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You searched for subject:(School improvement programs). Showing records 1 – 30 of 248 total matches.

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North-West University

1. Phalatse, R M. Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse .

Degree: 2012, North-West University

 The purpose of this study was to determine the factors that contribute to the successful turnaround of schools. This research was conducted in the Ngaka… (more)

Subjects/Keywords: School improvement programs

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

APA (6th Edition):

Phalatse, R. M. (2012). Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14409

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

Chicago Manual of Style (16th Edition):

Phalatse, R M. “Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse .” 2012. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/14409.

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

MLA Handbook (7th Edition):

Phalatse, R M. “Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse .” 2012. Web. 15 Sep 2019.

Vancouver:

Phalatse RM. Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/14409.

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

Council of Science Editors:

Phalatse RM. Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/14409

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


Montana State University

2. Moore, Robert Paul. Principal leadership behaviors during labor events and the impact on school reform.

Degree: College of Education, Health & Human Development, 2015, Montana State University

 Significant labor events (no contract in effect, mediation, arbitration, and work slowdown or stoppage) are often cited as obstacles to school reform and improvement models.… (more)

Subjects/Keywords: School principals.; Labor unions.; School improvement programs.

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APA (6th Edition):

Moore, R. P. (2015). Principal leadership behaviors during labor events and the impact on school reform. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9067

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

Chicago Manual of Style (16th Edition):

Moore, Robert Paul. “Principal leadership behaviors during labor events and the impact on school reform.” 2015. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9067.

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

MLA Handbook (7th Edition):

Moore, Robert Paul. “Principal leadership behaviors during labor events and the impact on school reform.” 2015. Web. 15 Sep 2019.

Vancouver:

Moore RP. Principal leadership behaviors during labor events and the impact on school reform. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9067.

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

Council of Science Editors:

Moore RP. Principal leadership behaviors during labor events and the impact on school reform. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9067

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


Texas State University – San Marcos

3. Luis, Shannon. I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS).

Degree: PhD, School Improvement, 2018, Texas State University – San Marcos

 Across the United States, individual states have taken the mandates from No Child Left Behind (NCLB), which originated in 2001 as part of the Reformation… (more)

Subjects/Keywords: School reform; School improvement; Voice; School improvement programs; Phenomenology; Educational leadership

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APA (6th Edition):

Luis, S. (2018). I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS). (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7784

Chicago Manual of Style (16th Edition):

Luis, Shannon. “I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS).” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 15, 2019. https://digital.library.txstate.edu/handle/10877/7784.

MLA Handbook (7th Edition):

Luis, Shannon. “I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS).” 2018. Web. 15 Sep 2019.

Vancouver:

Luis S. I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS). [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Sep 15]. Available from: https://digital.library.txstate.edu/handle/10877/7784.

Council of Science Editors:

Luis S. I Have a Voice So Listen: Principal Perception of the Texas Accountability Intervention System (TAIS). [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7784


University of Georgia

4. Henderson, Karen Allen. A study of principals' teacher motivational techniques in select Georgia schools.

Degree: EdD, Education (Educational Leadership), 2005, University of Georgia

 The state of Georgia had two school-based performance awards, one with a monetary reward and the other without a monetary reward. This study was conducted… (more)

Subjects/Keywords: school improvement programs

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

APA (6th Edition):

Henderson, K. A. (2005). A study of principals' teacher motivational techniques in select Georgia schools. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/henderson_karen_a_200512_edd

Chicago Manual of Style (16th Edition):

Henderson, Karen Allen. “A study of principals' teacher motivational techniques in select Georgia schools.” 2005. Doctoral Dissertation, University of Georgia. Accessed September 15, 2019. http://purl.galileo.usg.edu/uga_etd/henderson_karen_a_200512_edd.

MLA Handbook (7th Edition):

Henderson, Karen Allen. “A study of principals' teacher motivational techniques in select Georgia schools.” 2005. Web. 15 Sep 2019.

Vancouver:

Henderson KA. A study of principals' teacher motivational techniques in select Georgia schools. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Sep 15]. Available from: http://purl.galileo.usg.edu/uga_etd/henderson_karen_a_200512_edd.

Council of Science Editors:

Henderson KA. A study of principals' teacher motivational techniques in select Georgia schools. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/henderson_karen_a_200512_edd


University of Zambia

5. Nzima, Jericho. Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education .

Degree: 2016, University of Zambia

 The purpose of this study was to investigate the challenges the Schools for Continuing Education face in provision of quality education to learners and to… (more)

Subjects/Keywords: School improvement programs – Zambia; Continuing education – Zambia

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

APA (6th Edition):

Nzima, J. (2016). Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4975

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

Chicago Manual of Style (16th Edition):

Nzima, Jericho. “Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4975.

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

MLA Handbook (7th Edition):

Nzima, Jericho. “Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education .” 2016. Web. 15 Sep 2019.

Vancouver:

Nzima J. Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4975.

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

Council of Science Editors:

Nzima J. Challenges faced by schools for continuing education in providing quality education : a case study of Mazabuka School for Continuing Education . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4975

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


University of Tasmania

6. O'Kelly, LM. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.

Degree: 2010, University of Tasmania

 The aim of this research was to consider the capacity of a particular schoolwide system, Schoolwide Positive Behaviour Support (SWPBS) to challenge and positively influence… (more)

Subjects/Keywords: Teacher effectiveness; School improvement programs; Problem children

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

APA (6th Edition):

O'Kelly, L. (2010). What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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

Chicago Manual of Style (16th Edition):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Thesis, University of Tasmania. Accessed September 15, 2019. https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

MLA Handbook (7th Edition):

O'Kelly, LM. “What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?.” 2010. Web. 15 Sep 2019.

Vancouver:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Sep 15]. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf.

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

Council of Science Editors:

O'Kelly L. What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/21079/1/whole_O%27KellyLouiseMary2010_thesis.pdf

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


Rutgers University

7. Pellegrine, J. N., 1982-. From theory to results: how organizing leadership structure led to school improvement.

Degree: Educational Leadership, 2018, Rutgers University

Subjects/Keywords: School improvement programs

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

APA (6th Edition):

Pellegrine, J. N., 1. (2018). From theory to results: how organizing leadership structure led to school improvement. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55958/

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

Chicago Manual of Style (16th Edition):

Pellegrine, J. N., 1982-. “From theory to results: how organizing leadership structure led to school improvement.” 2018. Thesis, Rutgers University. Accessed September 15, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/55958/.

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

MLA Handbook (7th Edition):

Pellegrine, J. N., 1982-. “From theory to results: how organizing leadership structure led to school improvement.” 2018. Web. 15 Sep 2019.

Vancouver:

Pellegrine, J. N. 1. From theory to results: how organizing leadership structure led to school improvement. [Internet] [Thesis]. Rutgers University; 2018. [cited 2019 Sep 15]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55958/.

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

Council of Science Editors:

Pellegrine, J. N. 1. From theory to results: how organizing leadership structure led to school improvement. [Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55958/

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


University of Missouri – Columbia

8. Cutbirth, Suzanne, 1950-. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.

Degree: 2010, University of Missouri – Columbia

 Recent changes in federal legislation accompanied by the threat of lost funding created a sense of urgency within educational systems to orchestrate changes that would… (more)

Subjects/Keywords: High school principals; Educational leadership; School improvement programs; Emotions

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

APA (6th Edition):

Cutbirth, Suzanne, 1. (2010). An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8319

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

Chicago Manual of Style (16th Edition):

Cutbirth, Suzanne, 1950-. “An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. https://doi.org/10.32469/10355/8319.

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

MLA Handbook (7th Edition):

Cutbirth, Suzanne, 1950-. “An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.” 2010. Web. 15 Sep 2019.

Vancouver:

Cutbirth, Suzanne 1. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: https://doi.org/10.32469/10355/8319.

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

Council of Science Editors:

Cutbirth, Suzanne 1. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8319

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


University of Missouri – Columbia

9. Cutbirth, Suzanne, 1950-. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.

Degree: 2010, University of Missouri – Columbia

 Recent changes in federal legislation accompanied by the threat of lost funding created a sense of urgency within educational systems to orchestrate changes that would… (more)

Subjects/Keywords: High school principals; Educational leadership; School improvement programs; Emotions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cutbirth, Suzanne, 1. (2010). An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8319

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

Chicago Manual of Style (16th Edition):

Cutbirth, Suzanne, 1950-. “An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. http://hdl.handle.net/10355/8319.

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

MLA Handbook (7th Edition):

Cutbirth, Suzanne, 1950-. “An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals.” 2010. Web. 15 Sep 2019.

Vancouver:

Cutbirth, Suzanne 1. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10355/8319.

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

Council of Science Editors:

Cutbirth, Suzanne 1. An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8319

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


University of Johannesburg

10. Ramaisa, Nyapo Mputle. The role of the school district in the implementation of whole school evaluation.

Degree: 2009, University of Johannesburg

M.Ed.

In Chapter One, light was shed on the description of the problem, the outline of the problem, the methodology used and clarification of some… (more)

Subjects/Keywords: Gauteng ( South Africa); evaluation of schools; school improvement programs; school districts

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

APA (6th Edition):

Ramaisa, N. M. (2009). The role of the school district in the implementation of whole school evaluation. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2020

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

Chicago Manual of Style (16th Edition):

Ramaisa, Nyapo Mputle. “The role of the school district in the implementation of whole school evaluation.” 2009. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/2020.

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

MLA Handbook (7th Edition):

Ramaisa, Nyapo Mputle. “The role of the school district in the implementation of whole school evaluation.” 2009. Web. 15 Sep 2019.

Vancouver:

Ramaisa NM. The role of the school district in the implementation of whole school evaluation. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/2020.

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

Council of Science Editors:

Ramaisa NM. The role of the school district in the implementation of whole school evaluation. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2020

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

11. Fredericks, Jeanne. A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders.

Degree: Thesis (D. Ed), 2010, Ball State University

 By 2014, Indiana public schools are required by the federal No Child Left Behind Act of 2001 and Public Law 221, the state's K-12 comprehensive… (more)

Subjects/Keywords: Public schools – Indiana – Employees; School improvement programs – Indiana; School principals – Indiana

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

APA (6th Edition):

Fredericks, J. (2010). A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193270

Chicago Manual of Style (16th Edition):

Fredericks, Jeanne. “A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders.” 2010. Doctoral Dissertation, Ball State University. Accessed September 15, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193270.

MLA Handbook (7th Edition):

Fredericks, Jeanne. “A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders.” 2010. Web. 15 Sep 2019.

Vancouver:

Fredericks J. A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Sep 15]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193270.

Council of Science Editors:

Fredericks J. A descriptive study of the inclusion of non-instructional school employees in Indiana improvement efforts: Improvement stakeholders. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193270


University of North Carolina – Greensboro

12. Reed, Jennifer. Leadership lessons from coaches and principals.

Degree: 2016, University of North Carolina – Greensboro

 The purpose of this study was to learn about athletic coaches’ and principals’ visions, beliefs, philosophies, and wisdom, as well as to examine what I,… (more)

Subjects/Keywords: Leadership; School principals; Coaches (Athletics); Educational leadership; Elementary school principals; School improvement programs

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

APA (6th Edition):

Reed, J. (2016). Leadership lessons from coaches and principals. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372

Chicago Manual of Style (16th Edition):

Reed, Jennifer. “Leadership lessons from coaches and principals.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372.

MLA Handbook (7th Edition):

Reed, Jennifer. “Leadership lessons from coaches and principals.” 2016. Web. 15 Sep 2019.

Vancouver:

Reed J. Leadership lessons from coaches and principals. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372.

Council of Science Editors:

Reed J. Leadership lessons from coaches and principals. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21372


University of Johannesburg

13. Moloi, Kholeka Constance. Transforming the school into a learning organisation : challenges for school principals and educators.

Degree: 2012, University of Johannesburg

D.Ed.

One of the central themes that permeate the concept of learning organisations is its focus on individual and collective learning. Learning organisations are characterised… (more)

Subjects/Keywords: School management and organization; School principals; Educational change; School improvement programs; Organizational learning

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

APA (6th Edition):

Moloi, K. C. (2012). Transforming the school into a learning organisation : challenges for school principals and educators. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6520

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

Chicago Manual of Style (16th Edition):

Moloi, Kholeka Constance. “Transforming the school into a learning organisation : challenges for school principals and educators.” 2012. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/6520.

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

MLA Handbook (7th Edition):

Moloi, Kholeka Constance. “Transforming the school into a learning organisation : challenges for school principals and educators.” 2012. Web. 15 Sep 2019.

Vancouver:

Moloi KC. Transforming the school into a learning organisation : challenges for school principals and educators. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/6520.

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

Council of Science Editors:

Moloi KC. Transforming the school into a learning organisation : challenges for school principals and educators. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6520

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


University of Utah

14. Mucha, Heidi Mathie. The effects of positive behavior support within a district model of implementation.

Degree: PhD, Educational Psychology, 2010, University of Utah

 Public schools in the United States face challenges as they attempt to increase the academic achievement and social competencies of today's students. Many schools are… (more)

Subjects/Keywords: School improvement programs; Utah; Classroom management; Behavior modification

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

APA (6th Edition):

Mucha, H. M. (2010). The effects of positive behavior support within a district model of implementation. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/179/rec/2504

Chicago Manual of Style (16th Edition):

Mucha, Heidi Mathie. “The effects of positive behavior support within a district model of implementation.” 2010. Doctoral Dissertation, University of Utah. Accessed September 15, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/179/rec/2504.

MLA Handbook (7th Edition):

Mucha, Heidi Mathie. “The effects of positive behavior support within a district model of implementation.” 2010. Web. 15 Sep 2019.

Vancouver:

Mucha HM. The effects of positive behavior support within a district model of implementation. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Sep 15]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/179/rec/2504.

Council of Science Editors:

Mucha HM. The effects of positive behavior support within a district model of implementation. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/179/rec/2504


University of Zambia

15. Chisoso, Elizabeth Chanda. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .

Degree: 2016, University of Zambia

 The main purpose of this study was to find out the role of guidance in academic performance of learners in five selected secondary schools in… (more)

Subjects/Keywords: School improvement programs – Zambia; Academic achivement secondary schools – Zambia

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

APA (6th Edition):

Chisoso, E. C. (2016). Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4948

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

Chicago Manual of Style (16th Edition):

Chisoso, Elizabeth Chanda. “Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4948.

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

MLA Handbook (7th Edition):

Chisoso, Elizabeth Chanda. “Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia .” 2016. Web. 15 Sep 2019.

Vancouver:

Chisoso EC. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4948.

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

Council of Science Editors:

Chisoso EC. Role of guidance in learners' academic performance: a case of selected secondary schools in Kasama,Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4948

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


University of Zambia

16. Kakupa, Paul. Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia .

Degree: 2015, University of Zambia

 This study analysed practices of selected rural day-secondary schools in the Western Province. The aim was to explore the particular factors which appeared to make… (more)

Subjects/Keywords: Educational Evaluation-Western Province, Zambia; School Improvement programs-Western Province, Zambia

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

APA (6th Edition):

Kakupa, P. (2015). Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3857

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

Chicago Manual of Style (16th Edition):

Kakupa, Paul. “Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia .” 2015. Thesis, University of Zambia. Accessed September 15, 2019. http://hdl.handle.net/123456789/3857.

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

MLA Handbook (7th Edition):

Kakupa, Paul. “Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia .” 2015. Web. 15 Sep 2019.

Vancouver:

Kakupa P. Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/123456789/3857.

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

Council of Science Editors:

Kakupa P. Exploring School effectiveness in challenging contexts: A study of selected day Secondary Schools in the Western Province of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3857

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


University of Zambia

17. Moola, Ireen Nandila. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .

Degree: 2015, University of Zambia

 This study focused on factors affecting academic performance of learners in Continuing Education Schools in Zambia. It was prompted by the learners‟ general poor performance… (more)

Subjects/Keywords: Older people – Education.; Academic achievement.; School improvement programs.

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APA (6th Edition):

Moola, I. N. (2015). Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4260

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

Chicago Manual of Style (16th Edition):

Moola, Ireen Nandila. “Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .” 2015. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4260.

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

MLA Handbook (7th Edition):

Moola, Ireen Nandila. “Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia .” 2015. Web. 15 Sep 2019.

Vancouver:

Moola IN. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4260.

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

Council of Science Editors:

Moola IN. Factors affecting academic performance of learners in continuing education schools: A case of central ,Southern and Western provinces of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4260

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


University of Missouri – Columbia

18. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

 Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

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

APA (6th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8299

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

Chicago Manual of Style (16th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. https://doi.org/10.32469/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 15 Sep 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: https://doi.org/10.32469/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8299

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


University of Missouri – Columbia

19. Shindorf, Brian D. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.

Degree: 2015, University of Missouri – Columbia

 This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri.… (more)

Subjects/Keywords: Low-income students; Academic achievement; School improvement programs

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

APA (6th Edition):

Shindorf, B. D. (2015). Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46898

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

Chicago Manual of Style (16th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. http://hdl.handle.net/10355/46898.

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

MLA Handbook (7th Edition):

Shindorf, Brian D. “Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire.” 2015. Web. 15 Sep 2019.

Vancouver:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10355/46898.

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

Council of Science Editors:

Shindorf BD. Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46898

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


University of Missouri – Columbia

20. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

 Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

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

APA (6th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8299

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

Chicago Manual of Style (16th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. http://hdl.handle.net/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 15 Sep 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8299

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


University of Johannesburg

21. Du Toit, Hermanus Anthonie. The development and evaluation of a psycho-educational self-enhancement programme.

Degree: 2012, University of Johannesburg

D. Ed. (Adolescent Guidance)

An excessive amount of literature is currently available in the field of selfdevelopment. The sale of books, self-help courses, and the… (more)

Subjects/Keywords: Self-realization; Self-actualization (Psychology); Educational psychology; School improvement programs

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

APA (6th Edition):

Du Toit, H. A. (2012). The development and evaluation of a psycho-educational self-enhancement programme. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4334

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

Chicago Manual of Style (16th Edition):

Du Toit, Hermanus Anthonie. “The development and evaluation of a psycho-educational self-enhancement programme.” 2012. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/4334.

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

MLA Handbook (7th Edition):

Du Toit, Hermanus Anthonie. “The development and evaluation of a psycho-educational self-enhancement programme.” 2012. Web. 15 Sep 2019.

Vancouver:

Du Toit HA. The development and evaluation of a psycho-educational self-enhancement programme. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/4334.

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

Council of Science Editors:

Du Toit HA. The development and evaluation of a psycho-educational self-enhancement programme. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4334

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


University of Johannesburg

22. Müller, Erika. The big five model of personality and academic achievement at university.

Degree: 2012, University of Johannesburg

D.Phil.

In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a… (more)

Subjects/Keywords: Academic achievement; School improvement programs; Personality; Social psychology Research

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

APA (6th Edition):

Müller, E. (2012). The big five model of personality and academic achievement at university. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5080

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

Chicago Manual of Style (16th Edition):

Müller, Erika. “The big five model of personality and academic achievement at university.” 2012. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/5080.

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

MLA Handbook (7th Edition):

Müller, Erika. “The big five model of personality and academic achievement at university.” 2012. Web. 15 Sep 2019.

Vancouver:

Müller E. The big five model of personality and academic achievement at university. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/5080.

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

Council of Science Editors:

Müller E. The big five model of personality and academic achievement at university. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5080

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


Michigan State University

23. Satchell, Ilene Mae. A study of commendable school reform consultants.

Degree: PhD, Department of Teacher Education, 2006, Michigan State University

Subjects/Keywords: Educational consultants; School improvement programs

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

APA (6th Edition):

Satchell, I. M. (2006). A study of commendable school reform consultants. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:38213

Chicago Manual of Style (16th Edition):

Satchell, Ilene Mae. “A study of commendable school reform consultants.” 2006. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:38213.

MLA Handbook (7th Edition):

Satchell, Ilene Mae. “A study of commendable school reform consultants.” 2006. Web. 15 Sep 2019.

Vancouver:

Satchell IM. A study of commendable school reform consultants. [Internet] [Doctoral dissertation]. Michigan State University; 2006. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:38213.

Council of Science Editors:

Satchell IM. A study of commendable school reform consultants. [Doctoral Dissertation]. Michigan State University; 2006. Available from: http://etd.lib.msu.edu/islandora/object/etd:38213


Florida Atlantic University

24. Kane, Michael C. The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.

Degree: 2015, Florida Atlantic University

Summary: The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors… (more)

Subjects/Keywords: Achievement in education; College school cooperation; College student development programs; School improvement programs; School to work transition; Student centered learning

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

APA (6th Edition):

Kane, M. C. (2015). The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004448 ; (URL) http://purl.flvc.org/fau/fd/FA00004448

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

Chicago Manual of Style (16th Edition):

Kane, Michael C. “The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.” 2015. Thesis, Florida Atlantic University. Accessed September 15, 2019. http://purl.flvc.org/fau/fd/FA00004448 ; (URL) http://purl.flvc.org/fau/fd/FA00004448.

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

MLA Handbook (7th Edition):

Kane, Michael C. “The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.” 2015. Web. 15 Sep 2019.

Vancouver:

Kane MC. The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2019 Sep 15]. Available from: http://purl.flvc.org/fau/fd/FA00004448 ; (URL) http://purl.flvc.org/fau/fd/FA00004448.

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

Council of Science Editors:

Kane MC. The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004448 ; (URL) http://purl.flvc.org/fau/fd/FA00004448

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


The Ohio State University

25. Moran, Forrest Lee. The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction.

Degree: PhD, Graduate School, 1962, The Ohio State University

Subjects/Keywords: Education; School improvement programs; School supervision

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

APA (6th Edition):

Moran, F. L. (1962). The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236895081

Chicago Manual of Style (16th Edition):

Moran, Forrest Lee. “The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction.” 1962. Doctoral Dissertation, The Ohio State University. Accessed September 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236895081.

MLA Handbook (7th Edition):

Moran, Forrest Lee. “The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction.” 1962. Web. 15 Sep 2019.

Vancouver:

Moran FL. The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction. [Internet] [Doctoral dissertation]. The Ohio State University; 1962. [cited 2019 Sep 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236895081.

Council of Science Editors:

Moran FL. The Identification of problems in developing programs of instructional improvement as evidenced by varying role expectancies of the director of instruction. [Doctoral Dissertation]. The Ohio State University; 1962. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236895081

26. Hill, Larry D. Attributes of Successful School Improvement Teams: Participants' Perspective .

Degree: 2011, Drake U

 The Problem: In light of the current political and economic pressure being placed on school districts, it is imperative for school leaders to implement initiatives… (more)

Subjects/Keywords: School improvement programs – Analysis; Teams in the workplace – Behavior – Evaluation; School districts – Iowa

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

APA (6th Edition):

Hill, L. D. (2011). Attributes of Successful School Improvement Teams: Participants' Perspective . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1637

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

Chicago Manual of Style (16th Edition):

Hill, Larry D. “Attributes of Successful School Improvement Teams: Participants' Perspective .” 2011. Thesis, Drake U. Accessed September 15, 2019. http://hdl.handle.net/2092/1637.

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

MLA Handbook (7th Edition):

Hill, Larry D. “Attributes of Successful School Improvement Teams: Participants' Perspective .” 2011. Web. 15 Sep 2019.

Vancouver:

Hill LD. Attributes of Successful School Improvement Teams: Participants' Perspective . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/2092/1637.

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

Council of Science Editors:

Hill LD. Attributes of Successful School Improvement Teams: Participants' Perspective . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1637

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


University of Zambia

27. Siampule, Manuel. Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia .

Degree: 2016, University of Zambia

 This study looked at the allocation, management and utilization of government funding at Kaoma Secondary School (KSS) of Western province in Zambia. The study assumed… (more)

Subjects/Keywords: School improvement programs – Zambia; Public schools – Zambia; Educational accountability-Zambia; School budgets – Zambia – Public opinion

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

APA (6th Edition):

Siampule, M. (2016). Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5048

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

Chicago Manual of Style (16th Edition):

Siampule, Manuel. “Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia .” 2016. Thesis, University of Zambia. Accessed September 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5048.

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

MLA Handbook (7th Edition):

Siampule, Manuel. “Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia .” 2016. Web. 15 Sep 2019.

Vancouver:

Siampule M. Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5048.

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

Council of Science Editors:

Siampule M. Allocation,Management and Utilization of Government Funding at Kaoma Secondary Scholl of Western Province,Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5048

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

28. Iles, Lyndsey. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.

Degree: EdD, 2014, Federation University Australia

"This thesis explores the impact of the implementation and embedding of the Restorative Practices philosophy and practices into a Year Prep to Year Twelve College… (more)

Subjects/Keywords: Restorative justice; Conflict management; School discipline; Bullying in schools; Teacher-student relationships; School improvement programs

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

APA (6th Edition):

Iles, L. (2014). Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817

Chicago Manual of Style (16th Edition):

Iles, Lyndsey. “Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.” 2014. Doctoral Dissertation, Federation University Australia. Accessed September 15, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817.

MLA Handbook (7th Edition):

Iles, Lyndsey. “Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria.” 2014. Web. 15 Sep 2019.

Vancouver:

Iles L. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. [Internet] [Doctoral dissertation]. Federation University Australia; 2014. [cited 2019 Sep 15]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817.

Council of Science Editors:

Iles L. Multiple perspectives on the development of a safe school culture within a new educational setting : a case study of cultural change in a Prep to Year 12 school in regional Victoria. [Doctoral Dissertation]. Federation University Australia; 2014. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164817


University of Missouri – Columbia

29. Neale, William C., 1959-. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.

Degree: 2010, University of Missouri – Columbia

 The purpose of the study was to determine the relationship between superintendent instructional leadership behaviors and the fidelity of implementation of the Instructional Practices Inventory.… (more)

Subjects/Keywords: Educational leadership; School improvement programs; Educational change; Learning, Psychology of; School superintendents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neale, William C., 1. (2010). Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/8280

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

Chicago Manual of Style (16th Edition):

Neale, William C., 1959-. “Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. https://doi.org/10.32469/10355/8280.

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

MLA Handbook (7th Edition):

Neale, William C., 1959-. “Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.” 2010. Web. 15 Sep 2019.

Vancouver:

Neale, William C. 1. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: https://doi.org/10.32469/10355/8280.

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

Council of Science Editors:

Neale, William C. 1. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. [Thesis]. University of Missouri – Columbia; 2010. Available from: https://doi.org/10.32469/10355/8280

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


University of Missouri – Columbia

30. Neale, William C., 1959-. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.

Degree: 2010, University of Missouri – Columbia

 The purpose of the study was to determine the relationship between superintendent instructional leadership behaviors and the fidelity of implementation of the Instructional Practices Inventory.… (more)

Subjects/Keywords: Educational leadership; School improvement programs; Educational change; Learning, Psychology of; School superintendents

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neale, William C., 1. (2010). Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8280

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

Chicago Manual of Style (16th Edition):

Neale, William C., 1959-. “Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.” 2010. Thesis, University of Missouri – Columbia. Accessed September 15, 2019. http://hdl.handle.net/10355/8280.

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

MLA Handbook (7th Edition):

Neale, William C., 1959-. “Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention.” 2010. Web. 15 Sep 2019.

Vancouver:

Neale, William C. 1. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10355/8280.

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

Council of Science Editors:

Neale, William C. 1. Superintendent instructional leadership: selected leadership behaviors and their relationships to an instructional intervention. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8280

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

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