Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Social justice leadership). Showing records 1 – 30 of 126 total matches.

[1] [2] [3] [4] [5]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


University of Florida

1. Vasquez, Rita M. De-Normalizing Normal Principal Leadership for Educational Equity.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 The purpose of this study is to understand how two high school principals purposely worked to disrupt the inequities in educational opportunities and outcomes that… (more)

Subjects/Keywords: principal-leadership  – school-leadership  – school-reform  – social-justice-leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vasquez, R. M. (2017). De-Normalizing Normal Principal Leadership for Educational Equity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051411

Chicago Manual of Style (16th Edition):

Vasquez, Rita M. “De-Normalizing Normal Principal Leadership for Educational Equity.” 2017. Doctoral Dissertation, University of Florida. Accessed September 22, 2019. http://ufdc.ufl.edu/UFE0051411.

MLA Handbook (7th Edition):

Vasquez, Rita M. “De-Normalizing Normal Principal Leadership for Educational Equity.” 2017. Web. 22 Sep 2019.

Vancouver:

Vasquez RM. De-Normalizing Normal Principal Leadership for Educational Equity. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Sep 22]. Available from: http://ufdc.ufl.edu/UFE0051411.

Council of Science Editors:

Vasquez RM. De-Normalizing Normal Principal Leadership for Educational Equity. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051411


University of Illinois – Urbana-Champaign

2. Nadrozny, Trevor. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The achievement gap between white and black students has been studied extensively, but little has been done to design policies and implement practices to challenge… (more)

Subjects/Keywords: Response to intervention; Social justice leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99370

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):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/99370.

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

MLA Handbook (7th Edition):

Nadrozny, Trevor. “Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice.” 2017. Web. 22 Sep 2019.

Vancouver:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/99370.

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

Council of Science Editors:

Nadrozny T. Response to intervention through a social justice leadership framework: An inquiry of principal's beliefs and effect on classroom practice. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99370

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. Rang, Deborah Kathleen. Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity.

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

 This qualitative study explores the capacity building experiences of principals and district leaders identified as social justice leaders. The study sought to develop an understanding… (more)

Subjects/Keywords: Education; Social justice; Social justice leadership; Equity; Principal; District; Professional development; Educational leadership – Social aspects; Social justice; School principals

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rang, D. K. (2018). Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7462

Chicago Manual of Style (16th Edition):

Rang, Deborah Kathleen. “Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 22, 2019. https://digital.library.txstate.edu/handle/10877/7462.

MLA Handbook (7th Edition):

Rang, Deborah Kathleen. “Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity.” 2018. Web. 22 Sep 2019.

Vancouver:

Rang DK. Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Sep 22]. Available from: https://digital.library.txstate.edu/handle/10877/7462.

Council of Science Editors:

Rang DK. Exploring the Perceptions of Principals and District Leaders Regarding the Co-framing of Social Justice Leadership and Equity. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7462


Washington State University

4. [No author]. LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE .

Degree: 2017, Washington State University

 School leaders play an important transformative role as they carry out policies and practices that support socially just education for all students. The lack of… (more)

Subjects/Keywords: Educational leadership; Leadership Actions; Leadership Characteristics and Dispositions; Leadership Goals; Principal; Social Justice; Teacher Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2017). LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12960

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. “LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE .” 2017. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/12960.

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. “LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE .” 2017. Web. 22 Sep 2019.

Vancouver:

author] [. LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE . [Internet] [Thesis]. Washington State University; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/12960.

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

Council of Science Editors:

author] [. LEADING FOR SOCIAL JUSTICE: A QUALITATIVE STUDY OF SCHOOL PRINCIPALS IN WASHINGTON STATE . [Thesis]. Washington State University; 2017. Available from: http://hdl.handle.net/2376/12960

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


University of California – Berkeley

5. Livingston, Matthew Merritt. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.

Degree: Educational Leadership, 2011, University of California – Berkeley

 ABSTRACTThe Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School DistrictByMatthew Merritt LivingstonDoctor of EducationUniversity of California,… (more)

Subjects/Keywords: Educational leadership; Educational Administration; Education, General; Equity; Leadership; Politics; Social Justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Livingston, M. M. (2011). The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3614s924

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):

Livingston, Matthew Merritt. “The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.” 2011. Thesis, University of California – Berkeley. Accessed September 22, 2019. http://www.escholarship.org/uc/item/3614s924.

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

MLA Handbook (7th Edition):

Livingston, Matthew Merritt. “The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District.” 2011. Web. 22 Sep 2019.

Vancouver:

Livingston MM. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/3614s924.

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

Council of Science Editors:

Livingston MM. The Rise and Fall of the Dream Schools: Equity and Local Politics in the San Francisco Unified School District. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/3614s924

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


University of Western Ontario

6. Segeren, Allison L. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.

Degree: 2016, University of Western Ontario

 In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum… (more)

Subjects/Keywords: equity; education policy; enactment; Ontario; leadership; social justice; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Segeren, A. L. (2016). How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4137

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):

Segeren, Allison L. “How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.” 2016. Thesis, University of Western Ontario. Accessed September 22, 2019. https://ir.lib.uwo.ca/etd/4137.

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

MLA Handbook (7th Edition):

Segeren, Allison L. “How Schools Enact Equity Policies: A Case Study of Social Justice Leadership.” 2016. Web. 22 Sep 2019.

Vancouver:

Segeren AL. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Sep 22]. Available from: https://ir.lib.uwo.ca/etd/4137.

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

Council of Science Editors:

Segeren AL. How Schools Enact Equity Policies: A Case Study of Social Justice Leadership. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4137

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


University of Western Ontario

7. Flinn, Jennifer. Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders.

Degree: 2016, University of Western Ontario

 This qualitative study investigated how advocacy groups for rare chronic health conditions understood their relation to, and interaction with, educational leadership and policy. This study… (more)

Subjects/Keywords: Inclusion; rare chronic health conditions; social justice; educational leadership; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flinn, J. (2016). Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/3934

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):

Flinn, Jennifer. “Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders.” 2016. Thesis, University of Western Ontario. Accessed September 22, 2019. https://ir.lib.uwo.ca/etd/3934.

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

MLA Handbook (7th Edition):

Flinn, Jennifer. “Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders.” 2016. Web. 22 Sep 2019.

Vancouver:

Flinn J. Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Sep 22]. Available from: https://ir.lib.uwo.ca/etd/3934.

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

Council of Science Editors:

Flinn J. Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/3934

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


Georgia State University

8. Murphy, Ovura. The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

  Purpose: The purpose of this study is to examine the effective social justice instructional leadership practices of leaders in schools implementing the International Baccalaureate… (more)

Subjects/Keywords: instructional leadership; International Baccalaureate; Primary Years Programme; social justice leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murphy, O. (2018). The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/187

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):

Murphy, Ovura. “The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools.” 2018. Thesis, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/eps_diss/187.

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

MLA Handbook (7th Edition):

Murphy, Ovura. “The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools.” 2018. Web. 22 Sep 2019.

Vancouver:

Murphy O. The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/187.

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

Council of Science Editors:

Murphy O. The Practice and Challenges of Social Justice Instructional Leadership In International Baccalaureate Primary Years Programme Schools. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/187

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

9. Litchmore, Lucy Nevins. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  Throughout the history of education, there have been changes in funding, organization, governance, and curriculum. As a result of these changes, education reform and… (more)

Subjects/Keywords: Educational leadership; Equity and social justice; Urban reform; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Litchmore, L. N. (2016). Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20

Chicago Manual of Style (16th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Doctoral Dissertation, Old Dominion University. Accessed September 22, 2019. 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

MLA Handbook (7th Edition):

Litchmore, Lucy Nevins. “Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates.” 2016. Web. 22 Sep 2019.

Vancouver:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2019 Sep 22]. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20.

Council of Science Editors:

Litchmore LN. Teachers', Educational Specialists' and School Leaders' Perceptions of the Cumulative Impact of Education Reform Mandates. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369304909 ; https://digitalcommons.odu.edu/efl_etds/20


Washington State University

10. [No author]. Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School .

Degree: 2016, Washington State University

 Nowhere is the nation’s commitment to equity of opportunity and outcomes more tested than in urban, high-poverty high schools. In considering efforts to address the… (more)

Subjects/Keywords: Educational leadership; High School; International Baccalaureate; Leadership; Principal; Social Justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2016). Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12167

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. “Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School .” 2016. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/12167.

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. “Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School .” 2016. Web. 22 Sep 2019.

Vancouver:

author] [. Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School . [Internet] [Thesis]. Washington State University; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/12167.

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

Council of Science Editors:

author] [. Leading for Social Justice: A Principal's Utilization of a Rigorous College-Prep Curriculum to Challenge Injustice and Inequity in an Urban, High-Poverty High School . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12167

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


University of Arizona

11. Ruich, Cynthia Therese. Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona .

Degree: 2013, University of Arizona

 This study described how suburban public elementary school principals and teachers perceived the principals' social justice leadership as shifting demographic diversity increased in racial and… (more)

Subjects/Keywords: Elementary; Leadership; Principals; Social Justice; Suburban; Educational Leadership; color blindness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruich, C. T. (2013). Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/311318

Chicago Manual of Style (16th Edition):

Ruich, Cynthia Therese. “Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona .” 2013. Doctoral Dissertation, University of Arizona. Accessed September 22, 2019. http://hdl.handle.net/10150/311318.

MLA Handbook (7th Edition):

Ruich, Cynthia Therese. “Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona .” 2013. Web. 22 Sep 2019.

Vancouver:

Ruich CT. Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10150/311318.

Council of Science Editors:

Ruich CT. Principals' Social Justice Leadership in Demographically Changing Suburban Public Elementary Schools in Arizona . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/311318


Washington State University

12. [No author]. School and District Administrators Learning and Leading to Help Close the Graduation Gap .

Degree: 2015, Washington State University

 High school graduation is an important milestone for students, but it is an elusive milestone for some. High school graduation rates reflect the systems that… (more)

Subjects/Keywords: Educational leadership; district leadership; dropout reengagement; graduation rates; instructional leadership; social justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). School and District Administrators Learning and Leading to Help Close the Graduation Gap . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/6192

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. “School and District Administrators Learning and Leading to Help Close the Graduation Gap .” 2015. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/6192.

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. “School and District Administrators Learning and Leading to Help Close the Graduation Gap .” 2015. Web. 22 Sep 2019.

Vancouver:

author] [. School and District Administrators Learning and Leading to Help Close the Graduation Gap . [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/6192.

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

Council of Science Editors:

author] [. School and District Administrators Learning and Leading to Help Close the Graduation Gap . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/6192

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


University of Toledo

13. Knechtges, Cynthia A. Defining a Process for the Work of Social Justice Leaders in Social Change Organizations.

Degree: PhD, Educational Theory and Social Foundations, 2017, University of Toledo

 The focus of this dissertation is on the work processes and activities that social justice leaders engage in while creating, managing, and leading social justice(more)

Subjects/Keywords: Educational Sociology; Educational Leadership; Education; social justice; social justice leadership; social change organizations; organizational change management; appreciative inquiry; work of social justice leaders

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knechtges, C. A. (2017). Defining a Process for the Work of Social Justice Leaders in Social Change Organizations. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493300595239864

Chicago Manual of Style (16th Edition):

Knechtges, Cynthia A. “Defining a Process for the Work of Social Justice Leaders in Social Change Organizations.” 2017. Doctoral Dissertation, University of Toledo. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493300595239864.

MLA Handbook (7th Edition):

Knechtges, Cynthia A. “Defining a Process for the Work of Social Justice Leaders in Social Change Organizations.” 2017. Web. 22 Sep 2019.

Vancouver:

Knechtges CA. Defining a Process for the Work of Social Justice Leaders in Social Change Organizations. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493300595239864.

Council of Science Editors:

Knechtges CA. Defining a Process for the Work of Social Justice Leaders in Social Change Organizations. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493300595239864


Université de Montréal

14. Rodrigue, Sophie. Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais .

Degree: 2015, Université de Montréal

 Ce mémoire décrit et évalue la manière dont trois directions d’école, reconnues pour leur intérêt pour la justice sociale par le programme Une école montréalaise… (more)

Subjects/Keywords: Leadership transformatif; Leadership de justice sociale; Justice sociale; Leadership; Directions d’école; Étude de cas; Écoles de milieux défavorisés; Transformative leadership; Social justice leadership; Social justice; Leadership; School principals; Case study; Disadvantaged schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rodrigue, S. (2015). Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/12064

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):

Rodrigue, Sophie. “Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais .” 2015. Thesis, Université de Montréal. Accessed September 22, 2019. http://hdl.handle.net/1866/12064.

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

MLA Handbook (7th Edition):

Rodrigue, Sophie. “Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais .” 2015. Web. 22 Sep 2019.

Vancouver:

Rodrigue S. Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais . [Internet] [Thesis]. Université de Montréal; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1866/12064.

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

Council of Science Editors:

Rodrigue S. Études de cas multiples sur l’exercice d’un leadership transformatif par les directions dans trois écoles primaires en milieu défavorisé montréalais . [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/12064

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


University of Southern California

15. Flores, Charles. Preparing leaders for the challenges of the urban school.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The purpose of this research study was to investigate the impact of participation in the Southwest Independent School District’s Principal Coaching Initiative on urban school… (more)

Subjects/Keywords: principal leadership; urban schools; social justice; leadership preparation programs; teacher capacity-building

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flores, C. (2010). Preparing leaders for the challenges of the urban school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198

Chicago Manual of Style (16th Edition):

Flores, Charles. “Preparing leaders for the challenges of the urban school.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198.

MLA Handbook (7th Edition):

Flores, Charles. “Preparing leaders for the challenges of the urban school.” 2010. Web. 22 Sep 2019.

Vancouver:

Flores C. Preparing leaders for the challenges of the urban school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198.

Council of Science Editors:

Flores C. Preparing leaders for the challenges of the urban school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/335820/rec/5198


University of Waikato

16. Hawthorne, Rachel. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .

Degree: 2014, University of Waikato

 There has been much research focused on adult conceptions and experiences of leadership and its impact on both individuals and organisations. What has not been… (more)

Subjects/Keywords: youth leadership; community partnerships; leadership development programmes; social justice; 21st century learning; youth perceptions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hawthorne, R. (2014). Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8703

Chicago Manual of Style (16th Edition):

Hawthorne, Rachel. “Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .” 2014. Masters Thesis, University of Waikato. Accessed September 22, 2019. http://hdl.handle.net/10289/8703.

MLA Handbook (7th Edition):

Hawthorne, Rachel. “Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .” 2014. Web. 22 Sep 2019.

Vancouver:

Hawthorne R. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10289/8703.

Council of Science Editors:

Hawthorne R. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8703


Washington State University

17. [No author]. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .

Degree: 2011, Washington State University

 Principals are recognized as a key component to the successful implementation of inclusion of students with special needs in schools. Research exploring the factors for… (more)

Subjects/Keywords: Educational leadership; Special Education; Education, General; Collaboration; Education; Inclusion; Leadership; Scheduling; Social Justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2900

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. “The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .” 2011. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/2900.

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. “The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues .” 2011. Web. 22 Sep 2019.

Vancouver:

author] [. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . [Internet] [Thesis]. Washington State University; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/2900.

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

Council of Science Editors:

author] [. The Principal's Role in Managing Special Education: Leadership, Inclusion, and Social Justice Issues . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2900

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


Georgia State University

18. Sturtevant, Joshua. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  This study’s purpose was to explore how faculty members in a middle school serving traditionally marginalized students perceived culturally responsive school leadership in their… (more)

Subjects/Keywords: Culturally Responsive School Leadership; Culturally Responsive Teaching; Traditionally Marginalized Students; Organizational Learning; Social Justice Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sturtevant, J. (2019). A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/210

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):

Sturtevant, Joshua. “A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.” 2019. Thesis, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/eps_diss/210.

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

MLA Handbook (7th Edition):

Sturtevant, Joshua. “A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students.” 2019. Web. 22 Sep 2019.

Vancouver:

Sturtevant J. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/210.

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

Council of Science Editors:

Sturtevant J. A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/210

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


Florida Atlantic University

19. McDonald, Nancy D. In-country: identification of transformational learning and leadership in human rights observers.

Degree: 2014, Florida Atlantic University

Summary: Haiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement.… (more)

Subjects/Keywords: Educational sociology; Human rights  – Haiti; Human rights workers  – Haiti; Leadership; Leadership  – Psychological aspects; Social justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McDonald, N. D. (2014). In-country: identification of transformational learning and leadership in human rights observers. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004216 ; (URL) http://purl.flvc.org/fau/fd/FA00004216

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):

McDonald, Nancy D. “In-country: identification of transformational learning and leadership in human rights observers.” 2014. Thesis, Florida Atlantic University. Accessed September 22, 2019. http://purl.flvc.org/fau/fd/FA00004216 ; (URL) http://purl.flvc.org/fau/fd/FA00004216.

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

MLA Handbook (7th Edition):

McDonald, Nancy D. “In-country: identification of transformational learning and leadership in human rights observers.” 2014. Web. 22 Sep 2019.

Vancouver:

McDonald ND. In-country: identification of transformational learning and leadership in human rights observers. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fau/fd/FA00004216 ; (URL) http://purl.flvc.org/fau/fd/FA00004216.

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

Council of Science Editors:

McDonald ND. In-country: identification of transformational learning and leadership in human rights observers. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004216 ; (URL) http://purl.flvc.org/fau/fd/FA00004216

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


University of Utah

20. Reyes, Kyle Anthony. Assessing how higher education administrators of color navigate spaces of advocacy for social justice.

Degree: PhD, Education Leadership & Policy, 2012, University of Utah

 This study explores how senior administrators of color in higher education navigatespaces of advocacy for social justice. The low representation of persons of color inadministrative… (more)

Subjects/Keywords: Advocacy; Critical Race Theory; Higher Education; Identity; Leadership; Social Justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reyes, K. A. (2012). Assessing how higher education administrators of color navigate spaces of advocacy for social justice. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299

Chicago Manual of Style (16th Edition):

Reyes, Kyle Anthony. “Assessing how higher education administrators of color navigate spaces of advocacy for social justice.” 2012. Doctoral Dissertation, University of Utah. Accessed September 22, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299.

MLA Handbook (7th Edition):

Reyes, Kyle Anthony. “Assessing how higher education administrators of color navigate spaces of advocacy for social justice.” 2012. Web. 22 Sep 2019.

Vancouver:

Reyes KA. Assessing how higher education administrators of color navigate spaces of advocacy for social justice. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Sep 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299.

Council of Science Editors:

Reyes KA. Assessing how higher education administrators of color navigate spaces of advocacy for social justice. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299

21. Camilleri, Jennifer. Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  School discipline is an ongoing area of concern, as keeping children in school and engaged in learning is required not only for their well-being,… (more)

Subjects/Keywords: Restorative Justice; Social Emotional Learning; School Discipline; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Camilleri, J. (2016). Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/223

Chicago Manual of Style (16th Edition):

Camilleri, Jennifer. “Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills.” 2016. Doctoral Dissertation, National-Louis University. Accessed September 22, 2019. http://digitalcommons.nl.edu/diss/223.

MLA Handbook (7th Edition):

Camilleri, Jennifer. “Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills.” 2016. Web. 22 Sep 2019.

Vancouver:

Camilleri J. Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Sep 22]. Available from: http://digitalcommons.nl.edu/diss/223.

Council of Science Editors:

Camilleri J. Effective School Discipline Policy and Practice: Supporting Student Learning Through Restorative Practices and Social Emotional Learning Skills. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/223


Indiana University of Pennsylvania

22. Hudson, Terrance. Why Teach? What Motivates African American Males to Choose Teaching as a Career?.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  There is a serious shortage of African American male teachers in the United States. Currently less than 2% of teachers in the United States… (more)

Subjects/Keywords: African America; Education; Programs; Recruiting; Social Justice; Teachers; Education; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hudson, T. (2017). Why Teach? What Motivates African American Males to Choose Teaching as a Career?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1458

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):

Hudson, Terrance. “Why Teach? What Motivates African American Males to Choose Teaching as a Career?.” 2017. Thesis, Indiana University of Pennsylvania. Accessed September 22, 2019. https://knowledge.library.iup.edu/etd/1458.

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

MLA Handbook (7th Edition):

Hudson, Terrance. “Why Teach? What Motivates African American Males to Choose Teaching as a Career?.” 2017. Web. 22 Sep 2019.

Vancouver:

Hudson T. Why Teach? What Motivates African American Males to Choose Teaching as a Career?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Sep 22]. Available from: https://knowledge.library.iup.edu/etd/1458.

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

Council of Science Editors:

Hudson T. Why Teach? What Motivates African American Males to Choose Teaching as a Career?. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1458

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


University of Waikato

23. Symes, Rosemary. An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs .

Degree: 2014, University of Waikato

 Based on research evidence from New Zealand, England and the USA, it is likely that there could be an increasing number of students with special… (more)

Subjects/Keywords: special needs; leadership; equity; social justice; moral purpose

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Symes, R. (2014). An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8724

Chicago Manual of Style (16th Edition):

Symes, Rosemary. “An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs .” 2014. Masters Thesis, University of Waikato. Accessed September 22, 2019. http://hdl.handle.net/10289/8724.

MLA Handbook (7th Edition):

Symes, Rosemary. “An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs .” 2014. Web. 22 Sep 2019.

Vancouver:

Symes R. An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10289/8724.

Council of Science Editors:

Symes R. An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8724

24. Madrigal, Kimberly B. Coexisting leadership? the emergence of communal leadership amidst hierarchy.

Degree: 2013, University of North Carolina – Greensboro

 Virtually all communities carry hierarchies, and most individuals recognize the necessity to participate in these communities. Yet, many individuals assume they have a narrowly defined… (more)

Subjects/Keywords: Social justice; Community leadership

leadership challenge social justice and why leadership as a means of enacting social justice is… …leadership. Historical and Social Context The problem identified throughout this research is of… …and suffocating social networks” (p. 209). The sole use of hierarchical leadership… …support socially just systems, then leaders 14 enact social justice. On the other hand, if a… …and social connection model of shared responsibility. Each of these leadership theories… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Madrigal, K. B. (2013). Coexisting leadership? the emergence of communal leadership amidst hierarchy. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15569

Chicago Manual of Style (16th Edition):

Madrigal, Kimberly B. “Coexisting leadership? the emergence of communal leadership amidst hierarchy.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15569.

MLA Handbook (7th Edition):

Madrigal, Kimberly B. “Coexisting leadership? the emergence of communal leadership amidst hierarchy.” 2013. Web. 22 Sep 2019.

Vancouver:

Madrigal KB. Coexisting leadership? the emergence of communal leadership amidst hierarchy. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2019 Sep 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15569.

Council of Science Editors:

Madrigal KB. Coexisting leadership? the emergence of communal leadership amidst hierarchy. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15569


Georgia State University

25. Willis, Kristin. Declassification of Students With Disabilities.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  Federal law states that any student suspected of having a disability must meet initial eligibility requirements in order to qualify for special education services.… (more)

Subjects/Keywords: Special Education; Declassification; Re-evaluation; Phenomenology; Social Justice; Special Education Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Willis, K. (2019). Declassification of Students With Disabilities. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/196

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):

Willis, Kristin. “Declassification of Students With Disabilities.” 2019. Thesis, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/eps_diss/196.

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

MLA Handbook (7th Edition):

Willis, Kristin. “Declassification of Students With Disabilities.” 2019. Web. 22 Sep 2019.

Vancouver:

Willis K. Declassification of Students With Disabilities. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/196.

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

Council of Science Editors:

Willis K. Declassification of Students With Disabilities. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/196

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


Georgia State University

26. Hitzges, Jamie C. Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey.

Degree: 2019, Georgia State University

  I failed my students as a first-time principal. By not speaking up for students on the margins, I was complicit in maintaining a status… (more)

Subjects/Keywords: Culturally Responsive Social Justice Leadership; Caring Theory; Vulnerability; Autoethnography; Marginalized Students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hitzges, J. C. (2019). Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/199

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):

Hitzges, Jamie C. “Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey.” 2019. Thesis, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/eps_diss/199.

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

MLA Handbook (7th Edition):

Hitzges, Jamie C. “Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey.” 2019. Web. 22 Sep 2019.

Vancouver:

Hitzges JC. Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/199.

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

Council of Science Editors:

Hitzges JC. Educational Social Justice Agnostic to Zealot: One White Male Elementary Principal's Journey. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/199

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


Georgia State University

27. Johnson, Natasha N. Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  There is growing research pointing to the universal, collective identity of black women in the United States. While this is promising, there remains, historically,… (more)

Subjects/Keywords: Critical Race Feminism; Social Justice Leadership; Intersectionality; Equity; Hermeneutic Cycle; Phenomenology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, N. N. (2019). Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/205

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

Chicago Manual of Style (16th Edition):

Johnson, Natasha N. “Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership.” 2019. Thesis, Georgia State University. Accessed September 22, 2019. https://scholarworks.gsu.edu/eps_diss/205.

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

MLA Handbook (7th Edition):

Johnson, Natasha N. “Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership.” 2019. Web. 22 Sep 2019.

Vancouver:

Johnson NN. Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Sep 22]. Available from: https://scholarworks.gsu.edu/eps_diss/205.

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

Council of Science Editors:

Johnson NN. Writing HERstory: Examining the Intersectional Identities of Black Women in Educational Leadership. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/205

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


Washington State University

28. [No author]. TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS .

Degree: 2013, Washington State University

 The purpose of this study was to develop a grounded theory to understand the perspectives, attitudes, and actions of secondary principals about students with alcohol,… (more)

Subjects/Keywords: Educational leadership; culture; dropout; drugs; perspectives; principals; social justice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2013). TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5029

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. “TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS .” 2013. Thesis, Washington State University. Accessed September 22, 2019. http://hdl.handle.net/2376/5029.

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. “TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS .” 2013. Web. 22 Sep 2019.

Vancouver:

author] [. TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS . [Internet] [Thesis]. Washington State University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2376/5029.

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

Council of Science Editors:

author] [. TO THE EXTENT FEASIBLE: PERSPECTIVES OF PRINCIPALS ON STUDENTS . [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/5029

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


Virginia Commonwealth University

29. Sumner, Christopher Mark. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that… (more)

Subjects/Keywords: Talent Development; Gifted and Talented; Education; Disproportionality; Social Justice; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sumner, C. M. (2018). A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5654

Chicago Manual of Style (16th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 22, 2019. https://scholarscompass.vcu.edu/etd/5654.

MLA Handbook (7th Edition):

Sumner, Christopher Mark. “A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division.” 2018. Web. 22 Sep 2019.

Vancouver:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Sep 22]. Available from: https://scholarscompass.vcu.edu/etd/5654.

Council of Science Editors:

Sumner CM. A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5654


Antioch University

30. Lyons, Lindsay Beth. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.

Degree: PhD, Leadership and Change, 2018, Antioch University

 This study developed a set of scales to measure building student leadership capacity in high schools. Student leadership is defined here as students working collaboratively… (more)

Subjects/Keywords: Educational Leadership; Pedagogy; Secondary Education; Student voice; Youth leadership; Scale development; High school; Shared leadership; Mixed methods; Shared leadership; Capacity building; Social justice leadership; Inclusive leadership; Positive leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lyons, L. B. (2018). Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

Chicago Manual of Style (16th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Doctoral Dissertation, Antioch University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

MLA Handbook (7th Edition):

Lyons, Lindsay Beth. “Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales.” 2018. Web. 22 Sep 2019.

Vancouver:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Internet] [Doctoral dissertation]. Antioch University; 2018. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

Council of Science Editors:

Lyons LB. Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales. [Doctoral Dissertation]. Antioch University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376

[1] [2] [3] [4] [5]

.