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You searched for subject:(Title I). Showing records 1 – 30 of 103 total matches.

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East Tennessee State University

1. Crum, Krista R. School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  This study was conducted to see if teachers perceive a significant difference in school culture and leadership in Title I and non-Title I schools.… (more)

Subjects/Keywords: Leadership; Morale; Non-Title I; Poverty; School Culture; Title I; Education

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APA (6th Edition):

Crum, K. R. (2013). School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1153

Chicago Manual of Style (16th Edition):

Crum, Krista R. “School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed June 17, 2019. https://dc.etsu.edu/etd/1153.

MLA Handbook (7th Edition):

Crum, Krista R. “School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools.” 2013. Web. 17 Jun 2019.

Vancouver:

Crum KR. School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Jun 17]. Available from: https://dc.etsu.edu/etd/1153.

Council of Science Editors:

Crum KR. School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1153


Indiana University of Pennsylvania

2. Hirsh, Rae Ann. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.

Degree: Ded, Professional Studies in Education, 2014, Indiana University of Pennsylvania

  This research explored the emotions experienced by second and third grade children struggling with learning to read. The study employed grounded theory methodology to… (more)

Subjects/Keywords: anxiety; avoidance; children; emotions; reading; Title I

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APA (6th Edition):

Hirsh, R. A. (2014). Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/781

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):

Hirsh, Rae Ann. “Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.” 2014. Thesis, Indiana University of Pennsylvania. Accessed June 17, 2019. https://knowledge.library.iup.edu/etd/781.

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

MLA Handbook (7th Edition):

Hirsh, Rae Ann. “Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives.” 2014. Web. 17 Jun 2019.

Vancouver:

Hirsh RA. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. [Internet] [Thesis]. Indiana University of Pennsylvania; 2014. [cited 2019 Jun 17]. Available from: https://knowledge.library.iup.edu/etd/781.

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

Council of Science Editors:

Hirsh RA. Emotional Responses to the Reading Difficulties Experienced by Young Children Enrolled in Title I: A Qualitative Study of Students', Teachers', and Families' Perspectives. [Thesis]. Indiana University of Pennsylvania; 2014. Available from: https://knowledge.library.iup.edu/etd/781

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


Virginia Tech

3. Isbell, Angela Lake. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one… (more)

Subjects/Keywords: school climate; Title I; school accreditation

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APA (6th Edition):

Isbell, A. L. (2014). A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56675

Chicago Manual of Style (16th Edition):

Isbell, Angela Lake. “A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.” 2014. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/56675.

MLA Handbook (7th Edition):

Isbell, Angela Lake. “A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses.” 2014. Web. 17 Jun 2019.

Vancouver:

Isbell AL. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/56675.

Council of Science Editors:

Isbell AL. A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56675


Vanderbilt University

4. Whitaker, Manya Catrice. School Influences on Parents' Role Beliefs.

Degree: PhD, Psychology, 2011, Vanderbilt University

 Parent involvement in education is associated with positive student outcomes; however, little is known about how parents construct their ideas about their responsibilities in their… (more)

Subjects/Keywords: urban; title I; middle school; parent involvement

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APA (6th Edition):

Whitaker, M. C. (2011). School Influences on Parents' Role Beliefs. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;

Chicago Manual of Style (16th Edition):

Whitaker, Manya Catrice. “School Influences on Parents' Role Beliefs.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed June 17, 2019. http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;.

MLA Handbook (7th Edition):

Whitaker, Manya Catrice. “School Influences on Parents' Role Beliefs.” 2011. Web. 17 Jun 2019.

Vancouver:

Whitaker MC. School Influences on Parents' Role Beliefs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Jun 17]. Available from: http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;.

Council of Science Editors:

Whitaker MC. School Influences on Parents' Role Beliefs. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;


University of Southern California

5. Rynearson-Johnson, Julia. On-site impacts of Title I and Title III grant flexibility.

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

 This study measures poverty-level and second-language grant fund flexibility by detailing the process of fund dispersion, how funds are being used, and measuring the satisfaction… (more)

Subjects/Keywords: education; poverty; second-language; bi-lingual education; Title I; Title III; grant flexibility

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APA (6th Edition):

Rynearson-Johnson, J. (2011). On-site impacts of Title I and Title III grant flexibility. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552

Chicago Manual of Style (16th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Doctoral Dissertation, University of Southern California. Accessed June 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

MLA Handbook (7th Edition):

Rynearson-Johnson, Julia. “On-site impacts of Title I and Title III grant flexibility.” 2011. Web. 17 Jun 2019.

Vancouver:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Jun 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552.

Council of Science Editors:

Rynearson-Johnson J. On-site impacts of Title I and Title III grant flexibility. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446401/rec/4552


Liberty University

6. Hancock, Kimberly A. A Correlational Study of Teacher Burnout in Elementary Schools in Georgia.

Degree: 2018, Liberty University

 Educational research has identified the importance of understanding the relationship between teacher burnout and teacher self-efficacy. Previous studies examined the relationship of teacher burnout to… (more)

Subjects/Keywords: Teacher Burnout; Self Efficacy; Title I School; Title I Focus School; Education; Educational Leadership; Elementary Education

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

APA (6th Edition):

Hancock, K. A. (2018). A Correlational Study of Teacher Burnout in Elementary Schools in Georgia. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1897

Chicago Manual of Style (16th Edition):

Hancock, Kimberly A. “A Correlational Study of Teacher Burnout in Elementary Schools in Georgia.” 2018. Doctoral Dissertation, Liberty University. Accessed June 17, 2019. https://digitalcommons.liberty.edu/doctoral/1897.

MLA Handbook (7th Edition):

Hancock, Kimberly A. “A Correlational Study of Teacher Burnout in Elementary Schools in Georgia.” 2018. Web. 17 Jun 2019.

Vancouver:

Hancock KA. A Correlational Study of Teacher Burnout in Elementary Schools in Georgia. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 17]. Available from: https://digitalcommons.liberty.edu/doctoral/1897.

Council of Science Editors:

Hancock KA. A Correlational Study of Teacher Burnout in Elementary Schools in Georgia. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1897


Texas A&M University

7. Canada, Gloria Lou. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.

Degree: 2009, Texas A&M University

 This study examined the influence of social workers placed at the elementary school level, who work with low-socioeconomic families. The intent of the study was… (more)

Subjects/Keywords: SOCIAL WORKER; FAMILY INVOLVEMENT; TITLE I ELEMENTARY SCHOOLS

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APA (6th Edition):

Canada, G. L. (2009). The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2053

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):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed June 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2053.

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

MLA Handbook (7th Edition):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Web. 17 Jun 2019.

Vancouver:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053.

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

Council of Science Editors:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053

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


California State University – Sacramento

8. Bruce, Gail Inouye. Implementation of response to intervention: a program model for Title I targeted assistance schools.

Degree: MA, Education (Language and Literacy, 2010, California State University – Sacramento

 In 2004 when the Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized, Response to Intervention (RtI) was specified as an alternative or supplement to… (more)

Subjects/Keywords: School support programs; Title I programs; Reading intervention

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APA (6th Edition):

Bruce, G. I. (2010). Implementation of response to intervention: a program model for Title I targeted assistance schools. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/278

Chicago Manual of Style (16th Edition):

Bruce, Gail Inouye. “Implementation of response to intervention: a program model for Title I targeted assistance schools.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 17, 2019. http://hdl.handle.net/10211.9/278.

MLA Handbook (7th Edition):

Bruce, Gail Inouye. “Implementation of response to intervention: a program model for Title I targeted assistance schools.” 2010. Web. 17 Jun 2019.

Vancouver:

Bruce GI. Implementation of response to intervention: a program model for Title I targeted assistance schools. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10211.9/278.

Council of Science Editors:

Bruce GI. Implementation of response to intervention: a program model for Title I targeted assistance schools. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/278

9. Contreras, Heather Anne. The Relationship Between Title I Funding Allocations and Student Achievement.

Degree: 2011, California State University – Stanislaus

 This study was conducted for the purpose of determining the impact of Title I funding on student achievement. Eight budget categories were examined from 114… (more)

Subjects/Keywords: Educational Tests and Measurements; Title I Funding; Student Achievement

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APA (6th Edition):

Contreras, H. A. (2011). The Relationship Between Title I Funding Allocations and Student Achievement. (Thesis). California State University – Stanislaus. Retrieved from http://scholarworks.csustan.edu/handle/011235813/15

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):

Contreras, Heather Anne. “The Relationship Between Title I Funding Allocations and Student Achievement.” 2011. Thesis, California State University – Stanislaus. Accessed June 17, 2019. http://scholarworks.csustan.edu/handle/011235813/15.

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

MLA Handbook (7th Edition):

Contreras, Heather Anne. “The Relationship Between Title I Funding Allocations and Student Achievement.” 2011. Web. 17 Jun 2019.

Vancouver:

Contreras HA. The Relationship Between Title I Funding Allocations and Student Achievement. [Internet] [Thesis]. California State University – Stanislaus; 2011. [cited 2019 Jun 17]. Available from: http://scholarworks.csustan.edu/handle/011235813/15.

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

Council of Science Editors:

Contreras HA. The Relationship Between Title I Funding Allocations and Student Achievement. [Thesis]. California State University – Stanislaus; 2011. Available from: http://scholarworks.csustan.edu/handle/011235813/15

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


UCLA

10. Mabery, Chad Ellwood. Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools.

Degree: Education, 2012, UCLA

 Standardized test scores continue to the ultimate measure of school success. With $14 billion in annual federal funds directed towards low SES or Title I(more)

Subjects/Keywords: Educational leadership; API; Climate; Connectedness; High Schools; Non-Title I; Rigor

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APA (6th Edition):

Mabery, C. E. (2012). Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0xs3j7p6

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):

Mabery, Chad Ellwood. “Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools.” 2012. Thesis, UCLA. Accessed June 17, 2019. http://www.escholarship.org/uc/item/0xs3j7p6.

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

MLA Handbook (7th Edition):

Mabery, Chad Ellwood. “Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools.” 2012. Web. 17 Jun 2019.

Vancouver:

Mabery CE. Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools. [Internet] [Thesis]. UCLA; 2012. [cited 2019 Jun 17]. Available from: http://www.escholarship.org/uc/item/0xs3j7p6.

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

Council of Science Editors:

Mabery CE. Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/0xs3j7p6

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


Liberty University

11. Acosta, Rebecca S. A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom.

Degree: 2019, Liberty University

 If Title I elementary students are not given opportunities to learn how to utilize digital technology in their classrooms, a whole segment of the population… (more)

Subjects/Keywords: Title I; Elementary; Technology Integration; Curriculum and Instruction; Education; Elementary Education

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APA (6th Edition):

Acosta, R. S. (2019). A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2059

Chicago Manual of Style (16th Edition):

Acosta, Rebecca S. “A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom.” 2019. Doctoral Dissertation, Liberty University. Accessed June 17, 2019. https://digitalcommons.liberty.edu/doctoral/2059.

MLA Handbook (7th Edition):

Acosta, Rebecca S. “A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom.” 2019. Web. 17 Jun 2019.

Vancouver:

Acosta RS. A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Jun 17]. Available from: https://digitalcommons.liberty.edu/doctoral/2059.

Council of Science Editors:

Acosta RS. A Phenomenological Study of the Experiences of Elementary Title I Teachers' Use of Digital Technology in the Classroom. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2059


Loyola University Chicago

12. Robey, Michael E. The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  The ability to read with proficiency and comprehension is one of the basic goals of our educational system. Adequacy of funding these goals, particularly… (more)

Subjects/Keywords: Education; Funding; Illinois; Leadership; Reading; Title I; Educational Administration and Supervision

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APA (6th Edition):

Robey, M. E. (2011). The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/53

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):

Robey, Michael E. “The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education.” 2011. Thesis, Loyola University Chicago. Accessed June 17, 2019. https://ecommons.luc.edu/luc_diss/53.

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

MLA Handbook (7th Edition):

Robey, Michael E. “The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education.” 2011. Web. 17 Jun 2019.

Vancouver:

Robey ME. The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Jun 17]. Available from: https://ecommons.luc.edu/luc_diss/53.

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

Council of Science Editors:

Robey ME. The Impact of Title I Program Funding Through a Comparison of Schoolwide Assistance and Targeted Assistance on Fifth Grade Reading Achievement Scores in Illinois: Implications for Leadership in Public Education. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/53

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

13. Richardson, Tavis. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.

Degree: Doctor of Education (EdD), Educational Leadership, 2018, Clark University Atlanta

  The purpose of this qualitative case study was to investigate the impact of a Title I Comprehensive Plan on factors that affect the learning… (more)

Subjects/Keywords: Title I Schools; Comprehensive Plan; Rural Schools; Educational Leadership

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APA (6th Edition):

Richardson, T. (2018). The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/128

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):

Richardson, Tavis. “The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.” 2018. Thesis, Clark University Atlanta. Accessed June 17, 2019. http://digitalcommons.auctr.edu/cauetds/128.

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

MLA Handbook (7th Edition):

Richardson, Tavis. “The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States.” 2018. Web. 17 Jun 2019.

Vancouver:

Richardson T. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. [Internet] [Thesis]. Clark University Atlanta; 2018. [cited 2019 Jun 17]. Available from: http://digitalcommons.auctr.edu/cauetds/128.

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

Council of Science Editors:

Richardson T. The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States. [Thesis]. Clark University Atlanta; 2018. Available from: http://digitalcommons.auctr.edu/cauetds/128

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


University of Southern California

14. Schmidt, Todd Steven. The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study selected a purposeful sample of a total of four Title I elementary schools within three different districts in Oregon. Each of the elementary… (more)

Subjects/Keywords: principal leadership; school reform; Title I; professional development; principal training

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APA (6th Edition):

Schmidt, T. S. (2014). The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6821

Chicago Manual of Style (16th Edition):

Schmidt, Todd Steven. “The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 17, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6821.

MLA Handbook (7th Edition):

Schmidt, Todd Steven. “The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools.” 2014. Web. 17 Jun 2019.

Vancouver:

Schmidt TS. The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6821.

Council of Science Editors:

Schmidt TS. The impact of principal leadership and model schools on state‐wide school reform: case studies of four Oregon elementary model schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/366379/rec/6821


Penn State University

15. Piekarski Loughlin, Jodi. FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS.

Degree: EdD, Adult Education, 2008, Penn State University

 ABSTRACT This qualitative action research study used a critical perspective to explore Title I parents’ perceptions of parental involvement in public schools and to foster… (more)

Subjects/Keywords: critical action research; parent participation; Title I; parental involvement; parent involvement; elementary school

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APA (6th Edition):

Piekarski Loughlin, J. (2008). FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8192

Chicago Manual of Style (16th Edition):

Piekarski Loughlin, Jodi. “FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS.” 2008. Doctoral Dissertation, Penn State University. Accessed June 17, 2019. https://etda.libraries.psu.edu/catalog/8192.

MLA Handbook (7th Edition):

Piekarski Loughlin, Jodi. “FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS.” 2008. Web. 17 Jun 2019.

Vancouver:

Piekarski Loughlin J. FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jun 17]. Available from: https://etda.libraries.psu.edu/catalog/8192.

Council of Science Editors:

Piekarski Loughlin J. FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8192


Rhode Island College

16. DiBari, Julie A. Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education.

Degree: PhD, 2016, Rhode Island College

  Since the Industrial Revolution, when schools became larger and the missions broader, there has been an attempt by a wide range of stakeholders to… (more)

Subjects/Keywords:

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

APA (6th Edition):

DiBari, J. A. (2016). Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/167

Chicago Manual of Style (16th Edition):

DiBari, Julie A. “Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education.” 2016. Doctoral Dissertation, Rhode Island College. Accessed June 17, 2019. https://digitalcommons.ric.edu/etd/167.

MLA Handbook (7th Edition):

DiBari, Julie A. “Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education.” 2016. Web. 17 Jun 2019.

Vancouver:

DiBari JA. Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education. [Internet] [Doctoral dissertation]. Rhode Island College; 2016. [cited 2019 Jun 17]. Available from: https://digitalcommons.ric.edu/etd/167.

Council of Science Editors:

DiBari JA. Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education. [Doctoral Dissertation]. Rhode Island College; 2016. Available from: https://digitalcommons.ric.edu/etd/167


Virginia Commonwealth University

17. Murphy, Jennifer. An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study.

Degree: PhD, Educational Studies, 2010, Virginia Commonwealth University

 This was a multi-faceted mixed methods study that investigated several aspects associated to class size and the perceived effects on student achievement in Title I(more)

Subjects/Keywords: class size; Title I; instructional methods; classroom interactions; at-risk students; Education

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APA (6th Edition):

Murphy, J. (2010). An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2171

Chicago Manual of Style (16th Edition):

Murphy, Jennifer. “An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study.” 2010. Doctoral Dissertation, Virginia Commonwealth University. Accessed June 17, 2019. https://scholarscompass.vcu.edu/etd/2171.

MLA Handbook (7th Edition):

Murphy, Jennifer. “An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study.” 2010. Web. 17 Jun 2019.

Vancouver:

Murphy J. An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2010. [cited 2019 Jun 17]. Available from: https://scholarscompass.vcu.edu/etd/2171.

Council of Science Editors:

Murphy J. An Investigation of the Effects of Class Size on Student Achievement in Title I Elementary Schools: A Mixed Methods Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2010. Available from: https://scholarscompass.vcu.edu/etd/2171


Virginia Tech

18. Atkinson, Cheryl L. H. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic… (more)

Subjects/Keywords: Reading; Title I; Efficacy; At-risk

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APA (6th Edition):

Atkinson, C. L. H. (1998). An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30410

Chicago Manual of Style (16th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/30410.

MLA Handbook (7th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Web. 17 Jun 2019.

Vancouver:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/30410.

Council of Science Editors:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30410


Virginia Tech

19. Boone, Benjamin Daniel. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 The purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence… (more)

Subjects/Keywords: Blue Ribbon Awarded Schools; Research Based; Instructional Practices; Instructional Strategies; Instructional Leaders; Title I Schools

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APA (6th Edition):

Boone, B. D. (2017). Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86144

Chicago Manual of Style (16th Edition):

Boone, Benjamin Daniel. “Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed June 17, 2019. http://hdl.handle.net/10919/86144.

MLA Handbook (7th Edition):

Boone, Benjamin Daniel. “Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia.” 2017. Web. 17 Jun 2019.

Vancouver:

Boone BD. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10919/86144.

Council of Science Editors:

Boone BD. Instructional Leadership Practices Principals Use In Blue Ribbon Awarded Public Elementary Schools In Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86144


California State University – Channel Islands

20. Palmer, Debora A. Title I Schools: Are They Meeting the Needs of Our Students .

Degree: 2009, California State University – Channel Islands

 This research examined the positive and negative attributes to schools that are designated Title I and receive federal funding to help raise student achievement. This… (more)

Subjects/Keywords: Title I; Under performing schools; Raising student achievement; Implementation for improvement; Education thesis

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

APA (6th Edition):

Palmer, D. A. (2009). Title I Schools: Are They Meeting the Needs of Our Students . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10139/673

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):

Palmer, Debora A. “Title I Schools: Are They Meeting the Needs of Our Students .” 2009. Thesis, California State University – Channel Islands. Accessed June 17, 2019. http://hdl.handle.net/10139/673.

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

MLA Handbook (7th Edition):

Palmer, Debora A. “Title I Schools: Are They Meeting the Needs of Our Students .” 2009. Web. 17 Jun 2019.

Vancouver:

Palmer DA. Title I Schools: Are They Meeting the Needs of Our Students . [Internet] [Thesis]. California State University – Channel Islands; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10139/673.

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

Council of Science Editors:

Palmer DA. Title I Schools: Are They Meeting the Needs of Our Students . [Thesis]. California State University – Channel Islands; 2009. Available from: http://hdl.handle.net/10139/673

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


University of Miami

21. Armesto, Cecilia E. College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2014, University of Miami

 A very large and important subgroup of student-athletes is ethnic minority in Title I high schools. Understanding the decision-making process of this subgroup is important… (more)

Subjects/Keywords: Title I; student-athlete; college choice; ethnic minority; Miami-Dade County, Florida; socioeconomic status

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

APA (6th Edition):

Armesto, C. E. (2014). College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1158

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):

Armesto, Cecilia E. “College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida.” 2014. Thesis, University of Miami. Accessed June 17, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1158.

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

MLA Handbook (7th Edition):

Armesto, Cecilia E. “College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida.” 2014. Web. 17 Jun 2019.

Vancouver:

Armesto CE. College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida. [Internet] [Thesis]. University of Miami; 2014. [cited 2019 Jun 17]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1158.

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

Council of Science Editors:

Armesto CE. College Choice Factors of Student-Athletes at Title I High Schools in Miami-Dade County, Florida. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1158

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


University of South Florida

22. Moser, Sharon. Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress.

Degree: 2010, University of South Florida

 The 2007-2008 school year marked the first year Florida's Title I schools that did not made Adequate Yearly Progress (AYP) for five consecutive years entered… (more)

Subjects/Keywords: Consequence; Efficacy; NCLB; School reform; Title I; American Studies; Arts and Humanities

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

APA (6th Edition):

Moser, S. (2010). Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/1717

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):

Moser, Sharon. “Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress.” 2010. Thesis, University of South Florida. Accessed June 17, 2019. https://scholarcommons.usf.edu/etd/1717.

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

MLA Handbook (7th Edition):

Moser, Sharon. “Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress.” 2010. Web. 17 Jun 2019.

Vancouver:

Moser S. Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Jun 17]. Available from: https://scholarcommons.usf.edu/etd/1717.

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

Council of Science Editors:

Moser S. Perceptions of teachers in their first year of school restructuring: Failure to make adequate yearly progress. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/1717

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


University of South Florida

23. Rowland, Mark Lance. Perspectives of AP U.S. History Teachers in Title I Schools.

Degree: 2017, University of South Florida

 The College Board’s Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking… (more)

Subjects/Keywords: Achievement Gap; AP U.S. History; College Board; Teacher Perspectives; Title I Schools; Other Education

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

APA (6th Edition):

Rowland, M. L. (2017). Perspectives of AP U.S. History Teachers in Title I Schools. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6945

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):

Rowland, Mark Lance. “Perspectives of AP U.S. History Teachers in Title I Schools.” 2017. Thesis, University of South Florida. Accessed June 17, 2019. https://scholarcommons.usf.edu/etd/6945.

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

MLA Handbook (7th Edition):

Rowland, Mark Lance. “Perspectives of AP U.S. History Teachers in Title I Schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Rowland ML. Perspectives of AP U.S. History Teachers in Title I Schools. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Jun 17]. Available from: https://scholarcommons.usf.edu/etd/6945.

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

Council of Science Editors:

Rowland ML. Perspectives of AP U.S. History Teachers in Title I Schools. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6945

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


Liberty University

24. Smith, Hamilton Elijah. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.

Degree: 2018, Liberty University

Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I(more)

Subjects/Keywords: Title I; Reading Achievement; Reading Instruction; Guided Reading Instruction; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Smith, H. E. (2018). A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1879

Chicago Manual of Style (16th Edition):

Smith, Hamilton Elijah. “A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed June 17, 2019. https://digitalcommons.liberty.edu/doctoral/1879.

MLA Handbook (7th Edition):

Smith, Hamilton Elijah. “A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.” 2018. Web. 17 Jun 2019.

Vancouver:

Smith HE. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 17]. Available from: https://digitalcommons.liberty.edu/doctoral/1879.

Council of Science Editors:

Smith HE. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1879


George Mason University

25. Bertrand, Shamaine Kyann. CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS .

Degree: 2017, George Mason University

 This study shares the perspectives of current elementary education teacher candidates with field and/or internship experiences in Title I schools. It provides some insight into… (more)

Subjects/Keywords: Teacher education; Critical Theory; Photovoice; Teacher Candidates; Teacher Education; Teacher Preparation; Title I

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APA (6th Edition):

Bertrand, S. K. (2017). CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11131

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):

Bertrand, Shamaine Kyann. “CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS .” 2017. Thesis, George Mason University. Accessed June 17, 2019. http://hdl.handle.net/1920/11131.

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

MLA Handbook (7th Edition):

Bertrand, Shamaine Kyann. “CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS .” 2017. Web. 17 Jun 2019.

Vancouver:

Bertrand SK. CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1920/11131.

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

Council of Science Editors:

Bertrand SK. CLASS DISMISSED: AN EXAMINATION OF HOW TEACHER CANDIDATES ARE PREPARED FOR TITLE I SCHOOLS . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/11131

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


University of South Carolina

26. Nunamaker, Susan Ridgeway. Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  The purpose of this qualitative action research study is to explore the impact of goal setting on the learning process of fifth-grade students in… (more)

Subjects/Keywords: Curriculum and Instruction; Education; student engagement; goal setting; self-efficacy; self-regulation; Title I

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

APA (6th Edition):

Nunamaker, S. R. (2017). Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4076

Chicago Manual of Style (16th Edition):

Nunamaker, Susan Ridgeway. “Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed June 17, 2019. https://scholarcommons.sc.edu/etd/4076.

MLA Handbook (7th Edition):

Nunamaker, Susan Ridgeway. “Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study.” 2017. Web. 17 Jun 2019.

Vancouver:

Nunamaker SR. Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Jun 17]. Available from: https://scholarcommons.sc.edu/etd/4076.

Council of Science Editors:

Nunamaker SR. Teaching Goal Setting Strategies In A Title I Elementary School; An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4076


University of South Carolina

27. Mann, Kara. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  This quantitative Action Research study examined how a computer-assisted reading program, called MindPlay, affected reading achievement in four second-grade classrooms within a Title I(more)

Subjects/Keywords: Curriculum and Instruction; Education; MindPlay; computer-assisted technology; Title I; at-risk students; reading achievement

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

APA (6th Edition):

Mann, K. (2017). Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4082

Chicago Manual of Style (16th Edition):

Mann, Kara. “Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed June 17, 2019. https://scholarcommons.sc.edu/etd/4082.

MLA Handbook (7th Edition):

Mann, Kara. “Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.” 2017. Web. 17 Jun 2019.

Vancouver:

Mann K. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Jun 17]. Available from: https://scholarcommons.sc.edu/etd/4082.

Council of Science Editors:

Mann K. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4082


University of North Texas

28. Mason, Lindsey Lea. Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers.

Degree: 2013, University of North Texas

 The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with… (more)

Subjects/Keywords: Music education; communication; Basil Bernstein; teacher preference; low socio-economic; Title I

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

APA (6th Edition):

Mason, L. L. (2013). Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407827/

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):

Mason, Lindsey Lea. “Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers.” 2013. Thesis, University of North Texas. Accessed June 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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

MLA Handbook (7th Edition):

Mason, Lindsey Lea. “Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers.” 2013. Web. 17 Jun 2019.

Vancouver:

Mason LL. Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Jun 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407827/.

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

Council of Science Editors:

Mason LL. Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407827/

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


Liberty University

29. Russell, Sandra Anne. Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers.

Degree: 2019, Liberty University

 With school reform and teacher accountability on the forefront of the educational landscape, attention has turned to investigating why so many teachers leave the profession… (more)

Subjects/Keywords: Teacher Burnout; Teacher Attrition; Title I; Accountability; School Reform; Education; Teacher Education and Professional Development

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

APA (6th Edition):

Russell, S. A. (2019). Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2089

Chicago Manual of Style (16th Edition):

Russell, Sandra Anne. “Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers.” 2019. Doctoral Dissertation, Liberty University. Accessed June 17, 2019. https://digitalcommons.liberty.edu/doctoral/2089.

MLA Handbook (7th Edition):

Russell, Sandra Anne. “Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers.” 2019. Web. 17 Jun 2019.

Vancouver:

Russell SA. Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Jun 17]. Available from: https://digitalcommons.liberty.edu/doctoral/2089.

Council of Science Editors:

Russell SA. Teacher Burnout: A Comparison Between Title I and Non-Title I Elementary School Teachers. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2089


Liberty University

30. Larry, Triaka A. Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science.

Degree: 2017, Liberty University

 The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing… (more)

Subjects/Keywords: science achievement; self-efficacy; STEM; teacher interpersonal behaviors; Title I high school; Education; Science and Mathematics Education

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

APA (6th Edition):

Larry, T. A. (2017). Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1562

Chicago Manual of Style (16th Edition):

Larry, Triaka A. “Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science.” 2017. Doctoral Dissertation, Liberty University. Accessed June 17, 2019. http://digitalcommons.liberty.edu/doctoral/1562.

MLA Handbook (7th Edition):

Larry, Triaka A. “Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science.” 2017. Web. 17 Jun 2019.

Vancouver:

Larry TA. Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jun 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1562.

Council of Science Editors:

Larry TA. Perceived Self-Efficacy and Student-Teacher Relationships Among Diverse Title I Students’ Achievement in Science. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1562

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