subject:(Preparation)

University of Illinois – Urbana-Champaign

1. Fessler, Arthur J. Illinois superintendents' perceptions of the effectiveness of their superintendent training.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

► This quantitative study, using survey research methods, examined whether Illinois public school superintendents perceived their superintendent preparation programs adequately prepared them for the superintendency. More… (more)

▼ This quantitative study, using survey research methods, examined whether Illinois public school superintendents perceived their superintendent preparation programs adequately prepared them for the superintendency. More specifically, the study examined superintendents??? perceptions about the relevance of educational leadership standards, which were developed from the Interstate School Leaders Licensure Consortium and Educational Leadership Constituents Council standards and Waters and Marzano leadership responsibilities and practices), if these standards were embedded in the respondents??? university-based leadership preparation programs, and the importance of the leadership standards to their positions. An online questionnaire was administered to Illinois public school superintendents who held their appointments during the 2009-2010 school year. A total of 314 of the 868 Illinois superintendents responded, for a 36.2% response rate. The findings revealed that over three-fourths (78%) of superintendents were satisfied with the training they received from their preparation programs. Respondents also indicated that their preparation programs, on average, provided a moderate degree of preparation with regard to the leadership standards. Respondents indicated the need for additional reform in preparation programs in order to remain current with superintendents??? changing roles and responsibilities. Respondents in this study recommended the following changes to strengthen superintendent preparation programs: (a) more focus on hands-on and practical experiences, such as internships; (b) more focus on fiscal, finance, and budget issues; (c) more instructors who are current, successful superintendents; (d) more training about politics and political culture; (e) mentor programs; and (f) information about building positive relationships with school boards. Responses also revealed the need to more fully incorporate school leadership standards in superintendent preparation program design. The mean emphasis ratings on the six standards were lower than the mean importance ratings across all 39 leadership items, indicating that the extent to which these standards were emphasized was lesser than the extent to which the respondents perceived that they were important. Furthermore, the amount of variability in the participants??? responses was greater for the emphasis items than the importance items, indicating that the participants were more similar in their beliefs of importance than they were relative to their actual experiences in their superintendent preparation. Additionally, female superintendents scored the importance of all six leadership standards higher than did male superintendents. Finally, respondents noted that a focus on instructional leadership was largely missing in most preparation programs. Respondents noted that only 38% of the questionnaire items related to instructional leadership practices were emphasized or highly emphasized in their superintendent preparation programs. However, respondents indicated… Advisors/Committee Members: Hackmann, Donald G. (advisor), Hackmann, Donald G. (Committee Chair), Alexander, S. Kern (committee member), Epperson, Steven (committee member), Monda-Amaya, Lisa E. (committee member).

Subjects/Keywords: Superintendent Preparation

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APA (6^th Edition):

Fessler, A. J. (2011). Illinois superintendents' perceptions of the effectiveness of their superintendent training. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24382

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

Chicago Manual of Style (16^th Edition):

Fessler, Arthur J. “Illinois superintendents' perceptions of the effectiveness of their superintendent training.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed January 21, 2021. http://hdl.handle.net/2142/24382.

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

MLA Handbook (7^th Edition):

Fessler, Arthur J. “Illinois superintendents' perceptions of the effectiveness of their superintendent training.” 2011. Web. 21 Jan 2021.

Vancouver:

Fessler AJ. Illinois superintendents' perceptions of the effectiveness of their superintendent training. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2142/24382.

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

Council of Science Editors:

Fessler AJ. Illinois superintendents' perceptions of the effectiveness of their superintendent training. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24382

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

Texas A&M University

2. Chen, To-Yu. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152524

► The primary purpose of this study was to identify Taiwanese college students’ experiences regarding the use of TOEIC PREPARATION (TOEIC PREP) software. In this qualitative… (more)

▼ The primary purpose of this study was to identify Taiwanese college students’ experiences regarding the use of TOEIC PREPARATION (TOEIC PREP) software. In this qualitative study design, the researcher explored the college students’ feelings and attitudes as they prepared for the TOEIC test through the TOEIC PREP software provided by the school’s online platform. The research question guiding the study was: “What are the experiences of four college Taiwanese students about the TOEIC PREP software?” The four participating students were selected from 50 college juniors who used the TOEIC PREP software for two semesters in order to prepare for the TOIEC test. All of the students majored in Applied Foreign Languages and were enrolled in a required TOIEC preparation course at the university in Taiwan. In the middle and again at the end of students’ test preparation process, the researcher conducted and audio-recorded an approximately 30-minute interview with each of the four participants via Skype. Four themes emerged from the study: (a) students’ motivations derived from their English learning backgrounds, (b) online learning and flexible scheduling, (c) language test preparation through online learning, and (d) improving performance on the TOEIC test. The themes conceptualized from the research questions were mentioned and inter-related by each of the four participating students. The results of this study were as follows: 1.) In the school-required TOEIC test preparation course, the four participating students tended to indicate that the TOEIC PREP software did help them through the TOEIC test, but not all of them agreed that the online learning could replace the traditional face-to-face-class. 2.) Students having similar English learning backgrounds and learning English in a non-grammar-based classroom setting might have more interest in continuing their language learning. 3.) Free software, like TOEIC PREP, provided by the school could be a big motive for students in their TOEIC test preparation. 4.) As daily computer users, students are unlikely to need to spend extra time learning how to use the online learning software. 5.) Besides using the TOEIC PREP software for test preparation, students also were striving to improve their reading and listening competence from the process of practice. 6.) The TOEIC PREP software absolutely could help the students prepare for the test because of its flexibility of practice and immediate feedback. Advisors/Committee Members: Larke, Patricia (advisor), Yalvac, Bugrahan (committee member), Hammer, Janet (committee member), Liew, Jeffrey (committee member).

Subjects/Keywords: TOEIC preparation; CALL

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APA (6^th Edition):

Chen, T. (2014). Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152524

Chicago Manual of Style (16^th Edition):

Chen, To-Yu. “Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 21, 2021. http://hdl.handle.net/1969.1/152524.

MLA Handbook (7^th Edition):

Chen, To-Yu. “Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).” 2014. Web. 21 Jan 2021.

Vancouver:

Chen T. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1969.1/152524.

Council of Science Editors:

Chen T. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152524

AUT University

3. Bailey, Isobel. International students' expectations of a twelve week IELTS Preparation Course .

Degree: 2010, AUT University

URL: http://hdl.handle.net/10292/832

► The International English Language Testing System (IELTS) English proficiency test has been the focus of increasing research since its inception in 1989. While research has… (more)

▼ The International English Language Testing System (IELTS) English proficiency test has been the focus of increasing research since its inception in 1989. While research has contributed to a better understanding of test construction and has highlighted the limitations of individual test scores for predicting academic success, few studies have focused on students’ perceptions of the academic module of IELTS. The present study attempts to address this gap in the research by investigating student expectations of an IELTS preparation course. The study, adopting a multi-method approach using surveys and interviews, investigated ten international students enrolled in a twelve-week academic IELTS preparation course in a language school affiliated to a university in Auckland, New Zealand. The study found that students have high expectations not only of an IELTS preparation course, but of the IELTS band score they will achieve. The study also found that student expectations of the course were met at least to some extent. Various factors contributed to the fulfilment of students’ expectations including a focus on speaking and listening activities and the use of formative practice tests. Although all four language skills were recognised by the students prior to the course as being important, speaking and listening were identified as those most expected to be improved. By the end of the course, however, reading and writing skills were acknowledged to be most important, suggesting a growing awareness of the importance of literacy skills, both for achieving an appropriate IELTS score and for further academic study. Although limited by the number of participants, the findings have significance for the development and delivery of academic IELTS preparation courses. Firstly, although there is value in focusing on listening and speaking skills, given the change in students’ perceptions, academic literacy skills perhaps need a predominant focus. Related to this focus, challenging reading activities and related vocabulary development should be an integral part of the course. Secondly, the inclusion of practice IELTS tests provides an important formative component of preparation courses. Finally, the study suggests that administration staff and teachers need to better prepare students to have realistic expectations of an achievable IELTS band score. Advisors/Committee Members: Roach, Kevin (advisor).

Subjects/Keywords: IELTS; Preparation course

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APA (6^th Edition):

Bailey, I. (2010). International students' expectations of a twelve week IELTS Preparation Course . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/832

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

Chicago Manual of Style (16^th Edition):

Bailey, Isobel. “International students' expectations of a twelve week IELTS Preparation Course .” 2010. Thesis, AUT University. Accessed January 21, 2021. http://hdl.handle.net/10292/832.

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

MLA Handbook (7^th Edition):

Bailey, Isobel. “International students' expectations of a twelve week IELTS Preparation Course .” 2010. Web. 21 Jan 2021.

Vancouver:

Bailey I. International students' expectations of a twelve week IELTS Preparation Course . [Internet] [Thesis]. AUT University; 2010. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10292/832.

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

Council of Science Editors:

Bailey I. International students' expectations of a twelve week IELTS Preparation Course . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/832

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

Rice University

4. Lewis, Bethany A. Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation.

Degree: MA, Social Sciences, 2020, Rice University

URL: http://hdl.handle.net/1911/109202

► Homeschooling high school presents a unique set of opportunities and challenges for parents who want their children to attend college. This study draws upon a… (more)

Subjects/Keywords: homeschool; college preparation

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APA (6^th Edition):

Lewis, B. A. (2020). Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/109202

Chicago Manual of Style (16^th Edition):

Lewis, Bethany A. “Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation.” 2020. Masters Thesis, Rice University. Accessed January 21, 2021. http://hdl.handle.net/1911/109202.

MLA Handbook (7^th Edition):

Lewis, Bethany A. “Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation.” 2020. Web. 21 Jan 2021.

Vancouver:

Lewis BA. Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation. [Internet] [Masters thesis]. Rice University; 2020. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1911/109202.

Council of Science Editors:

Lewis BA. Avoiding "Mommy Grades": Homeschool Parent Strategies for College Preparation. [Masters Thesis]. Rice University; 2020. Available from: http://hdl.handle.net/1911/109202

5. Syngkon, Niewkor. Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -.

Degree: Economics, 2000, North-Eastern Hill University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/55512

Abstract not available newline newline

Summary p. 226-240, Bibliography p. 241-261, Appendix p. 262-275

Advisors/Committee Members: Passah, P M.

Subjects/Keywords: Dissertation; Preparation; Innumerable; Organisations; Adequately

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APA (6^th Edition):

Syngkon, N. (2000). Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -. (Thesis). North-Eastern Hill University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/55512

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

Chicago Manual of Style (16^th Edition):

Syngkon, Niewkor. “Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -.” 2000. Thesis, North-Eastern Hill University. Accessed January 21, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/55512.

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

MLA Handbook (7^th Edition):

Syngkon, Niewkor. “Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -.” 2000. Web. 21 Jan 2021.

Vancouver:

Syngkon N. Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -. [Internet] [Thesis]. North-Eastern Hill University; 2000. [cited 2021 Jan 21]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/55512.

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

Council of Science Editors:

Syngkon N. Agricultural credit in Ri_Bhoi district of Meghalaya _a case study of four villages; -. [Thesis]. North-Eastern Hill University; 2000. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/55512

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

University of Utah

6. Kopp, Vance R. Solvent swelling of coal and coal macerals.

Degree: MS;, Fuels Engineering;, 1987, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1414/rec/1044

► Selected coals and coal macerals were swollen in organic solvents. A volumetric swelling method was employed using a wide range of solvents. This method was… (more)

Subjects/Keywords: Coal preparation

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APA (6^th Edition):

Kopp, V. R. (1987). Solvent swelling of coal and coal macerals. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1414/rec/1044

Chicago Manual of Style (16^th Edition):

Kopp, Vance R. “Solvent swelling of coal and coal macerals.” 1987. Masters Thesis, University of Utah. Accessed January 21, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1414/rec/1044.

MLA Handbook (7^th Edition):

Kopp, Vance R. “Solvent swelling of coal and coal macerals.” 1987. Web. 21 Jan 2021.

Vancouver:

Kopp VR. Solvent swelling of coal and coal macerals. [Internet] [Masters thesis]. University of Utah; 1987. [cited 2021 Jan 21]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1414/rec/1044.

Council of Science Editors:

Kopp VR. Solvent swelling of coal and coal macerals. [Masters Thesis]. University of Utah; 1987. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1414/rec/1044

University of Alberta

7. Romero, D. L. Modelling and optimization of coal preparation.

Degree: MS, Department of Mining, Metallurgical and Petroleum Engineering, 1987, University of Alberta

URL: https://era.library.ualberta.ca/files/mk61rj81v

Subjects/Keywords: Coal preparation.

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APA (6^th Edition):

Romero, D. L. (1987). Modelling and optimization of coal preparation. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mk61rj81v

Chicago Manual of Style (16^th Edition):

Romero, D L. “Modelling and optimization of coal preparation.” 1987. Masters Thesis, University of Alberta. Accessed January 21, 2021. https://era.library.ualberta.ca/files/mk61rj81v.

MLA Handbook (7^th Edition):

Romero, D L. “Modelling and optimization of coal preparation.” 1987. Web. 21 Jan 2021.

Vancouver:

Romero DL. Modelling and optimization of coal preparation. [Internet] [Masters thesis]. University of Alberta; 1987. [cited 2021 Jan 21]. Available from: https://era.library.ualberta.ca/files/mk61rj81v.

Council of Science Editors:

Romero DL. Modelling and optimization of coal preparation. [Masters Thesis]. University of Alberta; 1987. Available from: https://era.library.ualberta.ca/files/mk61rj81v

8. Mohamed, Mohamed M. K. Preparation and Characterization of Cation Selective Permeable Membrane.

Degree: PhD, 2015, McMaster University

URL: http://hdl.handle.net/11375/18115

► Abstract Heavy metals are used in many industrial processes and their cations are either valuable or environmentally harmful to discharge in wastewater. Thus, it is… (more)

▼ Abstract Heavy metals are used in many industrial processes and their cations are either valuable or environmentally harmful to discharge in wastewater. Thus, it is necessary to separate heavy metals in wastewater treatment. Amongst several technical methods of separation, use of permeable membranes is an important one. For separation processes, membranes can be selective towards a target heavy metal cation either against mono-valent common cations or against other similar heavy metal cations. Synthesis of selective permeable membranes for separation purposes is an area of continuous research to meet specific needs in different applications. One of the common applications of selective separation by a permeable membrane is cation/anion separation processes using cation exchange and anion exchange membranes. Another application of selective permeable membranes is the separation of mono-valent cations from other higher valence cations. Some researchers have focused on specific selective separation of heavy metal cation from other heavy metal cations having the same valent charge. Some use chelating particulates dispersed in a neutral polymeric membrane matrix and others applied a thin chelating film on the surface of a commercial cation exchange membrane. In this work, the synthesis of novel permeable selective membranes and their use for selective separation between two di-valent heavy metal cations is presented. Three different sets of membranes were prepared in non-imprinted and imprinted forms. The ion imprinted membranes form is prepared by pre-reacting the target metal ion with the selective chelating monomer before applying in situ polymerization step, and in the non-imprinted membranes form this step is not considered. Their morphological and chemical structures were determined and their separation performances were investigated using a diffusion dialysis technique. The first membrane (non-imprinted polyvinylidene fluoride-divinylbenzyl-triethylenetetramine (PVDF/diVB-TETA) and Cu-imprinted PVDF/diVB-TETA-Cu forms) was prepared by in situ polymerization of the chelating monomer divinylbenzyl-triethylenetetramine diVB-TETA (or diVB-TETA-Cu) within a PVDF substrate, using a divinylbenzene cross-linker. Fourier transform infrared FT-IR spectroscopy showed the successful in situ polymerization of the chelating monomer within the PVDF texture. The permeation study showed that the ion-imprinted membrane has a Cu2+ selectivity factor of 3.78, while the non-imprinted membrane has a Cu2+ selectivity factor of 1.65. In addition the Cu2+ permeation flux in the imprinted membrane is 3.9 time that in the non-imprinted membrane For the second membrane, the synthesis is similar to the first membrane for both non-imprinted and imprinted forms (polyvinylidene fluoride-divinylbenzyl-triethylenetetramine-N,N'-methylenebis(acrylamide) (PVDF/diVB-TETA-N) and PVDF/diVB-TETA-N-Cu respectively), except that the used cross-linker was N,N'-methylenebis(acrylamide). In addition, sodium 4-vinylbenzyl sulfonate was… Advisors/Committee Members: Dickson, Sarah, Kim, Younggy, Civil Engineering.

Subjects/Keywords: Selective membrane preparation and characterization

11 more images…

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APA (6^th Edition):

Mohamed, M. M. K. (2015). Preparation and Characterization of Cation Selective Permeable Membrane. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18115

Chicago Manual of Style (16^th Edition):

Mohamed, Mohamed M K. “Preparation and Characterization of Cation Selective Permeable Membrane.” 2015. Doctoral Dissertation, McMaster University. Accessed January 21, 2021. http://hdl.handle.net/11375/18115.

MLA Handbook (7^th Edition):

Mohamed, Mohamed M K. “Preparation and Characterization of Cation Selective Permeable Membrane.” 2015. Web. 21 Jan 2021.

Vancouver:

Mohamed MMK. Preparation and Characterization of Cation Selective Permeable Membrane. [Internet] [Doctoral dissertation]. McMaster University; 2015. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11375/18115.

Council of Science Editors:

Mohamed MMK. Preparation and Characterization of Cation Selective Permeable Membrane. [Doctoral Dissertation]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/18115

Penn State University

9. Griess, Carolyn Jean. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/16155

► Early childhood education has gained national attention as a tool for increasing outcomes and reducing risks for young children and their families. In an effort… (more)

▼ Early childhood education has gained national attention as a tool for increasing outcomes and reducing risks for young children and their families. In an effort to ensure that early childhood programs are of high quality, many states are implementing systems that identify levels of criteria that denote excellence. Pennsylvania has adopted such a system, and one quality indicator relates to the educational qualifications of teachers in childcare settings. As a result, many Pennsylvania early childhood practitioners are enrolling in formal education programs. Although ongoing professional development and nontraditional students are not new phenomena, the circumstances surrounding early childhood teachers’ return to formal education are unique. This dissertation addresses the need for a qualitative inquiry of early childhood teachers’ experiences returning to school and how they make meaning of those experiences. Drawing on narrative inquiry, the study details the experiences of four early childhood practitioners who have recently completed or are currently pursuing further education in response to a state quality rating improvement initiative. Through semi-structured interviews, participants describe their life history, their experiences related to going back to school, and their efforts to piece together their personal, professional, and academic lives. Participant interviews were crafted into profiles that capture the uniqueness of each participant’s experience as well as highlight similar experiences among participants. Multiple analyses of the profiles yielded four themes evident in each participant’s discourse. Themes included TEACH funding, Exiting the field, Teacher education and quality teaching, and Appropriate coursework. An additional theme, Program difficulty, was limited to one participant’s experience but was significant enough to warrant inclusion in the write-up. Study results illustrate the perceived benefit of credentials as useful and relevant for early childhood teachers and administrators. Findings also indicate that participants find higher education coursework as less relevant to their roles and duties. Noteworthy are participants’ beliefs regarding the usefulness and relevancy of their courses. In the study, terms are not used interchangeably. However, the dialogue brings to light participants’ tension between the content of coursework and the degree to which learners perceive it is applicable to their professional roles and responsibilities. Overall, formal education and training programs are found to be valuable for maintaining early childhood education’s status as a profession and for increasing the quality of young children’s everyday experiences. Discussion addresses participants’ individual and shared experiences in relationship to the larger context of early childhood teacher qualifications. Advisors/Committee Members: Kathleen Mary Collins, Dissertation Advisor/Co-Advisor, James Ewald Johnson, Committee Chair/Co-Chair, Stephanie L Knight, Committee Member, Jane B Keat, Committee Member.

Subjects/Keywords: teacher preparation; QRIS; early childhood

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APA (6^th Edition):

Griess, C. J. (2012). Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16155

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

Chicago Manual of Style (16^th Edition):

Griess, Carolyn Jean. “Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.” 2012. Thesis, Penn State University. Accessed January 21, 2021. https://submit-etda.libraries.psu.edu/catalog/16155.

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

MLA Handbook (7^th Edition):

Griess, Carolyn Jean. “Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System.” 2012. Web. 21 Jan 2021.

Vancouver:

Griess CJ. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/16155.

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

Council of Science Editors:

Griess CJ. Educating Early Educators: Voices of Early Childhood Educators Participating in Formal Education as Part of a Statewide Quality Rating Improvement System. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/16155

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

University of Newcastle

10. Bardon, Michael Geoffrey Campbell. The investigative cellist and the informed audition.

Degree: MPhil, 2016, University of Newcastle

URL: http://hdl.handle.net/1959.13/1311992

►

Masters Research - Master of Philosophy (MPhil)

This exegesis represents the documentation of the creative process undertaken in the preparation and informed execution of cello… (more)

Subjects/Keywords: cello; orchestral auditions; performance preparation

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APA (6^th Edition):

Bardon, M. G. C. (2016). The investigative cellist and the informed audition. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1311992

Chicago Manual of Style (16^th Edition):

Bardon, Michael Geoffrey Campbell. “The investigative cellist and the informed audition.” 2016. Masters Thesis, University of Newcastle. Accessed January 21, 2021. http://hdl.handle.net/1959.13/1311992.

MLA Handbook (7^th Edition):

Bardon, Michael Geoffrey Campbell. “The investigative cellist and the informed audition.” 2016. Web. 21 Jan 2021.

Vancouver:

Bardon MGC. The investigative cellist and the informed audition. [Internet] [Masters thesis]. University of Newcastle; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1959.13/1311992.

Council of Science Editors:

Bardon MGC. The investigative cellist and the informed audition. [Masters Thesis]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1311992

Addis Ababa University

11. Yesuf, Ahmed. Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6831

► Budgeting is about making plans for the future, implementing those plans and monitoring activities to see whether they conform to the plan. The purpose of… (more)

Subjects/Keywords: Budget preparation; Budget implementation

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APA (6^th Edition):

Yesuf, A. (2015). Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6831

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

Chicago Manual of Style (16^th Edition):

Yesuf, Ahmed. “Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia .” 2015. Thesis, Addis Ababa University. Accessed January 21, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6831.

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

MLA Handbook (7^th Edition):

Yesuf, Ahmed. “Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia .” 2015. Web. 21 Jan 2021.

Vancouver:

Yesuf A. Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Jan 21]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6831.

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

Council of Science Editors:

Yesuf A. Budgeting and Budget Monitoring Practice in NGOs Operating in Ethiopia . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6831

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

Addis Ababa University

12. Ketema, Muluneh. Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6886

► This study was conducted on assessment of budget preparation and utilization in the case of Addis Ababa City Administration Health Bureau. To the best of… (more)

Subjects/Keywords: Budget Preparation; Budget Utilization

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APA (6^th Edition):

Ketema, M. (2015). Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6886

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

Chicago Manual of Style (16^th Edition):

Ketema, Muluneh. “Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau .” 2015. Thesis, Addis Ababa University. Accessed January 21, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6886.

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

MLA Handbook (7^th Edition):

Ketema, Muluneh. “Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau .” 2015. Web. 21 Jan 2021.

Vancouver:

Ketema M. Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Jan 21]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6886.

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

Council of Science Editors:

Ketema M. Assessment of Budget Preparation and Utilization: Case of Addis Ababa City Administration Health Bureau . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6886

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

Boston University

13. Hwang, Hajin. Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid.

Degree: MS, Biomedical Forensic Sciences, 2020, Boston University

URL: http://hdl.handle.net/2144/41271

► Forensic toxicology is a branch of science that involves the analysis of drugs and other substances in biological fluids and tissues such as blood, urine,… (more)

▼ Forensic toxicology is a branch of science that involves the analysis of drugs and other substances in biological fluids and tissues such as blood, urine, and oral fluid to aid medical or legal investigation of death, poisoning, and drug use. Due to the various components of different matrices, efficient and effective sample preparation techniques are necessary for reliable and accurate analysis. Following sample clean-up, a sensitive, specific, and robust method is ideal for consistent detection, identification, and quantitation of analytes. With the rise of drug abuse, there is a growing need to develop a single method that can target multiple classes of drugs quickly and effectively. This study validated two different sample preparation techniques for the detection and quantitation of six drug classes comprised of twenty-three drugs and metabolites in oral fluid. The drug classes were as follows: amphetamines, local anesthetics, opioids, hallucinogens, antidepressants, and novel psychoactive substances (NPS). Amphetamines used were amphetamine, methamphetamine, 3,4-methylenedioxyamphetamine (MDA), 3,4-methylenedioxy-N-ethylamphetamine (MDEA), and 3,4-methylenedioxymethamphetamine (MDMA). Local anesthetics contained benzoylecgonine (BZE), cocaine, and lidocaine. Opioids included codeine, methadone, morphine, 6-monoacetylmorphine (6-MAM), fentanyl, and oxycodone. Hallucinogens included lysergic acid diethylamide (LSD) and phencyclidine (PCP). Antidepressants were amitriptyline, citalopram, fluoxetine, and trazodone. Lastly, NPS included ethylone, α-pyrrolidinopentiophenone (α-PVP), and 2,5-dimethoxy-4-iodophenethylamine N-(2-methoxybenzyl) (25I-NBOMe). Supported liquid extraction (SLE) and solid phase extraction (SPE) were assessed followed by confirmatory analysis by liquid chromatography (LC)-tandem mass spectrometry (MS/MS). Both methods were validated according to guidelines in the Standard Practices for Method Validation in Forensic Toxicology set by the American Academy of Forensic Science (AAFS) Standards Board (ASB). Parameters assessed include calibration model, bias, precision, limit of detection (LOD), limit of quantitation (LOQ), dilution integrity, ion suppression/enhancement, interference studies, and stability. Matrix recovery was added as another parameter. All calibration models were 0.99 or greater and all compounds were stable for at least 72 hours. Bias, precision, LOD, LOQ, dilution integrity, and interferences were similar between both methods. SLE yielded slightly better LOD and LOQ values. SLE had greater values of matrix recovery as well as lower levels of ionization suppression/enhancement. Overall, SLE was determined to be the better method of sample preparation for this panel of drugs in oral fluid. Not only did it yield higher values for several of the parameters assessed but it also was more efficient (1 hour versus 2 hours) while using less solvent. Advisors/Committee Members: Botch-Jones, Sabra (advisor).

Subjects/Keywords: Toxicology; Sample preparation; Toxicology

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APA (6^th Edition):

Hwang, H. (2020). Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/41271

Chicago Manual of Style (16^th Edition):

Hwang, Hajin. “Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid.” 2020. Masters Thesis, Boston University. Accessed January 21, 2021. http://hdl.handle.net/2144/41271.

MLA Handbook (7^th Edition):

Hwang, Hajin. “Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid.” 2020. Web. 21 Jan 2021.

Vancouver:

Hwang H. Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid. [Internet] [Masters thesis]. Boston University; 2020. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2144/41271.

Council of Science Editors:

Hwang H. Comparison of sample preparation techniques for the detection and quantification of twenty-three drugs in oral fluid. [Masters Thesis]. Boston University; 2020. Available from: http://hdl.handle.net/2144/41271

University of Otago

14. Schlaadt, Rhonda J. Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? .

Degree: 2012, University of Otago

URL: http://hdl.handle.net/10523/2356

► This research, first explores what is retirement and what will it mean in 2025? Researchers have put forward many definitions of retirement, but there is… (more)

▼ This research, first explores what is retirement and what will it mean in 2025? Researchers have put forward many definitions of retirement, but there is no agreed definition. The lack of a definition is itself a barrier to planning retirement. A panel of experts will propose a consensus definition. Second, this research explores retirement age and its link to retirement planning. The removal of the New Zealand (NZ) retirement age occurred in 1999. The aim was to enable those who wanted to work longer that opportunity. The change removed a legal discriminating age barrier. However, the literature implies a link remains between the old compulsory retirement age and NZ superannuation (NZS) pension eligibility age. The third research consideration is “preparation for retirement.” The NZ Government through the Retirement Commission encourages people to plan for their retirement with a finance and savings focus, enabling individuals to be more independent rather than reliant on social welfare provisions. A finance focus only is limited. Within both the international and NZ literature there is a lack of agreement on an adequate level of retirement saving. Therefore, other retirement preparedness factors also need considered, such as employment, health and lifestyle options. Another limitation to retirement preparation is the concept of retirement as a maze of decision-making. Instead, a more flexible overview is proposed. This research utilises a qualitative methodology. The method is a multi-round iterative (modified) Delphi Technique. The New Zealand and International panellists are experts from areas of retirement, human resources, older workers, employment and government policy. The philosophical perspective of this research is one of virtue ethics. The research holds the ideal “common good” view that individuals have a virtuous or moral responsibility to prepare for their retirement therefore enabling the greatest number of New Zealanders to live in a society of equality, happiness and well-being. However, reality is more likely to occur with individuals receiving a different share of state goods, where some prepare for retirement others do not. The challenge is to find a societal balance of individual actions. This research proposes to develop a new “retirement” definition. A consensus definition of retirement is more likely to enable individuals to act for societal good. The resulting definition should have a wider acceptance and be more reliable than the view of one person. This research proposes to contribute an alternative means for considering retirement preparedness, namely the “Wasjig puzzle1” concept, to demystify and make clearer the variables (or themes) an individual ideally needs to consider. With no legislated retirement age, individuals must additionally plan when to retire. If saving for retirement is the ideal, what else should individuals consider if saving is not undertaken? Strategic planning and decision-making link the retirement preparation factors. In theme one, Finances,… Advisors/Committee Members: Sibbald, Alexander (advisor).

Subjects/Keywords: retirement; planning; Delphi; preparation

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APA (6^th Edition):

Schlaadt, R. J. (2012). Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2356

Chicago Manual of Style (16^th Edition):

Schlaadt, Rhonda J. “Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? .” 2012. Masters Thesis, University of Otago. Accessed January 21, 2021. http://hdl.handle.net/10523/2356.

MLA Handbook (7^th Edition):

Schlaadt, Rhonda J. “Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? .” 2012. Web. 21 Jan 2021.

Vancouver:

Schlaadt RJ. Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? . [Internet] [Masters thesis]. University of Otago; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10523/2356.

Council of Science Editors:

Schlaadt RJ. Planning for retirement in 2025: A Delphi study. Retirement preparation – why is it so difficult? . [Masters Thesis]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2356

University of Houston

15. -6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.

Degree: EdD, Professional Leadership, 2017, University of Houston

URL: http://hdl.handle.net/10657/1875

► Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed… (more)

▼ Background: The current complexity of the global marketplace challenges national education systems around the world to prepare its children with the knowledge and skills needed to become competitive, and research literature confirms the value of investing in education. Based on a large body of research over two decades, the Center for Public Education concludes that there is substantial evidence of a direct correlation between teacher’s effectiveness and student academic achievement. Statistics from various studies indicate the challenge for schools across the US and the globe is to hire teachers that are well-prepared for the classrooms. The National Council for Accreditation of Teacher Education, the professional teacher preparation accrediting body, indicates that effective teachers require a combination of factors including one key factor, teacher training. Therefore, preparing great teachers will have a direct impact on the learning and success of students. Purpose: This study examined the perspectives of students and alumni of the teacher preparation program they went through and their views on its effectiveness in preparing them for the real classroom. Methods: A questionnaire was given to students and alumni of the teacher preparation program at Danang University of Education (DUEd) to survey their overall perceptions on how well the teacher preparation program did in training them for the classroom and in addressing classroom environment, instruction, and in dealing students with disabilities. Results: An analysis of the results yielded common themes that reflect a prevailing trend in the teacher training programs at DUEd. Common themes indicate a need to improve the quality of the teacher preparation programs at the DUEd in several areas, especially in addressing teaching students with disabilities. Conclusion: The findings provided feedback and insights for improvement for the DUEd teacher preparation program and may be helpful to other teacher preparation programs at other institutions as well. Advisors/Committee Members: MacNeil, Angus J. (advisor), Emerson, Wayne W. (committee member), Fairchild, Renee (committee member), White, Cameron S. (committee member).

Subjects/Keywords: Teacher preparation; Danang; Vietnam

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APA (6^th Edition):

-6232-5340. (2017). Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Doctoral Dissertation, University of Houston. Accessed January 21, 2021. http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-6232-5340. “Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam.” 2017. Web. 21 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10657/1875.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6232-5340. Perspectives from Teacher Candidates and Graduates of the Teacher Training and Preparation Program at the University of Education of Danang in Vietnam. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1875

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Houston

16. Ramirez, Cynthia Soto. Advanced Participation Among Hispanic Students.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

URL: http://hdl.handle.net/10657/5622

► Background: The foundation of academic preparation begins early in a student’s life. Student instruction throughout the K-12 years can help prepare students for success in… (more)

▼ Background: The foundation of academic preparation begins early in a student’s life. Student instruction throughout the K-12 years can help prepare students for success in either post-secondary education or their career. As our lives become more dependent on areas that comprise science, technology, engineering, and mathematics (STEM), youth must develop the necessary skills to meet this demand. Although there are opportunities for all students to participate in Advanced Placement (AP) courses, there is a lack of Hispanic student representation. Purpose: The purpose of this study was to identify factors that affect Hispanic student’s AP enrollment, including socioeconomic status and status as an English language learner. The goal of the study was to analyze Hispanic students’ participation and performance in AP courses utilizing existing district data. Identifying the factors that affect Hispanic English learners (ELs), including their low-socioeconomic status, will help schools understand the dynamics that influence AP decisions. This information can be used to encourage enrollment of Hispanic students by improving the preparation for the AP classes and increase the state and national representation of Hispanics in STEM careers. Method: Masked data from a school district in a large urban area was gathered to answer the research questions. The data were analyzed using a Chi-Square test to calculate the difference in student enrollment among ethnicities in Pre-AP, AP, and Dual Credit courses. A Chi-Square test was run to determine if there was a significant difference between Hispanic Economically Disadvantaged and Non-Economically Disadvantaged students’ enrollment in AP STEM, AP Spanish, and AP. A Chi-Square test was run to analyze differences between Hispanic English Learners and Non-English learners’ participation in AP STEM, AP Spanish, and participation in any AP course. Results: Hispanic students had a lower participation rate in all courses compared to non-Hispanic students. Of the total Pre-AP, only participants (n=2605), thirty-nine percent (n=1029) were Hispanic versus sixty percent Non-Hispanic (n=1576). The total number of students participating in general AP was 757, with thirty-four percent identified as Hispanic students (n=258). Dual Credit courses had a total of 582 students, of which forty percent were Hispanic students (n=234). The only discernible difference was the rate at which students identified as Hispanic English Learners enrolled in AP Spanish only (n=15) courses (an increase of nine percent). Finally, slightly over half (52%) of the Hispanic non-ELs (n=2608) were not enrolled in any AP courses. Conclusion: Overall, the data indicate the students identified as both Hispanic and low social-economic status have a lower enrollment rate in any AP course, including Dual Credit. The study found that Hispanic students who are not economically disadvantaged enroll in more AP courses that are not limited to AP STEM and AP Spanish. The study also found that Hispanic Non-English Learners enroll in more… Advisors/Committee Members: Santi, Kristi L. (advisor), Hawkins, Jacqueline (committee member), Kent, Shawn (committee member), Hodgkinson, Kenneth (committee member).

Subjects/Keywords: Advanced preparation; Hispanic students

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APA (6^th Edition):

Ramirez, C. S. (2019). Advanced Participation Among Hispanic Students. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5622

Chicago Manual of Style (16^th Edition):

Ramirez, Cynthia Soto. “Advanced Participation Among Hispanic Students.” 2019. Doctoral Dissertation, University of Houston. Accessed January 21, 2021. http://hdl.handle.net/10657/5622.

MLA Handbook (7^th Edition):

Ramirez, Cynthia Soto. “Advanced Participation Among Hispanic Students.” 2019. Web. 21 Jan 2021.

Vancouver:

Ramirez CS. Advanced Participation Among Hispanic Students. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10657/5622.

Council of Science Editors:

Ramirez CS. Advanced Participation Among Hispanic Students. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5622

Brigham Young University

17. Kondiyenko, Olha. Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks.

Degree: MA, 2010, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3536&context=etd

► This study sought to determine perceptions of former English Language Center (ELC) students of their readiness for university reading tasks after completing their ESL training.… (more)

Subjects/Keywords: ESL; reading; university preparation; Linguistics

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APA (6^th Edition):

Kondiyenko, O. (2010). Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3536&context=etd

Chicago Manual of Style (16^th Edition):

Kondiyenko, Olha. “Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks.” 2010. Masters Thesis, Brigham Young University. Accessed January 21, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3536&context=etd.

MLA Handbook (7^th Edition):

Kondiyenko, Olha. “Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks.” 2010. Web. 21 Jan 2021.

Vancouver:

Kondiyenko O. Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2021 Jan 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3536&context=etd.

Council of Science Editors:

Kondiyenko O. Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3536&context=etd

University of Technology, Sydney

18. Gordon, BK. An action research study with health care professionals aiming to improve preparation for childhood hospitalisation.

Degree: 2012, University of Technology, Sydney

URL: http://hdl.handle.net/10453/21807

► Preparation for hospitalisation is a right of all children and its practice requires improvement. Preparation benefits children and their families because it provides information and… (more)

▼ Preparation for hospitalisation is a right of all children and its practice requires improvement. Preparation benefits children and their families because it provides information and appropriate support known to be crucial for positive outcomes. Optimal preparation practice is both difficult to define and challenging to provide. This thesis reports on an action research study undertaken when the concerns of a group of health care professionals at one major children’s hospital presented me with an opportunity to work with these staff to improve preparation for childhood hospitalisation. Applying critical social theory as a model of change helped the action group to understand how to negotiate the bureaucratic structures that can inhibit but also enable change in a hospital setting. The processes of engaging as a group with a shared goal of improving preparation practice highlighted some important challenges and opportunities in relation to the realities of collaborative action within health care settings. A survey of children and their parent/guardian regarding preparation for childhood hospitalisation and an audit of hospital staff’s preparation practices helped to identify children’s and families’ preparation practice experiences and preparation practices occurring at the hospital. As a way of mobilising collective action for desired change the action group facilitated the reinstatement of an approved preparation for childhood hospitalisation booklet. The most important findings of this study fall into three broad areas: the need for inclusive models of collaboration in complex and dynamic health care settings, the need for transformational approaches to leadership that consistently and explicitly support the engagement of staff in collaborative processes of ongoing practice improvement; and the need for transformational approaches to facilitation, which enable person-centred ways of working together and shared professional power and responsibility. To enable sustainable, evidence-based change the workplace must explicitly support staff’s continued engagement in critical reflection on their practice and provide staff with opportunities for taking collaborative action on issues of concern. Collaborative, evolving workplace cultures need to be sustained by inspired leadership at all levels of the organisation. Training and support are critical factors for attaining the inspired leadership required to transform the health care setting into an effective, efficient and supportive workplace. Keywords: preparation for childhood hospitalisation, critical social theory, action research, inclusive models of collaboration, transformational leadership, transformational facilitation.

Subjects/Keywords: Children.; Hospitalisation.; Preparation.; Australia.

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APA (6^th Edition):

Gordon, B. (2012). An action research study with health care professionals aiming to improve preparation for childhood hospitalisation. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/21807

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

Chicago Manual of Style (16^th Edition):

Gordon, BK. “An action research study with health care professionals aiming to improve preparation for childhood hospitalisation.” 2012. Thesis, University of Technology, Sydney. Accessed January 21, 2021. http://hdl.handle.net/10453/21807.

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

MLA Handbook (7^th Edition):

Gordon, BK. “An action research study with health care professionals aiming to improve preparation for childhood hospitalisation.” 2012. Web. 21 Jan 2021.

Vancouver:

Gordon B. An action research study with health care professionals aiming to improve preparation for childhood hospitalisation. [Internet] [Thesis]. University of Technology, Sydney; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10453/21807.

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

Council of Science Editors:

Gordon B. An action research study with health care professionals aiming to improve preparation for childhood hospitalisation. [Thesis]. University of Technology, Sydney; 2012. Available from: http://hdl.handle.net/10453/21807

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

Victoria University of Wellington

19. Chinlund, Elizabeth Marie. Effects of University Preparation and Engagement on Achievement.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2920

► This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of… (more)

Subjects/Keywords: Tertiary education; Achievement; University preparation

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APA (6^th Edition):

Chinlund, E. M. (2013). Effects of University Preparation and Engagement on Achievement. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2920

Chicago Manual of Style (16^th Edition):

Chinlund, Elizabeth Marie. “Effects of University Preparation and Engagement on Achievement.” 2013. Masters Thesis, Victoria University of Wellington. Accessed January 21, 2021. http://hdl.handle.net/10063/2920.

MLA Handbook (7^th Edition):

Chinlund, Elizabeth Marie. “Effects of University Preparation and Engagement on Achievement.” 2013. Web. 21 Jan 2021.

Vancouver:

Chinlund EM. Effects of University Preparation and Engagement on Achievement. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10063/2920.

Council of Science Editors:

Chinlund EM. Effects of University Preparation and Engagement on Achievement. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2920

20. Bolden, Wilner. A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement.

Degree: PhD, Leadership and Counselor Education, 2014, University of Mississippi

URL: https://egrove.olemiss.edu/etd/968

► Principal preparation programs have faced increased scrutiny concerning their effectiveness in preparing K-12 administrators (Bennet, Gooden, Lindauer, & Petrie, 2001). Due to consistently stagnant academic… (more)

▼ Principal preparation programs have faced increased scrutiny concerning their effectiveness in preparing K-12 administrators (Bennet, Gooden, Lindauer, & Petrie, 2001). Due to consistently stagnant academic performance of schools across the nation and reported shortages of quality school leaders, principals have been pushed front and center as the targeted school leader responsible for school failure. Because principals received their preparation from either a traditional or alternate route principal program, there is a need to re-exam the effectiveness of these programs to enhance principal practice and principal performance. The purpose of this quantitative study, a contextual examination of Mississippi's principal preparation programs and their impact on student achievement, is to determine whether a difference exist between Mississippi's traditional and alternate route principal preparation programs. The study also determines if there is a difference between Mississippi's eight principal preparation programs and student achievement. Mississippi's principal preparation programs include the following: Delta State University; Jackson State University; Mississippi College, Mississippi State University; the University of Mississippi; University of Southern Mississippi; William Carey University; and the Mississippi alternate path to quality school leaders. The 384 principals in the study are graduates of Mississippi's principal preparation programs who served three consecutive years as a principal during the 2010-2011 to 2012-2013 school years. Using an independent t-test, the study finds no significant difference in student achievement scores of traditional and alternate route principal preparation programs. Using an ANOVA, the study finds significant differences that exist between the eight Mississippi's principal preparation programs. Providing that the results are based on principal preparation programs and student achievement, the following recommendations are put forward: 1) examine the alignment between the types of principal preparation program as it relates to rural and urban populations served; 2) establish professional learning communities of faculty in principal preparation programs to identify collective practices best serve the needs of school districts; 3) revisit the mission of principal preparation programs to determine if and how student achievement gets integrated within the delivery of the curriculum; and 4) explore the covariant factors of how student socioeconomic status, parental involvement, and years of experience as a school leader affects leadership performance. The study concludes with a newly proposed conceptual framework in which further research would expose in greater details the impact principal preparation programs have on student achievement. Advisors/Committee Members: Rosusan D. Bartee, Susan McClelland, Timothy Letzring.

Subjects/Keywords: Principal Preparation Programs; Educational Leadership

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APA (6^th Edition):

Bolden, W. (2014). A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/968

Chicago Manual of Style (16^th Edition):

Bolden, Wilner. “A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement.” 2014. Doctoral Dissertation, University of Mississippi. Accessed January 21, 2021. https://egrove.olemiss.edu/etd/968.

MLA Handbook (7^th Edition):

Bolden, Wilner. “A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement.” 2014. Web. 21 Jan 2021.

Vancouver:

Bolden W. A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement. [Internet] [Doctoral dissertation]. University of Mississippi; 2014. [cited 2021 Jan 21]. Available from: https://egrove.olemiss.edu/etd/968.

Council of Science Editors:

Bolden W. A Contextual Examination Of Mississippi'S Principal Preparation Programs And Their Impact On Student Achievement. [Doctoral Dissertation]. University of Mississippi; 2014. Available from: https://egrove.olemiss.edu/etd/968

University of Toronto

21. Heredia, Blanca. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/27582

►

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has… (more)

▼

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has been conducted in the United States, there is a shortage of knowledge of the impact of teacher preparation for elementary literacy instruction in Canada. Similarly, little is known about the effect of program length and structure on graduates’ knowledge and skills. This thesis contains two studies aimed at addressing these gaps in the literature in the Ontario context. The majority of teacher preparation programs in Ontario are completed in one year, with the exception of 2 two-year teacher preparation programs. Study 1 is an exploratory investigation comparing the survey responses of 38 graduates from two-year programs with the responses of a matched sample of graduates from one-year programs on items related to their preparation for elementary literacy instruction. Paired-sample t-tests revealed that graduates from two-year programs reported spending significantly more time discussing literacy-related issues, had better knowledge of key literacy terms, felt better prepared for literacy instruction and were more likely to include evidence-based components as part of their literacy program. Study 2 is a qualitative investigation of two-year teacher preparation programs with a focus on literacy instruction. Thirty-eight graduates from both two-year programs in Ontario completed a survey. Ten of these graduates also completed an interview. Following a modified Grounded Theory approach, Study 2 presents a detailed analysis of two-year programs in Ontario including: a) the range of content regarding literacy instruction; b) the correspondence between the content and the evidence-based knowledge of effective literacy instruction; c) graduates’ knowledge base and skills for literacy instruction; and d) their feelings of preparedness. From a socio-cultural perspective, Study 2 also explored the processes and contexts that influence graduates’ formation as literacy instructors. The findings served as the basis for proposing a model for teacher preparation that encompasses the processes and contexts that mediate pre-service teachers’ development as literacy instructors. The proposed model outlines the necessary components to effectively prepare prospective teachers, based on scientific evidence, to ensure that all children learn to read and write.

PhD

Advisors/Committee Members: Willows, Dale, Human Development and Applied Psychology.

Subjects/Keywords: teacher preparation; literacy instruction; 0530

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APA (6^th Edition):

Heredia, B. (2011). Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27582

Chicago Manual of Style (16^th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Doctoral Dissertation, University of Toronto. Accessed January 21, 2021. http://hdl.handle.net/1807/27582.

MLA Handbook (7^th Edition):

Heredia, Blanca. “Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario.” 2011. Web. 21 Jan 2021.

Vancouver:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1807/27582.

Council of Science Editors:

Heredia B. Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27582

University of Minnesota

22. Moody, Heather Ann. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.

Degree: EdD, Teaching and Learning, 2013, University of Minnesota

URL: http://purl.umn.edu/159868

► Wisconsin Act 31 was established for the purpose of addressing American Indian history, culture, and sovereignty within K-12 schools as a response to treaty rights… (more)

Subjects/Keywords: Act 31; Teacher preparation; Wisconsin

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APA (6^th Edition):

Moody, H. A. (2013). Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/159868

Chicago Manual of Style (16^th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Doctoral Dissertation, University of Minnesota. Accessed January 21, 2021. http://purl.umn.edu/159868.

MLA Handbook (7^th Edition):

Moody, Heather Ann. “Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs.” 2013. Web. 21 Jan 2021.

Vancouver:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Jan 21]. Available from: http://purl.umn.edu/159868.

Council of Science Editors:

Moody HA. Before we teach it, We Have to learn it": Wisconsin Act 31 compliance within public teacher preparation programs. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/159868

University of North Texas

23. Callaway, Stacey E. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500121/

► The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder… (more)

Subjects/Keywords: Autism; qualitative; novice teacher preparation

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APA (6^th Edition):

Callaway, S. E. (2014). A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500121/

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

Chicago Manual of Style (16^th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

MLA Handbook (7^th Edition):

Callaway, Stacey E. “A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders.” 2014. Web. 21 Jan 2021.

Vancouver:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/.

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

Council of Science Editors:

Callaway SE. A Study of Novice Special Education Teachers’ Preparation to Teach Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500121/

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

University of Georgia

24. Gomez, Carlos Nicolas. Identity formation as a teacher-of-mathematics.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/36117

► Teacher education programs can be perceived as a series of interventions with the goal of modifying, shifting, or constructing beliefs about teaching and learning. This… (more)

Subjects/Keywords: Mathematics Teacher Preparation; Identity; Emotion

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APA (6^th Edition):

Gomez, C. N. (2016). Identity formation as a teacher-of-mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36117

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

Chicago Manual of Style (16^th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Thesis, University of Georgia. Accessed January 21, 2021. http://hdl.handle.net/10724/36117.

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

MLA Handbook (7^th Edition):

Gomez, Carlos Nicolas. “Identity formation as a teacher-of-mathematics.” 2016. Web. 21 Jan 2021.

Vancouver:

Gomez CN. Identity formation as a teacher-of-mathematics. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10724/36117.

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

Council of Science Editors:

Gomez CN. Identity formation as a teacher-of-mathematics. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36117

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

University of Georgia

25. McMillan, Lauranne Lynn. Welcome to victory junction.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36850

► Children and adolescents with chronic health conditions deal with a variety of unique challenges and stressors physically, emotionally, and socially. Camps that are specifically designed… (more)

Subjects/Keywords: chronic illness; camp; homesickness; preparation

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APA (6^th Edition):

McMillan, L. L. (2017). Welcome to victory junction. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36850

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

Chicago Manual of Style (16^th Edition):

McMillan, Lauranne Lynn. “Welcome to victory junction.” 2017. Thesis, University of Georgia. Accessed January 21, 2021. http://hdl.handle.net/10724/36850.

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

MLA Handbook (7^th Edition):

McMillan, Lauranne Lynn. “Welcome to victory junction.” 2017. Web. 21 Jan 2021.

Vancouver:

McMillan LL. Welcome to victory junction. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10724/36850.

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

Council of Science Editors:

McMillan LL. Welcome to victory junction. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36850

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

University of Georgia

26. Rhett, Michael Anthony. New principals' perspectives about the mentoring they received from their former principals.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21955

► The study examined the perspectives of two new principals and the mentoring they received from their former principals. The researcher sought to uncover the kinds… (more)

Subjects/Keywords: Assistant principal; Mentoring; Principal preparation

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APA (6^th Edition):

Rhett, M. A. (2014). New principals' perspectives about the mentoring they received from their former principals. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21955

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

Chicago Manual of Style (16^th Edition):

Rhett, Michael Anthony. “New principals' perspectives about the mentoring they received from their former principals.” 2014. Thesis, University of Georgia. Accessed January 21, 2021. http://hdl.handle.net/10724/21955.

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

MLA Handbook (7^th Edition):

Rhett, Michael Anthony. “New principals' perspectives about the mentoring they received from their former principals.” 2014. Web. 21 Jan 2021.

Vancouver:

Rhett MA. New principals' perspectives about the mentoring they received from their former principals. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10724/21955.

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

Council of Science Editors:

Rhett MA. New principals' perspectives about the mentoring they received from their former principals. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21955

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

Virginia Tech

27. Brinkmann, Jodie Lynn. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/77317

► The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and… (more)

▼ The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA) legislation. The purpose of this study is to identify the perceived skill set needed by general and exceptional education teachers in order to be successful in a co-teaching classroom, discover if collaborative coursework is being offered to pre-service teachers as part of their university experience, and identify specific strategies, programs, and field experiences in which pre-service general and exceptional education teachers can engage in to better prepare them for their first co-teaching/collaborative teaching assignment. This qualitative study was based on the naturalistic inquiry design (Lincoln & Guba, 1985) and was comprised of one focus group from each of the three school divisions. The purposeful sample selection of teachers for each focus group included five to eight general and exceptional education probationary (zero to five years experience) teachers who have current or previous experience in a collaborative or co-taught classroom, and who graduated from a Virginia institution of higher education. A focus group protocol was used for data collection based on the ten revised (2011) Interstate Teacher Assessment and Support Consortium standards. When comparing the data of what general education teachers perceived were most important compared to what training, coursework, and experiences were actually provided as part of their pre-service training, 53% of the training received matched the skills they felt were most important. Forty-seven percent of their pre-service training focused on "other" skills, knowledge, performance, and critical dispositions. When comparing the data of what exceptional education teachers perceived were most important compared to what training, coursework, and experiences were actually provided as part of their pre-service training, 60% of the training received matched with the skills they felt were most important. Forty percent of their pre-service training focused on "other" skills, knowledge, performance, and critical dispositions. These data suggest that there is a disconnect between what pre-service teachers perceive as important and what is actually being taught through coursework and experiences in teacher preparation programs. Advisors/Committee Members: Twiford, Travis W. (committeechair), Wilson, Vicki B. (committee member), Earthman, Glen I. (committee member), Cash, Carol S. (committee member).

Subjects/Keywords: co-teaching; teacher preparation; collaboration

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APA (6^th Edition):

Brinkmann, J. L. (2012). Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77317

Chicago Manual of Style (16^th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Doctoral Dissertation, Virginia Tech. Accessed January 21, 2021. http://hdl.handle.net/10919/77317.

MLA Handbook (7^th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Web. 21 Jan 2021.

Vancouver:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10919/77317.

Council of Science Editors:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77317

University of British Columbia

28. Hornsby, David Theodore Burt. The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions.

Degree: PhD, Materials Engineering, 1981, University of British Columbia

URL: http://hdl.handle.net/2429/23039

► The relative floatability of coal and other inherently hydrophobic solids in aqueous solutions of short-chain n-alcohols was studied. An analysis of wettability data from the… (more)

▼ The relative floatability of coal and other inherently hydrophobic solids in aqueous solutions of short-chain n-alcohols was studied. An analysis of wettability data from the literature for such systems indicated that, in general, a linear relationship existed between the solution surface tension, Y1v» and the adhesion tension, Y1v COS Ɵ (where Ɵ is the contact angle). Except for very non-polar solids, the critical surface tension of wetting, Yc (Ɵ= 0° intercept), determined with the alcohol solutions, was relatively constant and independent of the type of solid. The parameter which reflected the relative wettability of a solid was the slope of its Y1v cos Ɵ vs. Y1v line. Since wettability and floatability are not necessarily synonymous, a concept of critical surface tension of floatability, Ycf, was developed to characterize the threshold floatability condition where successful bubble-particle attachment was controlled by either adhesion or aggregate stability. In both cases it was concluded that Ycf would depend on the surface and the physical properties of a particle for a given set of flotation conditions, and that Ycf > Yc . Under certain circumstances it also appeared that selective flotation separation between particles of two inherently hydrophobic solids, A and B, would be feasible in an aqueous alcohol solution if Ycf A < Y1v ≤ Ycf B even when the two solids had the same Yc value. Small-scale flotation tests in aqueous methanol solutions were performed on narrow size fractions of several inherently hydrophobic solids. In most cases the wt.% floated decreased from a maximum to a minimum over a discrete range of Y1v, implying that the particles in a sample had a range of Ycf values. The relative floatability of a sample was given by the position of its Ycf band along the Y1v axis. For the same size fraction, floatability decreased in the order: polytetrafluoroethylene (PTFE), sulphur, medium volatile bituminous coal, molybdenite. Almost complete selective separation by flotation was achieved between samples whose Ycf bands did not overlap. Because coal is a very heterogeneous material, it was expected that a sample of fine coal particles would display a wide range of wettability and floatability characteristics, with a corresponding broad range of Ycf values. This was verified in aqueous methanol solutions for narrow particle size fractions of several high rank coal samples from the East Kootenay coalfield, British Columbia. Incremental ash content/floatability relationships were developed which could be roughly divided into two main regions'. In one, the coal particle ash content was low and independent of floatability, while in the other they were inversely related. The effects of physical and compositional factors other than ash content on the distribution of floatability within a coal sample have been discussed. For a readily floatable coal sample the yield-ash content relationships for the flotation products were independent of the flotation time and conditioning time, and were considered…

Subjects/Keywords: Coal preparation

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APA (6^th Edition):

Hornsby, D. T. B. (1981). The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions. (Doctoral Dissertation). University of British Columbia. Retrieved from http://hdl.handle.net/2429/23039

Chicago Manual of Style (16^th Edition):

Hornsby, David Theodore Burt. “The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions.” 1981. Doctoral Dissertation, University of British Columbia. Accessed January 21, 2021. http://hdl.handle.net/2429/23039.

MLA Handbook (7^th Edition):

Hornsby, David Theodore Burt. “The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions.” 1981. Web. 21 Jan 2021.

Vancouver:

Hornsby DTB. The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions. [Internet] [Doctoral dissertation]. University of British Columbia; 1981. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2429/23039.

Council of Science Editors:

Hornsby DTB. The floatability of coal and other inherently hydrophobic solids in relation to the surface tension of aqueous methanol solutions. [Doctoral Dissertation]. University of British Columbia; 1981. Available from: http://hdl.handle.net/2429/23039

University of Oklahoma

29. Groves, Shelley. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.

Degree: PhD, 2019, University of Oklahoma

URL: http://hdl.handle.net/11244/320326

► The standard of excellence in teacher preparation is accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Millions of dollars, untold hours of… (more)

Subjects/Keywords: Accreditation; Teacher preparation; Ethics

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APA (6^th Edition):

Groves, S. (2019). ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320326

Chicago Manual of Style (16^th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed January 21, 2021. http://hdl.handle.net/11244/320326.

MLA Handbook (7^th Edition):

Groves, Shelley. “ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION.” 2019. Web. 21 Jan 2021.

Vancouver:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11244/320326.

Council of Science Editors:

Groves S. ETHICAL CONSIDERATIONS IN THE COUNCIL FOR THE ACCREDITATION OF EDUCATOR PREPARATION. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/320326

Oklahoma State University

30. Casey, Brent. Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences.

Degree: Educational Leadership Studies, 2020, Oklahoma State University

URL: http://hdl.handle.net/11244/325494

► Research has shown that effective educational leadership preparation is a key component in the success of school administrators (Johnson & Uline, 2005; McCarthy, 2015). Effective… (more)

▼ Research has shown that effective educational leadership preparation is a key component in the success of school administrators (Johnson & Uline, 2005; McCarthy, 2015). Effective preparation of educational leaders is an important issue facing education, because it not only affects student achievement and teacher quality, but also is a vital component in maintaining the quality and culture within our schools. However, a discrepancy still seems to exist as it relates to a "one size fits all" approach to developing and preparing school leaders. While the majority of the knowledge, skills, and competencies apply to all school leaders, differences appear to exist as it relates to the type of educational institution the school administrator aspires to lead. The purpose of this qualitative case study was to explore the perceptions, through the lens of the Three-Skills Approach to leadership development (Katz, 1955), of CTE Superintendents related to how their educational leadership preparation program prepared them for leadership in Career and Technology Education. This case study involved in-depth interviews with eight Oklahoma Career Tech Superintendents along with the collection of documents and artifacts for triangulation purposes to add validity and credibility to the data. Through the data analysis, three themes emerged including: (a) there was a lack of applicable content in educational leadership programs for CTE leadership positions, (b) the knowledge and skills in the educational leadership programs were focused on K12 school leadership which is different than needed in CTE leadership, and (c) specific knowledge as well as technical, human, and conceptual skills are needed in the role as a CTE Superintendent. This study suggests and identified specific technical, human, and conceptual skills that are needed by individuals aspiring to become an administrator or a Superintendent in a Career Tech center. These findings will assist the required educational leadership preparation programs ensure future administrators are adequately prepared for their role of leadership in the CTE setting. Advisors/Committee Members: Curry, Katherine (advisor), Harris, Ed (committee member), Self, Mary Jo (committee member), Richardson, Shawna (committee member).

Subjects/Keywords: career tech; leadership; preparation; superintendent

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APA (6^th Edition):

Casey, B. (2020). Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/325494

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

Chicago Manual of Style (16^th Edition):

Casey, Brent. “Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences.” 2020. Thesis, Oklahoma State University. Accessed January 21, 2021. http://hdl.handle.net/11244/325494.

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

MLA Handbook (7^th Edition):

Casey, Brent. “Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences.” 2020. Web. 21 Jan 2021.

Vancouver:

Casey B. Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences. [Internet] [Thesis]. Oklahoma State University; 2020. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11244/325494.

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

Council of Science Editors:

Casey B. Oklahoma Career Tech Superintendents' perceptions of educational leadership preparation experiences. [Thesis]. Oklahoma State University; 2020. Available from: http://hdl.handle.net/11244/325494

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

Open Access Theses and Dissertations