals’ Sources of Knowledge.” 2014. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2019. https://dc.etsu.edu/etd/2353.

MLA Handbook (7th Edition):

Perkins, Arland Early. “School Principals’ Sources of Knowledge.” 2014. Web. 21 Jan 2019.

Vancouver:

Perkins AE. School Principals’ Sources of Knowledge. [Internet] [Doctoral dissertation]. East Tennessee State University; 2014. [cited 2019 Jan 21]. Available from: https://dc.etsu.edu/etd/2353.

Council of Science Editors:

Perkins AE. School Principals’ Sources of Knowledge. [Doctoral Dissertation]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2353


Western Kentucky University

5. Hunt, Richard Leo. Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback.

Degree: EdD, Educational Leadership Doctoral Program, 2017, Western Kentucky University

  The purpose of this research was to study the characteristics of leaders who have experienced a setback or failure and have bounced back to… (more)

Subjects/Keywords: leadership; failure resilience; Education; Educational Leadership; Other Educational Administration and Supervision

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APA (6th Edition):

Hunt, R. L. (2017). Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/126

Chicago Manual of Style (16th Edition):

Hunt, Richard Leo. “Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback.” 2017. Doctoral Dissertation, Western Kentucky University. Accessed January 21, 2019. https://digitalcommons.wku.edu/diss/126.

MLA Handbook (7th Edition):

Hunt, Richard Leo. “Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback.” 2017. Web. 21 Jan 2019.

Vancouver:

Hunt RL. Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback. [Internet] [Doctoral dissertation]. Western Kentucky University; 2017. [cited 2019 Jan 21]. Available from: https://digitalcommons.wku.edu/diss/126.

Council of Science Editors:

Hunt RL. Overcoming Failure: Characteristics of Leaders Who Have Successfully Recovered from a Significant Setback. [Doctoral Dissertation]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/diss/126


Liberty University

6. Bailey, James Mitchell, Jr. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.

Degree: 2018, Liberty University

 American schools, like nations across the world, are faced with the challenge of recruiting and retaining highly qualified teachers. The purpose of this case study… (more)

Subjects/Keywords: Teacher Job Satisfaction; Administration; Teacher Retention; Burnout; Job Satisfaction; Novice Teacher; Education; Educational Administration and Supervision; Other Educational Administration and Supervision

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

APA (6th Edition):

Bailey, James Mitchell, J. (2018). A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1896

Chicago Manual of Style (16th Edition):

Bailey, James Mitchell, Jr. “A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.” 2018. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. https://digitalcommons.liberty.edu/doctoral/1896.

MLA Handbook (7th Edition):

Bailey, James Mitchell, Jr. “A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction.” 2018. Web. 21 Jan 2019.

Vancouver:

Bailey, James Mitchell J. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.liberty.edu/doctoral/1896.

Council of Science Editors:

Bailey, James Mitchell J. A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1896

7. Downs, Joni L. Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work.

Degree: 2009, Marquette University

 The prospect of coming out in the workplace may generate considerable fear for lesbian, gay, or bisexual (LGB) individuals. This includes fears of job discrimination… (more)

Subjects/Keywords: Gay counselors; Student counselors; Education; Educational Administration and Supervision; Educational Leadership; Other Educational Administration and Supervision; Student Counseling and Personnel Services

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APA (6th Edition):

Downs, J. L. (2009). Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/429

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):

Downs, Joni L. “Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work.” 2009. Thesis, Marquette University. Accessed January 21, 2019. https://epublications.marquette.edu/dissertations_mu/429.

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

MLA Handbook (7th Edition):

Downs, Joni L. “Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work.” 2009. Web. 21 Jan 2019.

Vancouver:

Downs JL. Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work. [Internet] [Thesis]. Marquette University; 2009. [cited 2019 Jan 21]. Available from: https://epublications.marquette.edu/dissertations_mu/429.

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

Council of Science Editors:

Downs JL. Lesbian, Gay, Bisexual School Counselors: What Influences Their Decision-Making Regarding Coming Out at Work. [Thesis]. Marquette University; 2009. Available from: https://epublications.marquette.edu/dissertations_mu/429

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


Eastern Illinois University

8. Pond, Anita K. An Exemplary Early Childhood Program: Program Directors' Perspectives.

Degree: Education Specialist (EdS), Educational Administration, 1994, Eastern Illinois University

  The purpose of this field experience was to develop exemplary guidelines for the implementation of an early childhood program. A survey of 78 early… (more)

Subjects/Keywords: Other Educational Administration and Supervision

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APA (6th Edition):

Pond, A. K. (1994). An Exemplary Early Childhood Program: Program Directors' Perspectives. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2043

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):

Pond, Anita K. “An Exemplary Early Childhood Program: Program Directors' Perspectives.” 1994. Thesis, Eastern Illinois University. Accessed January 21, 2019. http://thekeep.eiu.edu/theses/2043.

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

MLA Handbook (7th Edition):

Pond, Anita K. “An Exemplary Early Childhood Program: Program Directors' Perspectives.” 1994. Web. 21 Jan 2019.

Vancouver:

Pond AK. An Exemplary Early Childhood Program: Program Directors' Perspectives. [Internet] [Thesis]. Eastern Illinois University; 1994. [cited 2019 Jan 21]. Available from: http://thekeep.eiu.edu/theses/2043.

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

Council of Science Editors:

Pond AK. An Exemplary Early Childhood Program: Program Directors' Perspectives. [Thesis]. Eastern Illinois University; 1994. Available from: http://thekeep.eiu.edu/theses/2043

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

9. Idobo, Michael L. Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney.

Degree: Doctor of Education (EdD), 1999, Australian Catholic University

 AIMS:The project examines the perceptions of significant stakeholders in the Catholic Education system concerning the nature, outcomes and effectiveness of the implementation of the Quality… (more)

Subjects/Keywords: Other Educational Administration and Supervision

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APA (6th Edition):

Idobo, M. L. (1999). Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/21

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):

Idobo, Michael L. “Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney.” 1999. Thesis, Australian Catholic University. Accessed January 21, 2019. https://researchbank.acu.edu.au/theses/21.

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

MLA Handbook (7th Edition):

Idobo, Michael L. “Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney.” 1999. Web. 21 Jan 2019.

Vancouver:

Idobo ML. Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney. [Internet] [Thesis]. Australian Catholic University; 1999. [cited 2019 Jan 21]. Available from: https://researchbank.acu.edu.au/theses/21.

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

Council of Science Editors:

Idobo ML. Quality assurance processes: The nature, outcomes and effectiveness of quality assurance processes of the Catholic Education Office, Sydney. [Thesis]. Australian Catholic University; 1999. Available from: https://researchbank.acu.edu.au/theses/21

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


Wayne State University

10. Norwood, Tonya Renee. Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale.

Degree: PhD, Educational Leadership and Policy, 2016, Wayne State University

  A pervasive issue facing today’s educational environment is teacher morale in schools. Recognizing that teacher morale in urban schools is an area of concern,… (more)

Subjects/Keywords: Principal; Relationship; Schools; Teachers; Urban; Educational Administration and Supervision; Other Education

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APA (6th Edition):

Norwood, T. R. (2016). Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1656

Chicago Manual of Style (16th Edition):

Norwood, Tonya Renee. “Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale.” 2016. Doctoral Dissertation, Wayne State University. Accessed January 21, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1656.

MLA Handbook (7th Edition):

Norwood, Tonya Renee. “Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale.” 2016. Web. 21 Jan 2019.

Vancouver:

Norwood TR. Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Jan 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1656.

Council of Science Editors:

Norwood TR. Relationship Between Principal And Teachers In Urban Schools: An Examination Of Principal Leadership Practices And Teacher Morale. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1656

11. Vanover, Sarah Taylor. Family Preferences for Childcare in Central Kentucky.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, Encompass Digital Archive, Eastern Kentucky University

  Early childhood professionals have established a set list of characteristics that denote a high quality early care and education environment for children under the… (more)

Subjects/Keywords: Childcare; Child Development; Family; Other Educational Administration and Supervision

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APA (6th Edition):

Vanover, S. T. (2016). Family Preferences for Childcare in Central Kentucky. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/442

Chicago Manual of Style (16th Edition):

Vanover, Sarah Taylor. “Family Preferences for Childcare in Central Kentucky.” 2016. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed January 21, 2019. https://encompass.eku.edu/etd/442.

MLA Handbook (7th Edition):

Vanover, Sarah Taylor. “Family Preferences for Childcare in Central Kentucky.” 2016. Web. 21 Jan 2019.

Vancouver:

Vanover ST. Family Preferences for Childcare in Central Kentucky. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. [cited 2019 Jan 21]. Available from: https://encompass.eku.edu/etd/442.

Council of Science Editors:

Vanover ST. Family Preferences for Childcare in Central Kentucky. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2016. Available from: https://encompass.eku.edu/etd/442


University of Tennessee – Knoxville

12. Wilson, Nicole L. The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher.

Degree: 2012, University of Tennessee – Knoxville

 The purpose of this qualitative, multi-site case study was to investigate the principal’s role in facilitating the development of classroom management skills of novice teachers.… (more)

Subjects/Keywords: Elementary Principal; Classroom Management; Novice Teacher; Education; Educational Administration and Supervision; Other Educational Administration and Supervision

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

APA (6th Edition):

Wilson, N. L. (2012). The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1572

Chicago Manual of Style (16th Edition):

Wilson, Nicole L. “The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher.” 2012. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 21, 2019. https://trace.tennessee.edu/utk_graddiss/1572.

MLA Handbook (7th Edition):

Wilson, Nicole L. “The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher.” 2012. Web. 21 Jan 2019.

Vancouver:

Wilson NL. The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2012. [cited 2019 Jan 21]. Available from: https://trace.tennessee.edu/utk_graddiss/1572.

Council of Science Editors:

Wilson NL. The Principal's Role in Developing the Classroom Management Skills of the Novice Elementary Teacher. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_graddiss/1572


Boise State University

13. McCarter, Matthew Aaron. A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative.

Degree: 2015, Boise State University

 This study embraces a structuration approach to explore how the staff at the Idaho State Education Agency (SEA) reacted to implementing a unique and sweeping… (more)

Subjects/Keywords: organizational change; public education; structuration; Educational Leadership; Organizational Communication; Other Educational Administration and Supervision

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APA (6th Edition):

McCarter, M. A. (2015). A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/988

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):

McCarter, Matthew Aaron. “A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative.” 2015. Thesis, Boise State University. Accessed January 21, 2019. http://scholarworks.boisestate.edu/td/988.

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

MLA Handbook (7th Edition):

McCarter, Matthew Aaron. “A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative.” 2015. Web. 21 Jan 2019.

Vancouver:

McCarter MA. A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative. [Internet] [Thesis]. Boise State University; 2015. [cited 2019 Jan 21]. Available from: http://scholarworks.boisestate.edu/td/988.

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

Council of Science Editors:

McCarter MA. A Structurational Approach to Organizational Change: Exploring Idaho’s Students Come First Initiative. [Thesis]. Boise State University; 2015. Available from: http://scholarworks.boisestate.edu/td/988

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


Liberty University

14. Randolph, Lawrence. A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers.

Degree: 2016, Liberty University

 The purpose of this qualitative transcendental phenomenological study was to examine the life experiences of 11 central office administrators from rural school divisions in Virginia,… (more)

Subjects/Keywords: Central Office Administrators; Incompetent; Marginal; Teacher Evaluation; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Educational Administration and Supervision; Special Education Administration

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APA (6th Edition):

Randolph, L. (2016). A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1248

Chicago Manual of Style (16th Edition):

Randolph, Lawrence. “A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers.” 2016. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1248.

MLA Handbook (7th Edition):

Randolph, Lawrence. “A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers.” 2016. Web. 21 Jan 2019.

Vancouver:

Randolph L. A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1248.

Council of Science Editors:

Randolph L. A Phenomenological Investigation of Rural Central Office Administrators’ Experiences in Supporting Marginal Special Education Teachers. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1248


Liberty University

15. Bryant, Kimberly. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to understand and explain the perceptions of African-American female teachers’ levels of preparedness for the teaching field after… (more)

Subjects/Keywords: African-American Females; Historically Black Colleges and Universities; Perceptions; Teacher Readiness; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Other Education; Other Educational Administration and Supervision

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APA (6th Edition):

Bryant, K. (2016). A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1293

Chicago Manual of Style (16th Edition):

Bryant, Kimberly. “A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.” 2016. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1293.

MLA Handbook (7th Edition):

Bryant, Kimberly. “A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field.” 2016. Web. 21 Jan 2019.

Vancouver:

Bryant K. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1293.

Council of Science Editors:

Bryant K. A Phenomenological Study of African-American Female Teacher Graduates of Historically Black Colleges and Universities’ Perceptions of Preparedness for the Field. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1293


Liberty University

16. Strickland, Thomas. A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941.

Degree: 2017, Liberty University

 The purpose of this two-case study was to describe the perceptions of middle school administrators and teachers concerning leader behaviors throughout the implementation of Response-to-Intervention… (more)

Subjects/Keywords: Administrator Perceptions; Response-to-Intervention; Teacher Perceptions; Transformational Leadership; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Educational Administration and Supervision

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

APA (6th Edition):

Strickland, T. (2017). A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1507

Chicago Manual of Style (16th Edition):

Strickland, Thomas. “A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941.” 2017. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1507.

MLA Handbook (7th Edition):

Strickland, Thomas. “A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941.” 2017. Web. 21 Jan 2019.

Vancouver:

Strickland T. A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1507.

Council of Science Editors:

Strickland T. A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1507


Liberty University

17. Watson, Ashley. The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate.

Degree: 2017, Liberty University

 Leaders exist at many levels. Within the educational arena, studies have shown the correlation of leadership styles among principals and the school culture (Pepper &… (more)

Subjects/Keywords: Leadership Dimensions; Leadership Styles; School Climate; Teacher Leaders; Teacher Leadership; Transformational Leadership Theory; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Other Educational Administration and Supervision

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

APA (6th Edition):

Watson, A. (2017). The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1391

Chicago Manual of Style (16th Edition):

Watson, Ashley. “The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate.” 2017. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1391.

MLA Handbook (7th Edition):

Watson, Ashley. “The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate.” 2017. Web. 21 Jan 2019.

Vancouver:

Watson A. The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1391.

Council of Science Editors:

Watson A. The Predictive Relationship of Teacher Leadership Dimensions on Elementary School Climate. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1391


Liberty University

18. Martin, Abbie. Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools.

Degree: 2016, Liberty University

 The purpose of the study was to determine if there is a relationship between amount of training administrators receive in technology integration and their attitudes… (more)

Subjects/Keywords: Administrators; Andragogy; Attitude; Professional Development; Technology; Training; Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Educational Administration and Supervision

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

APA (6th Edition):

Martin, A. (2016). Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1224

Chicago Manual of Style (16th Edition):

Martin, Abbie. “Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools.” 2016. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1224.

MLA Handbook (7th Edition):

Martin, Abbie. “Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools.” 2016. Web. 21 Jan 2019.

Vancouver:

Martin A. Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1224.

Council of Science Editors:

Martin A. Relating Administrators’ Training in Technology Integration and Their Attitudes toward Technology in Southeastern Virginia Schools. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1224


Liberty University

19. Tolliver, Janice. Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools.

Degree: 2018, Liberty University

 The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are… (more)

Subjects/Keywords: Elementary Schools; High-Poverty Schools; Job Satisfaction; Retention; Title I; Turnover; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Educational Administration and Supervision

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

APA (6th Edition):

Tolliver, J. (2018). Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1651

Chicago Manual of Style (16th Edition):

Tolliver, Janice. “Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1651.

MLA Handbook (7th Edition):

Tolliver, Janice. “Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools.” 2018. Web. 21 Jan 2019.

Vancouver:

Tolliver J. Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1651.

Council of Science Editors:

Tolliver J. Factors That Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1651


University of Tennessee – Knoxville

20. Casteel, Robbie B. Volunteer Management Needs Assessment of the Tennessee 4-H Program.

Degree: MS, Agriculture and Extension Education, 2010, University of Tennessee – Knoxville

 The purpose of this descriptive study was to conduct a state-wide needs assessment of Tennessee 4-H Youth Development Extension Agents to determine the perception in… (more)

Subjects/Keywords: 4-H; Volunteer Management; Needs Assessment; Tennessee; Volunteers; Other Educational Administration and Supervision

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

APA (6th Edition):

Casteel, R. B. (2010). Volunteer Management Needs Assessment of the Tennessee 4-H Program. (Thesis). University of Tennessee – Knoxville. Retrieved from http://trace.tennessee.edu/utk_gradthes/611

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):

Casteel, Robbie B. “Volunteer Management Needs Assessment of the Tennessee 4-H Program.” 2010. Thesis, University of Tennessee – Knoxville. Accessed January 21, 2019. http://trace.tennessee.edu/utk_gradthes/611.

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

MLA Handbook (7th Edition):

Casteel, Robbie B. “Volunteer Management Needs Assessment of the Tennessee 4-H Program.” 2010. Web. 21 Jan 2019.

Vancouver:

Casteel RB. Volunteer Management Needs Assessment of the Tennessee 4-H Program. [Internet] [Thesis]. University of Tennessee – Knoxville; 2010. [cited 2019 Jan 21]. Available from: http://trace.tennessee.edu/utk_gradthes/611.

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

Council of Science Editors:

Casteel RB. Volunteer Management Needs Assessment of the Tennessee 4-H Program. [Thesis]. University of Tennessee – Knoxville; 2010. Available from: http://trace.tennessee.edu/utk_gradthes/611

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

21. Drew, Homer W. Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College.

Degree: EdD, Higher Education Administration EdD, 1983, Andrews University

  Problem. This study addressed the problem of how small Christian institutions of higher education may best organize and manage their fund-raising programs to maximize… (more)

Subjects/Keywords: Finance; Other Educational Administration and Supervision

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

APA (6th Edition):

Drew, H. W. (1983). Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/337

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):

Drew, Homer W. “Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College.” 1983. Thesis, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/337.

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

MLA Handbook (7th Edition):

Drew, Homer W. “Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College.” 1983. Web. 21 Jan 2019.

Vancouver:

Drew HW. Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College. [Internet] [Thesis]. Andrews University; 1983. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/337.

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

Council of Science Editors:

Drew HW. Analysis of Fund-Raising Activities In Regard to Alumni Giving at Bethel College. [Thesis]. Andrews University; 1983. Available from: https://digitalcommons.andrews.edu/dissertations/337

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

22. Dunbebin, Clarence U. The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools.

Degree: PhD, Higher Education Administration PhD, 1980, Andrews University

  Problem. Organizations of nearly every type succeed in fulfilling their mission best when they are productive and effective. Changes in societal outlook have made… (more)

Subjects/Keywords: Other Educational Administration and Supervision; Sociology

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

APA (6th Edition):

Dunbebin, C. U. (1980). The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/340

Chicago Manual of Style (16th Edition):

Dunbebin, Clarence U. “The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools.” 1980. Doctoral Dissertation, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/340.

MLA Handbook (7th Edition):

Dunbebin, Clarence U. “The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools.” 1980. Web. 21 Jan 2019.

Vancouver:

Dunbebin CU. The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools. [Internet] [Doctoral dissertation]. Andrews University; 1980. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/340.

Council of Science Editors:

Dunbebin CU. The Effect of Reality Therapy As An Administrative Model Upon the Organizational Climate and Educational Outcomes of Selected Elementary Schools. [Doctoral Dissertation]. Andrews University; 1980. Available from: https://digitalcommons.andrews.edu/dissertations/340


Wayne State University

23. Rivard, Lisa R. Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools.

Degree: PhD, Instructional Technology, 2010, Wayne State University

  Principals need to acquire understanding of, and proficiency in, technology skills and integration to be effective instructional leaders. As issues concerning the lack of… (more)

Subjects/Keywords: Leadership; NETS-A; Principals; Standards; Technology; Educational Administration and Supervision; Other Education

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

APA (6th Edition):

Rivard, L. R. (2010). Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/147

Chicago Manual of Style (16th Edition):

Rivard, Lisa R. “Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools.” 2010. Doctoral Dissertation, Wayne State University. Accessed January 21, 2019. https://digitalcommons.wayne.edu/oa_dissertations/147.

MLA Handbook (7th Edition):

Rivard, Lisa R. “Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools.” 2010. Web. 21 Jan 2019.

Vancouver:

Rivard LR. Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Jan 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/147.

Council of Science Editors:

Rivard LR. Enhancing Education Through Technology: Prinicpal Leadership For Technology Integration In Schools. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/147


College of William and Mary

24. Short, Cecelia Ruth. The stated goals and purposes of Christian schools and the reasons parents give for choosing them.

Degree: Doctor of Education (EdD), Education, 2001, College of William and Mary

 The purpose of this study was to identify the current stated purposes of Christian schools and the reasons parents give for choosing to send their… (more)

Subjects/Keywords: Educational Administration and Supervision; Other Education

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

APA (6th Edition):

Short, C. R. (2001). The stated goals and purposes of Christian schools and the reasons parents give for choosing them. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618873

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):

Short, Cecelia Ruth. “The stated goals and purposes of Christian schools and the reasons parents give for choosing them.” 2001. Thesis, College of William and Mary. Accessed January 21, 2019. https://scholarworks.wm.edu/etd/1539618873.

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

MLA Handbook (7th Edition):

Short, Cecelia Ruth. “The stated goals and purposes of Christian schools and the reasons parents give for choosing them.” 2001. Web. 21 Jan 2019.

Vancouver:

Short CR. The stated goals and purposes of Christian schools and the reasons parents give for choosing them. [Internet] [Thesis]. College of William and Mary; 2001. [cited 2019 Jan 21]. Available from: https://scholarworks.wm.edu/etd/1539618873.

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

Council of Science Editors:

Short CR. The stated goals and purposes of Christian schools and the reasons parents give for choosing them. [Thesis]. College of William and Mary; 2001. Available from: https://scholarworks.wm.edu/etd/1539618873

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


University of South Florida

25. Grant, Lisa Marie. How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership.

Degree: 2013, University of South Florida

 District and school leadership are essential to the success of our students and our schools. While extensive conceptual literature describes leadership characteristics, there are few… (more)

Subjects/Keywords: Authenticity; Change; Political Skill; Transformational; Transformative; Education; Educational Administration and Supervision; Other Education

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

APA (6th Edition):

Grant, L. M. (2013). How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4681

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):

Grant, Lisa Marie. “How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership.” 2013. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/4681.

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

MLA Handbook (7th Edition):

Grant, Lisa Marie. “How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership.” 2013. Web. 21 Jan 2019.

Vancouver:

Grant LM. How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership. [Internet] [Thesis]. University of South Florida; 2013. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/4681.

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

Council of Science Editors:

Grant LM. How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4681

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


University of South Florida

26. Lyman, Katie J. The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.

Degree: 2014, University of South Florida

 No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from… (more)

Subjects/Keywords: admissions; correlation; emergency medical education; personality; Educational Administration and Supervision; Other Education

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APA (6th Edition):

Lyman, K. J. (2014). The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5259

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):

Lyman, Katie J. “The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.” 2014. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/5259.

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

MLA Handbook (7th Edition):

Lyman, Katie J. “The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.” 2014. Web. 21 Jan 2019.

Vancouver:

Lyman KJ. The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. [Internet] [Thesis]. University of South Florida; 2014. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/5259.

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

Council of Science Editors:

Lyman KJ. The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5259

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


University of South Florida

27. Dean, Tyler C. Graduate Nursing Student Persistence to Graduation.

Degree: 2017, University of South Florida

 The purpose of this study was to investigate whether certain student-entry characteristics collected from an admissions application from one nursing school’s graduate (master’s degree) programs… (more)

Subjects/Keywords: Attrition; Pre-Entry Characteristics; Retention; Student Completion; Educational Administration and Supervision; Other Education

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APA (6th Edition):

Dean, T. C. (2017). Graduate Nursing Student Persistence to Graduation. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7013

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):

Dean, Tyler C. “Graduate Nursing Student Persistence to Graduation.” 2017. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/7013.

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

MLA Handbook (7th Edition):

Dean, Tyler C. “Graduate Nursing Student Persistence to Graduation.” 2017. Web. 21 Jan 2019.

Vancouver:

Dean TC. Graduate Nursing Student Persistence to Graduation. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7013.

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

Council of Science Editors:

Dean TC. Graduate Nursing Student Persistence to Graduation. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7013

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


University of South Florida

28. Ruiz, Claudia A. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.

Degree: 2015, University of South Florida

 The present study investigated the job satisfaction of 205 adjunct faculty teaching standardized online courses at a private university in the United States. The extent… (more)

Subjects/Keywords: online teaching; part-time faculty; higher education; instructional design; Educational Administration and Supervision; Other Education

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APA (6th Edition):

Ruiz, C. A. (2015). Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5770

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):

Ruiz, Claudia A. “Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.” 2015. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/5770.

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

MLA Handbook (7th Edition):

Ruiz, Claudia A. “Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses.” 2015. Web. 21 Jan 2019.

Vancouver:

Ruiz CA. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. [Internet] [Thesis]. University of South Florida; 2015. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/5770.

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

Council of Science Editors:

Ruiz CA. Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5770

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


Wayne State University

29. Schnabel Kattula, Heidi. Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment.

Degree: EdD, Educational Leadership and Policy, 2011, Wayne State University

  WOMEN AND THE HIGH SCHOOL PRINCIPALSHIP: METROPOLITAN DETROIT PRINCIPALS' AND SUPERINTENDENTS' PERCEPTIONS REGARDING BARRIERS AND FACILITATORS FOR JOB ATTAINMENT by HEIDI SCHNABEL KATTULA 2011… (more)

Subjects/Keywords: educational administration; female; gender; high school principal; leadership; policy studies; Educational Administration and Supervision; Other Education; Secondary Education and Teaching

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

APA (6th Edition):

Schnabel Kattula, H. (2011). Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/395

Chicago Manual of Style (16th Edition):

Schnabel Kattula, Heidi. “Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment.” 2011. Doctoral Dissertation, Wayne State University. Accessed January 21, 2019. https://digitalcommons.wayne.edu/oa_dissertations/395.

MLA Handbook (7th Edition):

Schnabel Kattula, Heidi. “Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment.” 2011. Web. 21 Jan 2019.

Vancouver:

Schnabel Kattula H. Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Jan 21]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/395.

Council of Science Editors:

Schnabel Kattula H. Women and the high school principalship: metropolitan detroit principals' and superintendents' perceptions regarding barriers and facilitators for job attainment. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/395

30. Johnson,, George, Jr. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  This study sought to understand the extent to which African-American males perceived their experiences in higher education as an impact of their persistence. With… (more)

Subjects/Keywords: retention; persistence; African-American males; higher education; perception; Educational Leadership; Higher Education; Higher Education Administration; Other Educational Administration and Supervision

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APA (6th Edition):

Johnson,, George, J. (2017). The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/105

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):

Johnson,, George, Jr. “The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.” 2017. Thesis, Clark University Atlanta. Accessed January 21, 2019. http://digitalcommons.auctr.edu/cauetds/105.

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

MLA Handbook (7th Edition):

Johnson,, George, Jr. “The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders.” 2017. Web. 21 Jan 2019.

Vancouver:

Johnson,, George J. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Jan 21]. Available from: http://digitalcommons.auctr.edu/cauetds/105.

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

Council of Science Editors:

Johnson,, George J. The Perception of Non-Cognitive and Other Factors on African-American Males' Persistence from Freshman to Sophomore Year at an HBCU: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/105

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

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