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You searched for subject:(School reform). Showing records 1 – 30 of 521 total matches.

[1] [2] [3] [4] [5] … [18]

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Texas A&M University

1. Freer-Alvarez, Trudy Ann. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.

Degree: 2016, Texas A&M University

 A study was conducted utilizing a mixed ANOVA design for descriptive and comparative analysis to investigate a project-based learning intervention in five bilingual campuses. Prior… (more)

Subjects/Keywords: School Reform; Bilingual

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APA (6th Edition):

Freer-Alvarez, T. A. (2016). The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157000

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):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/157000.

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

MLA Handbook (7th Edition):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Web. 10 Jul 2020.

Vancouver:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/157000.

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

Council of Science Editors:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157000

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


Texas A&M University

2. Rios, Carlos. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.

Degree: 2012, Texas A&M University

 Current research has described a changed central office perspective that not only includes campus principals as part of the district's leadership team, but also focuses… (more)

Subjects/Keywords: High School Reform; District Led Reform; Urban High School Reform

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APA (6th Edition):

Rios, C. (2012). High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903

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):

Rios, Carlos. “High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.” 2012. Thesis, Texas A&M University. Accessed July 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903.

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

MLA Handbook (7th Edition):

Rios, Carlos. “High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.” 2012. Web. 10 Jul 2020.

Vancouver:

Rios C. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903.

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

Council of Science Editors:

Rios C. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903

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


University of Louisville

3. Upton, Sonia James. Mathematics achievement : the impact of America's choice in Kentucky's schools.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2012, University of Louisville

 This study examined student achievement scores in Kentucky elementary schools to determine the relationship between implementing the America's Choice comprehensive school reform model and student… (more)

Subjects/Keywords: School reform; America's choice; Comprehensive school reform; Mathematics reform

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APA (6th Edition):

Upton, S. J. (2012). Mathematics achievement : the impact of America's choice in Kentucky's schools. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1477 ; https://ir.library.louisville.edu/etd/1477

Chicago Manual of Style (16th Edition):

Upton, Sonia James. “Mathematics achievement : the impact of America's choice in Kentucky's schools.” 2012. Doctoral Dissertation, University of Louisville. Accessed July 10, 2020. 10.18297/etd/1477 ; https://ir.library.louisville.edu/etd/1477.

MLA Handbook (7th Edition):

Upton, Sonia James. “Mathematics achievement : the impact of America's choice in Kentucky's schools.” 2012. Web. 10 Jul 2020.

Vancouver:

Upton SJ. Mathematics achievement : the impact of America's choice in Kentucky's schools. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2020 Jul 10]. Available from: 10.18297/etd/1477 ; https://ir.library.louisville.edu/etd/1477.

Council of Science Editors:

Upton SJ. Mathematics achievement : the impact of America's choice in Kentucky's schools. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1477 ; https://ir.library.louisville.edu/etd/1477


Cleveland State University

4. Brown, Sharon A. The role of “ownership” in creating sustained school reform.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

School reform policies have failed to produce sustained positive changes in education practice. Theories of school change provide structure to reform policy. Program evaluations focus… (more)

Subjects/Keywords: Education; Educational Evaluation; School reform

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APA (6th Edition):

Brown, S. A. (2010). The role of “ownership” in creating sustained school reform. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998

Chicago Manual of Style (16th Edition):

Brown, Sharon A. “The role of “ownership” in creating sustained school reform.” 2010. Doctoral Dissertation, Cleveland State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998.

MLA Handbook (7th Edition):

Brown, Sharon A. “The role of “ownership” in creating sustained school reform.” 2010. Web. 10 Jul 2020.

Vancouver:

Brown SA. The role of “ownership” in creating sustained school reform. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998.

Council of Science Editors:

Brown SA. The role of “ownership” in creating sustained school reform. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1296481998

5. Hetterschijt, Caroline. The European School system in the eyes of its stakeholders .

Degree: 2012, University of Alicante

 Cuando las Escuelas Europeas se crearon, su misión era doble. Por un lado, se quería ofrecer una solución para los hijos de los funcionarios europeos… (more)

Subjects/Keywords: Europan Education; Governance; School reform

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APA (6th Edition):

Hetterschijt, C. (2012). The European School system in the eyes of its stakeholders . (Thesis). University of Alicante. Retrieved from http://hdl.handle.net/10045/26422

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):

Hetterschijt, Caroline. “The European School system in the eyes of its stakeholders .” 2012. Thesis, University of Alicante. Accessed July 10, 2020. http://hdl.handle.net/10045/26422.

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

MLA Handbook (7th Edition):

Hetterschijt, Caroline. “The European School system in the eyes of its stakeholders .” 2012. Web. 10 Jul 2020.

Vancouver:

Hetterschijt C. The European School system in the eyes of its stakeholders . [Internet] [Thesis]. University of Alicante; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10045/26422.

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

Council of Science Editors:

Hetterschijt C. The European School system in the eyes of its stakeholders . [Thesis]. University of Alicante; 2012. Available from: http://hdl.handle.net/10045/26422

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


University of Southern California

6. Limtiaco, Matthew C. District adoption of the international baccalaureate: providing comprehensive programming across school campuses.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This study examines challenges perceived, and successful leadership strategies enacted, during the adoption of the International Baccalaureate (IB) Program. The qualitative case study involves three… (more)

Subjects/Keywords: international baccalaureate; leadership; school reform

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APA (6th Edition):

Limtiaco, M. C. (2015). District adoption of the international baccalaureate: providing comprehensive programming across school campuses. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570901/rec/2058

Chicago Manual of Style (16th Edition):

Limtiaco, Matthew C. “District adoption of the international baccalaureate: providing comprehensive programming across school campuses.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570901/rec/2058.

MLA Handbook (7th Edition):

Limtiaco, Matthew C. “District adoption of the international baccalaureate: providing comprehensive programming across school campuses.” 2015. Web. 10 Jul 2020.

Vancouver:

Limtiaco MC. District adoption of the international baccalaureate: providing comprehensive programming across school campuses. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570901/rec/2058.

Council of Science Editors:

Limtiaco MC. District adoption of the international baccalaureate: providing comprehensive programming across school campuses. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/570901/rec/2058


Penn State University

7. Johnson, Catherine G. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.

Degree: MA, Educational Theory and Policy, 2016, Penn State University

 This study explores the redesign plans of three schools that are a part of Cohort One for the Philadelphia School Districts School Redesign Initiative. This… (more)

Subjects/Keywords: school reform; redesign; elementary school; middle school; Philadelphia; school autonomy

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APA (6th Edition):

Johnson, C. G. (2016). Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28845

Chicago Manual of Style (16th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Masters Thesis, Penn State University. Accessed July 10, 2020. https://etda.libraries.psu.edu/catalog/28845.

MLA Handbook (7th Edition):

Johnson, Catherine G. “Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative.” 2016. Web. 10 Jul 2020.

Vancouver:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2020 Jul 10]. Available from: https://etda.libraries.psu.edu/catalog/28845.

Council of Science Editors:

Johnson CG. Bringing Autonomy Back to the School Level: A Descriptive Analysis of the Philadelphia School Redesign Initiative. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28845

8. Bass, Angela Watkins. Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  In August of 2007, Los Angeles Unified School District embarked on a new journey under the leadership of Superintendent David Brewer toward improving the… (more)

Subjects/Keywords: education; education reform; school reform; school transformation; turnaround; urban school transformation; Curriculum and Instruction; Education

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APA (6th Edition):

Bass, A. W. (2011). Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/259

Chicago Manual of Style (16th Edition):

Bass, Angela Watkins. “Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed July 10, 2020. https://digitalcommons.lmu.edu/etd/259.

MLA Handbook (7th Edition):

Bass, Angela Watkins. “Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives.” 2011. Web. 10 Jul 2020.

Vancouver:

Bass AW. Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2020 Jul 10]. Available from: https://digitalcommons.lmu.edu/etd/259.

Council of Science Editors:

Bass AW. Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: https://digitalcommons.lmu.edu/etd/259


Texas State University – San Marcos

9. 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 July 10, 2020. 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. 10 Jul 2020.

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 2020 Jul 10]. 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

10. Brandt, Willard C. Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers.

Degree: PhD, Educational Psychology, 2004, University of Georgia

 Beginning in spring 2002, a Partnership established between The University of the South1, The Hillside County School District, and the greater Hillside community represented the… (more)

Subjects/Keywords: Comprehensive school reform

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APA (6th Edition):

Brandt, W. C. (2004). Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brandt_willard_c_200405_phd

Chicago Manual of Style (16th Edition):

Brandt, Willard C. “Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers.” 2004. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/brandt_willard_c_200405_phd.

MLA Handbook (7th Edition):

Brandt, Willard C. “Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers.” 2004. Web. 10 Jul 2020.

Vancouver:

Brandt WC. Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/brandt_willard_c_200405_phd.

Council of Science Editors:

Brandt WC. Implementing comprehensive school reform: an elementary school faculty's experiences of the Hillside County School District-University of the South-Hillside community partnership for community learning centers. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/brandt_willard_c_200405_phd


University of Saskatchewan

11. Norris, Colleen Marie. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.

Degree: 2010, University of Saskatchewan

 This is a phenomenological study of the experiences of three teacher leaders in the context of high school reform. It examines the essence of teacher… (more)

Subjects/Keywords: teacher leadership; phenomenology; school reform; distributed leadership

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APA (6th Edition):

Norris, C. M. (2010). Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09182010-220244

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):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Thesis, University of Saskatchewan. Accessed July 10, 2020. http://hdl.handle.net/10388/etd-09182010-220244.

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

MLA Handbook (7th Edition):

Norris, Colleen Marie. “Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools.” 2010. Web. 10 Jul 2020.

Vancouver:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10388/etd-09182010-220244.

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

Council of Science Editors:

Norris CM. Living within reform : a phenomenological study of the lived experiences of teacher leaders in high schools. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09182010-220244

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


University of Louisville

12. Pickup, Jean Elizabeth, 1954-. Distributed leadership as a mediator of whole school reform strategies for improvement planning from data.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2010, University of Louisville

 This study examines how two schools utilized elements of distributed leadership to implement strategies from a reform intervention for whole school and classroom improvement planning… (more)

Subjects/Keywords: Distributed leadership; Data; School reform; Sociocultural

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APA (6th Edition):

Pickup, Jean Elizabeth, 1. (2010). Distributed leadership as a mediator of whole school reform strategies for improvement planning from data. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1137 ; https://ir.library.louisville.edu/etd/1137

Chicago Manual of Style (16th Edition):

Pickup, Jean Elizabeth, 1954-. “Distributed leadership as a mediator of whole school reform strategies for improvement planning from data.” 2010. Doctoral Dissertation, University of Louisville. Accessed July 10, 2020. 10.18297/etd/1137 ; https://ir.library.louisville.edu/etd/1137.

MLA Handbook (7th Edition):

Pickup, Jean Elizabeth, 1954-. “Distributed leadership as a mediator of whole school reform strategies for improvement planning from data.” 2010. Web. 10 Jul 2020.

Vancouver:

Pickup, Jean Elizabeth 1. Distributed leadership as a mediator of whole school reform strategies for improvement planning from data. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2020 Jul 10]. Available from: 10.18297/etd/1137 ; https://ir.library.louisville.edu/etd/1137.

Council of Science Editors:

Pickup, Jean Elizabeth 1. Distributed leadership as a mediator of whole school reform strategies for improvement planning from data. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/1137 ; https://ir.library.louisville.edu/etd/1137


University of Pennsylvania

13. McGinn, Kathryn. Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement.

Degree: 2013, University of Pennsylvania

 This qualitative study examines a five-year period of reform in a small, urban district during a time of crisis, using the issue of parental engagement… (more)

Subjects/Keywords: Parental engagement; School reform; Urban education; Education

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APA (6th Edition):

McGinn, K. (2013). Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/778

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):

McGinn, Kathryn. “Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement.” 2013. Thesis, University of Pennsylvania. Accessed July 10, 2020. https://repository.upenn.edu/edissertations/778.

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

MLA Handbook (7th Edition):

McGinn, Kathryn. “Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement.” 2013. Web. 10 Jul 2020.

Vancouver:

McGinn K. Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement. [Internet] [Thesis]. University of Pennsylvania; 2013. [cited 2020 Jul 10]. Available from: https://repository.upenn.edu/edissertations/778.

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

Council of Science Editors:

McGinn K. Parental Engagement in a School District in Crisis: Examining School Reform through the Lens of Family Involvement. [Thesis]. University of Pennsylvania; 2013. Available from: https://repository.upenn.edu/edissertations/778

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


University of Oklahoma

14. Martin, Scott. To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.

Degree: PhD, 2015, University of Oklahoma

 The purpose of this dissertation is to critique the institution of mass schooling by holding up the failure of both its liturgy and its pedagogies… (more)

Subjects/Keywords: school reform; education; schooling; prophetic imagination

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APA (6th Edition):

Martin, S. (2015). To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14627

Chicago Manual of Style (16th Edition):

Martin, Scott. “To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed July 10, 2020. http://hdl.handle.net/11244/14627.

MLA Handbook (7th Edition):

Martin, Scott. “To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination.” 2015. Web. 10 Jul 2020.

Vancouver:

Martin S. To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11244/14627.

Council of Science Editors:

Martin S. To The Angel of Schooling, Write: Redeeming the Telos of Schooling as a Liturgical Institution, And the Role of the School Administrator as Peace-Weaver, Through the Lens of Prophetic Imagination. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14627


University of Michigan

15. Lyle, Angela. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.

Degree: PhD, Educational Studies, 2019, University of Michigan

 Increasingly, educational networks are regarded as unique organizational arrangements capable of supporting large-scale instructional improvement. While a portion of the existing research on educational networks… (more)

Subjects/Keywords: school reform; educational networks; Education; Social Sciences

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

APA (6th Edition):

Lyle, A. (2019). Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/151640

Chicago Manual of Style (16th Edition):

Lyle, Angela. “Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.” 2019. Doctoral Dissertation, University of Michigan. Accessed July 10, 2020. http://hdl.handle.net/2027.42/151640.

MLA Handbook (7th Edition):

Lyle, Angela. “Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement.” 2019. Web. 10 Jul 2020.

Vancouver:

Lyle A. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2027.42/151640.

Council of Science Editors:

Lyle A. Network Designs for Instructional Reform: Building Systems for Large-Scale School Improvement. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/151640


George Mason University

16. Kasic, Allison. The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program .

Degree: 2011, George Mason University

 Economic theory gives us many reasons to think that school choice programs would address several problems plaguing our nation‘s public school system. This thesis examines… (more)

Subjects/Keywords: Education; Education Reform; School Choice; Vouchers

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

APA (6th Edition):

Kasic, A. (2011). The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6379

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):

Kasic, Allison. “The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program .” 2011. Thesis, George Mason University. Accessed July 10, 2020. http://hdl.handle.net/1920/6379.

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

MLA Handbook (7th Edition):

Kasic, Allison. “The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program .” 2011. Web. 10 Jul 2020.

Vancouver:

Kasic A. The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program . [Internet] [Thesis]. George Mason University; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1920/6379.

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

Council of Science Editors:

Kasic A. The Political Economy of D.C. School Choice: An Institutional Analysis of the Washington D.C. Opportunity Scholarship Program . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6379

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


Washington State University

17. [No author]. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .

Degree: 2012, Washington State University

 Heightened accountability has amplified a need for principals to transform schools into resilient organizations capable of sustaining the organizational learning essential to increasing school reliability… (more)

Subjects/Keywords: Educational leadership; Leadership; Mindfulness; Resiliency; School Reform

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

APA (6th Edition):

author], [. (2012). DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4673

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):

author], [No. “DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .” 2012. Thesis, Washington State University. Accessed July 10, 2020. http://hdl.handle.net/2376/4673.

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

MLA Handbook (7th Edition):

author], [No. “DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING .” 2012. Web. 10 Jul 2020.

Vancouver:

author] [. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2376/4673.

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

Council of Science Editors:

author] [. DESCRIBING A PRINCIPAL'S WORK TOWARD RESILIENCY: THE NATURE OF MINDFUL LEADING . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4673

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


University of Southern California

18. Forsee, Brent Alan. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Over the past half century school reform efforts have largely been driven as a response to the biting indictment of public education enumerated in the… (more)

Subjects/Keywords: gap analysis; inquiry project; school reform

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APA (6th Edition):

Forsee, B. A. (2011). Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534

Chicago Manual of Style (16th Edition):

Forsee, Brent Alan. “Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534.

MLA Handbook (7th Edition):

Forsee, Brent Alan. “Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District.” 2011. Web. 10 Jul 2020.

Vancouver:

Forsee BA. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534.

Council of Science Editors:

Forsee BA. Comprehensive school reform implementation: A gap analysis inquiry project for Rowland Unified School District. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/444475/rec/1534


University of Southern California

19. Cassady, Dawn Marie. Improving college participation success in Glendale Unified School District: An application of the gap analysis model.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape.… (more)

Subjects/Keywords: secondary education; school reform; college access

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

APA (6th Edition):

Cassady, D. M. (2011). Improving college participation success in Glendale Unified School District: An application of the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412

Chicago Manual of Style (16th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

MLA Handbook (7th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Web. 10 Jul 2020.

Vancouver:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

Council of Science Editors:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412


University of Southern California

20. Oretta, Charlene I. 21st century skills practices and programs: a case study at an elementary school.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Currently, the United States compares unfavorably with other industrialized nations on academic benchmarks. As the world becomes more interconnected, the skills and knowledge that students… (more)

Subjects/Keywords: educational leadership; school reform; Title 1 schools

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

APA (6th Edition):

Oretta, C. I. (2012). 21st century skills practices and programs: a case study at an elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10

Chicago Manual of Style (16th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

MLA Handbook (7th Edition):

Oretta, Charlene I. “21st century skills practices and programs: a case study at an elementary school.” 2012. Web. 10 Jul 2020.

Vancouver:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10.

Council of Science Editors:

Oretta CI. 21st century skills practices and programs: a case study at an elementary school. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35600/rec/10


University of Southern California

21. Sugar, Irina. Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The aim of this study was to design and test a questionnaire that measures perceived connectedness in secondary schools. The Measurement of School Connectedness (MOSC)… (more)

Subjects/Keywords: connectedness; measurement; belonging; motivation; achievement; school; reform

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

APA (6th Edition):

Sugar, I. (2012). Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25079/rec/3993

Chicago Manual of Style (16th Edition):

Sugar, Irina. “Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25079/rec/3993.

MLA Handbook (7th Edition):

Sugar, Irina. “Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools.” 2012. Web. 10 Jul 2020.

Vancouver:

Sugar I. Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25079/rec/3993.

Council of Science Editors:

Sugar I. Measurement of school connectedness (MOSC): modified connectedness questionnaire for secondary schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/25079/rec/3993

22. Brown, Ebon. Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators.

Degree: 2015, California State University – San Marcos

 The purpose of this dissertation was to explore the lived experiences of Career Technical Education (CTE) concentrators. In order to accomplish this, the study utilized… (more)

Subjects/Keywords: career technical education; vocational education; school reform

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

APA (6th Edition):

Brown, E. (2015). Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators. (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/135890

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

Chicago Manual of Style (16th Edition):

Brown, Ebon. “Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators. ” 2015. Thesis, California State University – San Marcos. Accessed July 10, 2020. http://hdl.handle.net/10211.3/135890.

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

MLA Handbook (7th Edition):

Brown, Ebon. “Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators. ” 2015. Web. 10 Jul 2020.

Vancouver:

Brown E. Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators. [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.3/135890.

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

Council of Science Editors:

Brown E. Is Career Technical Education (CTE) Working? A Narrative Inquiry on the Lived Experiences of CTE Concentrators. [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/135890

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


California State University – Sacramento

23. Keval, Fawzia. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.

Degree: 2012, California State University – Sacramento

 This analytic autoethnographic study highlights leadership practices of a principal in a high poverty school that has undergone transformation in the school culture over the… (more)

Subjects/Keywords: High poverty schools; School reform; Moral purpose

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APA (6th Edition):

Keval, F. (2012). Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1769

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):

Keval, Fawzia. “Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.” 2012. Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.9/1769.

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

MLA Handbook (7th Edition):

Keval, Fawzia. “Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography.” 2012. Web. 10 Jul 2020.

Vancouver:

Keval F. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. [Internet] [Thesis]. California State University – Sacramento; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.9/1769.

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

Council of Science Editors:

Keval F. Moral imperative as a strategy for transformational leadership and sustainability: an autoethnography. [Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1769

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


California State University – Sacramento

24. Anderson, Lucas R. Implementing school-wide positive behavior supports when no state initiative exists.

Degree: 2011, California State University – Sacramento

 Schools today must deal with increasingly challenging and maladaptive behaviors. Many schools still utilize punitive systems to deal with difficult behavior. Given the ineffectiveness of… (more)

Subjects/Keywords: Reponse to intervention; School reform; Staff development

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APA (6th Edition):

Anderson, L. R. (2011). Implementing school-wide positive behavior supports when no state initiative exists. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1135

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):

Anderson, Lucas R. “Implementing school-wide positive behavior supports when no state initiative exists.” 2011. Thesis, California State University – Sacramento. Accessed July 10, 2020. http://hdl.handle.net/10211.9/1135.

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

MLA Handbook (7th Edition):

Anderson, Lucas R. “Implementing school-wide positive behavior supports when no state initiative exists.” 2011. Web. 10 Jul 2020.

Vancouver:

Anderson LR. Implementing school-wide positive behavior supports when no state initiative exists. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10211.9/1135.

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

Council of Science Editors:

Anderson LR. Implementing school-wide positive behavior supports when no state initiative exists. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1135

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


Loyola University Chicago

25. Astorga-Velasquez, Alfredo. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.

Degree: MA, Education, 2012, Loyola University Chicago

  The purpose of this study is to analyze two Catholic high schools that follow the same innovative private urban model called the Cristo Rey… (more)

Subjects/Keywords: Catholic Education; History of school reform; Jesuit Education; School Reform; Urban model; Education

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APA (6th Edition):

Astorga-Velasquez, A. (2012). Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/838

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):

Astorga-Velasquez, Alfredo. “Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.” 2012. Thesis, Loyola University Chicago. Accessed July 10, 2020. http://ecommons.luc.edu/luc_theses/838.

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

MLA Handbook (7th Edition):

Astorga-Velasquez, Alfredo. “Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.” 2012. Web. 10 Jul 2020.

Vancouver:

Astorga-Velasquez A. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2020 Jul 10]. Available from: http://ecommons.luc.edu/luc_theses/838.

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

Council of Science Editors:

Astorga-Velasquez A. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. [Thesis]. Loyola University Chicago; 2012. Available from: http://ecommons.luc.edu/luc_theses/838

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


University of Southern California

26. Donahue, Wendelin Colleen. The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The history of small school reform, an initiative to reorganize large schools into smaller, autonomous schools of no more than 400 students over the last… (more)

Subjects/Keywords: small learning communities; career academy; wall-to-wall; small school reform; whole school reform

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APA (6th Edition):

Donahue, W. C. (2012). The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/52474/rec/6785

Chicago Manual of Style (16th Edition):

Donahue, Wendelin Colleen. “The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/52474/rec/6785.

MLA Handbook (7th Edition):

Donahue, Wendelin Colleen. “The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement.” 2012. Web. 10 Jul 2020.

Vancouver:

Donahue WC. The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/52474/rec/6785.

Council of Science Editors:

Donahue WC. The impact of "wall-to-wall" small learning communities: career academy participation and its relationship to academic performance and engagement. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/52474/rec/6785


Penn State University

27. Butterfield, Jay Vance. THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE.

Degree: EdD, Educational Leadership, 2008, Penn State University

 The purpose of this study was to explore the perceptions of key stakeholders, including teachers, board members, administrators, community members and parents in a larger… (more)

Subjects/Keywords: SCHOOL SIZE REFORM; STAKEHOLDER PERCEPTIONS; CHANGE; REFORM; COMPREHENSIVE HIGH SCHOOL REFORM; SMALLER LEARNING COMMUNITIES; SWAS; SWS; LEADERSHIP

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APA (6th Edition):

Butterfield, J. V. (2008). THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8178

Chicago Manual of Style (16th Edition):

Butterfield, Jay Vance. “THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE.” 2008. Doctoral Dissertation, Penn State University. Accessed July 10, 2020. https://etda.libraries.psu.edu/catalog/8178.

MLA Handbook (7th Edition):

Butterfield, Jay Vance. “THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE.” 2008. Web. 10 Jul 2020.

Vancouver:

Butterfield JV. THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2020 Jul 10]. Available from: https://etda.libraries.psu.edu/catalog/8178.

Council of Science Editors:

Butterfield JV. THE PERCEIVED EFFICACY BY EDUCATIONAL STAKEHOLDERS OF THE. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8178


Western Michigan University

28. Dyson, Micole D. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.

Degree: PhD, Educational Leadership, Research and Technology, 2019, Western Michigan University

  There are increasing demands and challenges from the state and federal government for continual academic improvement for all schools. Each year, the Michigan Department… (more)

Subjects/Keywords: efficacy actions; priority school leaders; school leaders; school reform; dynamic change of school reform; Educational Leadership; Educational Technology

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APA (6th Edition):

Dyson, M. D. (2019). The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3420

Chicago Manual of Style (16th Edition):

Dyson, Micole D. “The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.” 2019. Doctoral Dissertation, Western Michigan University. Accessed July 10, 2020. https://scholarworks.wmich.edu/dissertations/3420.

MLA Handbook (7th Edition):

Dyson, Micole D. “The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform.” 2019. Web. 10 Jul 2020.

Vancouver:

Dyson MD. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. [Internet] [Doctoral dissertation]. Western Michigan University; 2019. [cited 2020 Jul 10]. Available from: https://scholarworks.wmich.edu/dissertations/3420.

Council of Science Editors:

Dyson MD. The Efficacy Actions of Priority School Leaders during the Dynamic Change of School Reform. [Doctoral Dissertation]. Western Michigan University; 2019. Available from: https://scholarworks.wmich.edu/dissertations/3420


Texas State University – San Marcos

29. Williams, Tamey R. Unlearning as school reform: How principals facilitate school improvement in nontraditional schools.

Degree: PhD, School Improvement, 2015, Texas State University – San Marcos

 Purpose & Research Design: The purpose of this Interpretative Phenomenological Analysis (Smith, Flowers, & Larkin, 2013) was to explore unlearning in education, focusing on how… (more)

Subjects/Keywords: Unlearning; School reform; School improvement; Nontraditional school; Traditional school; Interpretative Phenomenological Analysis (IPA); Principals

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

APA (6th Edition):

Williams, T. R. (2015). Unlearning as school reform: How principals facilitate school improvement in nontraditional schools. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6390

Chicago Manual of Style (16th Edition):

Williams, Tamey R. “Unlearning as school reform: How principals facilitate school improvement in nontraditional schools.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed July 10, 2020. https://digital.library.txstate.edu/handle/10877/6390.

MLA Handbook (7th Edition):

Williams, Tamey R. “Unlearning as school reform: How principals facilitate school improvement in nontraditional schools.” 2015. Web. 10 Jul 2020.

Vancouver:

Williams TR. Unlearning as school reform: How principals facilitate school improvement in nontraditional schools. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2020 Jul 10]. Available from: https://digital.library.txstate.edu/handle/10877/6390.

Council of Science Editors:

Williams TR. Unlearning as school reform: How principals facilitate school improvement in nontraditional schools. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6390


Penn State University

30. Grove, Doris Ann. The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study.

Degree: PhD, Curriculum and Instruction, 2016, Penn State University

 ABSTRACT Over the last several decades, those engaged in enhancing educational quality have recognized the increasing importance of the role of professional development in enhancing… (more)

Subjects/Keywords: professional development; partnerships; teacher leadership; school renewal; school reform

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grove, D. A. (2016). The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/3r074t92z

Chicago Manual of Style (16th Edition):

Grove, Doris Ann. “The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study.” 2016. Doctoral Dissertation, Penn State University. Accessed July 10, 2020. https://etda.libraries.psu.edu/catalog/3r074t92z.

MLA Handbook (7th Edition):

Grove, Doris Ann. “The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study.” 2016. Web. 10 Jul 2020.

Vancouver:

Grove DA. The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2020 Jul 10]. Available from: https://etda.libraries.psu.edu/catalog/3r074t92z.

Council of Science Editors:

Grove DA. The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/3r074t92z

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